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Excel 6 сынып 3-тоқсан ҚМЖ жинағы
Short term plan: term 3
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Unit: 5 Our Health |
Lesson 49 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Vocabulary: illnesses / ailments |
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Learning objectives |
6.1.9.1 use imagination to express thoughts, ideas, experiences and feelings 6.2.1.1 understand a sequence of supported classroom instructions 6.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics |
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Lesson objectives |
Learners will be able to: - present illnesses/ailments - discuss illnesses/ailments |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Assessment criteria make basic statements related to personal information, match places to continents |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:53 • Draw Ss' attention to the pictures. Play the recording. Ss listen and repeat chorally or individually. Elicit the L1 equivalents. DR Ex: 2 P: 53 • Explain/Elicit the meanings of any unknown words and read out the example exchange, then Ss talk in pairs about the illnesses/ailments referring to the pictures and using the phrases. Monitor the activity around the class and then ask some pairs to report back to the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners listen and repeat. Say these words in your language ANSWERS Students own answer • Learners discuss in pairs, as in the example. Answer the question ANSWERS 2 A: What's wrong with Damir? B: He's got a stomach ache. 3 A: What's wrong with Sanzhar? B: He's got a cough. 4 A: What's wrong with Nurgul? B: She's got a headache. 5 A: What's wrong with Ulan? B: He's got a cold. A: What's with Akbota? B: She's got a temperature. 7 A: What's wrong with Kenje? B: She's got a rash. 8 A: What's wrong with Mira? B: She's got an earache. |
Descriptor: -Listen and repeat - . Say the words in your language Total: 2 point
Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - discuss in pairs, - complete the task Total: 6 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 3
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Unit 5 Our Health |
Lesson 50 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Reading: Home remedies |
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Learning objectives |
6.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics 6.4.5.1 deduce meaning from context in short texts on a limited range of familiar general and curricular topics 6.5.5.1 link without support sentences using basic coordinating connectors |
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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. |
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Lesson objectives |
Learners will be able to: - introduce the topic, to listen and read for gist - read for specific information |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Ask a few pupils to stand up and stand in a row. Ask the rest of the class questions to revise the ordinals. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Determines the topic and purpose of the lesson •Learners remember previous lesson vocabulary Students say different words from the picture Answer the question. |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - know daily routines vocabulary Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about home remedies |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:54 • Direct Ss to the title of the article and the pictures. Elicit what remedies Ss think someone might find at home. Play the recording. Ss listen and follow the text in their books to find out. Ex: 2 P: 54 • Give Ss time to read the text again and complete the task. Check Ss' answers. Tell Ss to check any words they are unsure of in their dictionaries. Ex: 3 P: 55 • Explain the task. Ss complete it. Check Ss' answers. Ex: 4 P: 55 • Ask Ss to read the text again and make notes about the home remedies. Give Ss time to use their notes to prepare a PowerPoint or other format of digital presentation with images and a short text about each one. Ask Ss to give their presentations in front of the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Pupils read the title of the article and look at the pictures ANSWERS People can find remedies for a headache, a toothache, a stomach ache, sore throats and a cough at home. • Pupils read again and choose the correct word. ANSWERS 1 relieve 2 toothache 3 teaspoonful 4 ingredient • Pupils fill the gaps. ANSWERS 1 cough 2 lemon 3 stomach 4 sore 5 good 6 nasty •Pupils create a digital presentation ANSWERS Ss' own answers |
Descriptor: - read the title - look at the pictures Total: 2 point
Descriptor: - read again - choose the correct Total: 2 point Differentiation: «Verbal support» method is used to help Ss use new words in the Descriptor: - fill the gaps Total: 1 point Descriptor: - read the text again - create a digital presentation Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 3
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Unit 5 Our Health |
Lesson 51 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Vocabulary: health |
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Learning objectives |
6.6.13.1 use might may could to express possibility on a limited range of familiar general and curricular topics 6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 6.5.8.1 spell most high-frequency words accurately for a limited range of general topics |
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Lesson objectives |
Learners will be able to: - prepare a digital presentation summarising the text - consolidate new vocabulary - listen and read for specific information |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about persons character |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:5 P: 55 • Explain the task and go through the words in the list. Explain the meanings of any unknown words or ask Ss to look them up in their dictionaries and then give Ss time to complete the task. Ex: 6 P: 55 • Explain the task and give Ss time to complete it. Check Ss' answers. Ex: 7 a P: 55 • Read out the questions in the rubric. Play the recording. Ss listen and read the dialogue to find out the answers. Check Ss' answers. Ex: 7 b P: 55 • Explain the task. Remind Ss that they can use the dialogue in Ex. 7a as a model. Ss complete the task in closed pairs. Monitor the activity around the class and then ask some pairs to act out their dialogues in front of the class. Ex: 8 P: 55 • Explain the task and give Ss time to complete it. Remind Ss to include the points in the list and then check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils complete the sentences with the words. ANSWERS 1 exercise 2 balanced 3 lose 4 take 5 sugary 6 stay 7 junk •Pupils complete the text message ANSWERS 1 cold 2 hot 3 get rid 4 sore 5 help 6 drink 7 better •Pupils listen and read to find out. Answer the question ANSWERS Sam has a headache. Ann advises him to drink some lemon juice with warm water. •Pupils in pairs use the ideas below to act out. ANSWERS A: Hi, Nurlan. Are you OK? B: Hello, Dina. I don't feel very well. A: What's wrong? B: I have a terrible cough. A: Poor you! Why don't you take some cough syrup? A: Hi, Nurlan. Are you OK? B: Hello, Dina. I don't feel very well. A: What's wrong? B: I have a terrible sore throat. •Pupils write a message to your English friend ANSWERS Hi Dilnaz, I'm sorry to hear that you have a stomach ache. Why don't you try drinking some ginger tea? Can I come and visit you at your house |
Descriptor: - complete the sentences Total: 1 point
Descriptor: - complete the text message Total: 1 point
Descriptor: - listen and read - answer the question Total: 2 point Descriptor: - in pairs use the ideas below - act out Total: 3 point Descriptor: - write a message to your English friend Total: 3 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5: Our Health |
Lesson 52 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Use of English: have to / don’t have to |
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Learning objectives |
6.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics 6.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics 6.5.5.1 link without support sentences using basic coordinating connectors |
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Lesson objectives |
Learners will be able to: - present the modal verb have to - practise the affirmative and negative forms of have to - present the interrogative form of have to and short answers |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? revise the language from the previous lesson Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about daily routines previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - talk about daily routines Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about natural features |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:56 • Ss close their books. Present have to. Say, then write on the board: I have to go early today. Explain that this modal verb is in the affirmative. Point to a S and say: You have to wear a uniform at school. Point to a male S and say: He has to wear a uniform at school. Present all persons in the same way. Say then write on the board: I don't have to work on Sundays. Explain that this is the negative form. Point to a S and say: You don't have to go to school on Sundays. Present all persons in the same way. Ex: 2 P: 56 • Explain the task. Ss complete the task. Check Ss' answers, Ex: 3 P: 56 • Ss close their books. Say then write on the board: Do I have to work? Yes, I do./Do you have to work? No, you don't./Does he have to work? No, he doesn't. Explain that we use Do I/you we/you/they and Does he/she/it to form questions with have to. Focus Ss' attention on the position of Do/Does (before the personal pronoun). We answer in the short form with Yes/No, I/you/we/they/do/don't and Yes/No, he/she/it/does/doesn't. Ask questions to check Ss' understanding. Ex: 4 P: 56 • Explain the task and read out the prompts and the example. Ss complete the task in pairs. Monitor the activity around the class. Ex: 6 P: 56 •Explain the task. Ss complete the task. Check Ss' answers, Ex: 7 P: 56 •Explain the task. Ss complete the task. Check Ss' answe |
•Pupils read the table and the rules. ANSWERS Students own answer •Pupils put the verbs in brackets into the correct form ANSWERS 2 don't have to meet 3 have to eat 4 doesn't have to go 5 have to cook •Pupils read the table. Answer the question ANSWERS T: Do you have to make your bed every morning? S1: Yes, I do./No, I don't. T: Does your mum have to go to work? S2: Yes, she does./No she doesn't. etc •Pupils ask and answer. Use the prompts. ANSWERS A: Do you have to tidy your room? B: Yes, I do./No, I don't. A: Do you have to cook dinner? B: Yes, I do./No, I don't. A: Do you have to iron the clothes? B: Yes, I do./No, I don't. •Pupils complete with must or mustn’t ANSWERS 1 mustn't 2 mustn't 3 must 4 must 5 must •Pupils choose the correct item ANSWERS 1 have to 2 must 3 have to 4 must |
Descriptor: - read the table - use the rules. Total: 2 point
Descriptor: - put the verbs in brackets - put the verbs in brackets Total: 2 point Descriptor: - read the table - answer the question Total: 2 point
Descriptor: - ask and answer - use the prompts Total: 2 point Descriptor: - complete with must or mustn’t - choose the correct item Total: 1 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit: 5 Our Health |
Lesson 53 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Use of English: countable and uncountable nouns |
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Learning objectives |
6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 6.6.2.1 use quantifiers many, much, a lot of ,a few on a limited range of familiar general and curricular topics 6.3.2.1 ask simple questions to get information about a limited range of general topics |
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Lesson objectives |
Learners will be able to: - To present can/can't/could, may/might, should/shouldn't, ought to/oughtn't to and consolidate through translation -To present countable/uncountable nouns and quantifiers -To identify countable/uncountable nouns |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Revise the vocabulary from the previous lesson Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about days of the week previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - talk about days of the we Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about your last I holidays. |
Pictures worksheet picture |
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Middle of the lesson Presentation part. 30 min |
Ex:8 P:57 • Ask various Ss around the class to read out an example and give the L1 equivalent. (Ss' own answers) Elicit examples from the text on p.54. Ex: 9 P: 57 • To practise modal verbs Explain the task. Ss complete the task. Check Ss answers. Ex: 10 P: 57 • Ss' books closed. Explain that some nouns can be counted (e.g. egg, car, apple etc) and these are countable and some nouns can't be counted (e.g. milk, water, coffee etc). These are uncountable nouns. Explain that we use a/an with countable nouns and some with uncountable nouns. Ss' books open. Go through the table with Ss and elicit the L1 equivalents for the examples Ex: 11 P: 57 • To identify countable/uncountable nouns Explain the task and elicit answers from Ss around the class. Ex: 12 P: 57 • Explain the task and give Ss time to complete it. Check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Pupils read the examples. Find examples in the text. ANSWERS it might help with the pain, you should drink some ginger, honey may help sore throats • Pupils rewrite the sentences using appropriate modal verbs. ANSWERS 1 You can't swim after you have eaten lunch. 2 You shouldn't/oughtn't to eat too much junk food. 3 Can I bring you some hot tea? 4 Can/May I go home early? I don't feel well. 5 We might order takeaway later • Pupils read the table. Say the examples in your language. ANSWERS Students
own answer. • Pupils fill in a/an or some. Then mark the nouns C (countable) and U (uncountable). ANSWERS 1 an C 2 some U 3 some U 4 a C • Pupils choose the correct item. ANSWERS 1 a few 2 How many 3 Not many 4 some 5 a little 6 How much |
Descriptor: - read the examples - find examples in the text. Total: 3 point
Descriptor: - rewrite the sentences - use appropriate modal verbs Total: 2 point Descriptor: - read the table - Say the examples in your language Total: 2 point Descriptor: - fill in a/an or some - mark the nouns C or U Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Vocabulary card |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5 Our Health |
Lesson 54 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Speaking: Paul’s menu |
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Learning objectives |
6.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics 6.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - consolidate new vocabulary - listen and read for gist. |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Revise the language of the previous lesson. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Determines the topic and purpose of the lesson • Learners talk about favourite dayprevious lesson vocabulary Students say different words from the picture and count one to hundred |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - talk about favourite day Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:58 • Ask Ss to look at the pictures. Play the recording. Ss listen and repeat chorally and/or individually. Elicit the L1 equivalent for each word. (Ss' own answers Ex: 2 P: 58 • To consolidate new vocabulary Ask various Ss around the class to choose items from the menu according to their taste. Ex: 3 P: 58 • To listen and read for gist Play the recording. Ss listen and follow the text in their books to find out about typical British takeaways. Ex: 4 P: 59 • To read for specific information Give Ss time to read the text again and complete the sentences. Check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils look at the menu. Listen and repeat. Answer the question. ANSWERS Students own answer. Pupils answer the question. Choose from the menu and say. ANSWERS I'd have kebab for a main meal. I'd have chicken salad as a side dish. I'd have ice cream as a dessert. I'd have cola as a drink. Pupils read and listen to find out. Answer the question. ANSWERS Typical British takeaways are Chinese food, Indian food and kebabs Pupils read again and complete the sentences ANSWERS 1 a hundred years ago 2 noodles with bean sprouts 3 boiled rice 4 nighttime |
Descriptor: - look at the menu - answer the question Total: 2 point
Self assessment Descriptor: - choose from the menu - answer the question Total: 2 point Descriptor: - read and listen - answer the question. Total: 2point Descriptor: - read again - complete the sentences Total: 2point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5: Our Health |
Lesson 55 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Listening: order |
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Learning objectives |
6.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics 6.4.5.1 deduce meaning from context in short texts on a limited range of familiar general and curricular topics 6.5.1.1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - listen for specific information. - check meanings of unknown words |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Hot Potato Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something. Revise the language of the previous lesson. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners write the numbers from previous lesson Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can: To talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:5 P:59 • Tell Ss to lookup the meanings of any words in the text they can't understand in their dictionary. Help Ss while they are looking up the unknown words. As an extension, ask Ss to make sentences using the unknown words. Ex: 6 P: 59 • Ask various Ss around the class to share their personal preference with the rest of the class. (Ss' own answers) Ex: 7 P: 59 • Explain the task and play the recording. Ss listen and complete the gaps with the correct answers. Check Ss' answers around the class. Ex: 8 P: 59 • Ask Ss to work in pairs, take roles and act out dialogues. Remind Ss that they can use the menu in Ex. 1, the dialogue from the listening task in Ex. 7 as a model as well as any ideas from the useful language boxes to help them complete the task. Ss complete the task in pairs. Monitor the activity around the class and ask some pairs to act out their dialogues in front of the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils use dictionary to check the meanings. ANSWERS Students own answer. Pupils answer the question. ANSWERS Students own answer. Pupils listen and complete the order. ANSWERS 1 vegetable 2 chicken 3 mineral water 4 16.85 5 358 Pupils work in pairs. Use the menu in ex 1 ANSWERS A: This is Paulo's. Can I take your order? B: Yes, I'd like to order noodles with bean sprouts, please. A: Certainly, is there anything else? B: Yes. I'd also like spring rolls and a bottle of cola. A: Right. Would you like a dessert? B: No, thank you. That's all. |
Descriptor: - use dictionary - check the meanings. Total: 2 point
Descriptor: - answer the question. Total: 1 point Descriptor: - listen and complete the order Total: 2 point Descriptor: - work in pairs - Use the menu Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5: Our Health |
Lesson 56 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Everyday English: Asking / Talking about health |
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Learning objectives |
6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 6.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics 6.6.2.1 use quantifiers many, much, a lot of ,a few on a limited range of familiar general and curricular topics |
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Lesson objectives |
Learners will be able to: -To present situational language -To learn synonymous phrases -To act out a dialogue |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Hot Potato Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something. Revise the language of the previous lesson. Lead-in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about four walls |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:60 • To present situational language Play the recording. Ss listen and repeat chorally and/or individually Ex: 2 P: 60 • To listen and read for specific information Play the recording. Ss listen and follow the text in their books to answer the questions in the rubric. Elicit answers from Ss around the class. Refer Ss to the Word List to look up the words in the Check these words box. Ex: 3 P: 60 • To learn synonymous phrases Read out the phrases. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class. Ex: 4 P: 60 • To act out a dialogue Play the recording again. Then, ask Ss to work in pairs and take roles and read out the dialogue. ORA Monitor the activity around the class and ask some pairs to read out the dialogue in front of the class Ex: 5 P: 60 • To practise role-playing Explain the situation. Remind Ss that they can use the dialogue in Ex. 2 as a model as well as any ideas of their own to complete the task. Ss complete the task in pairs. To help Ss, draw the following diagram on the board and elicit appropriate phrases Ss should use. Write them on the board. Ss can refer to the diagram while doing the task Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils listen and repeat. ANSWERS Students own answer. Pupils listen and read the dialogue. Answer the dialogue ANSWERS Jenny's advice is to take a painkiller and see a dentist. John is going to go to the dentist Pupils find sentences in the dialogue which mean. ANSWERS A You don't look well. BI feel terrible. C What's wrong? D I suppose you're right Pupils listen and read the dialogue. Take roles and read it aloud ANSWERS Students own answer. Pupils act out a similar dialogue. Use the dialogue as a model. ANSWERS A: Are you OK? You don't look well B: I feel awful A: Oh dear! What's wrong? B: I've got a terrible headache. A: Why don't you take an aspirin? B: I suppose you're right |
Descriptor: - listen and repeat Total: 2 point
Descriptor: - listen and read the dialogue - answer the dialogue Total: 2 point Descriptor: - find sentences in the dialogue Total: 3 point Descriptor: - take roles and read the dialogue -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5: Our Health |
Lesson 57 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Across cultures: Health services around the world |
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Learning objectives |
6.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics 6.4.5.1 deduce meaning from context in short texts on a limited range of familiar general and curricular topics 6.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics |
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Lesson objectives |
Learners will be able to: - To introduce the topic and predict the content of a text - To consolidate comprehension of a text |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Hot Potato Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something. Revise the language of the previous lesson. Lead-in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about four walls |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:61 • Direct Ss' attention to the pictures, title and subheadings and elicit their guesses as to what the texts are about. Play the recording. Ss listen and follow the texts in their books and check. Ex: 2 P: 61 • Allow Ss some time to read the texts and answer the questions. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box, then check Ss' answers. Ex: 3 P: 61 • To consolidate comprehension of a text Give Ss some time to consider their answers and then elicit answers from Ss around the class. DRA Ex: 4 P: 61 • Explain the task and ask Ss to copy the headings into their notebooks. Then give Ss time to research information about a health service from their country or another country and make notes under the headings. Tell Ss to use their notes to write a short text and pay attention to correct spelling. Ask various Ss to present the health service to the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils look at the pictures, the title and headings ANSWERS The texts are about the Royal Flying Doctors Service of Australia and the Health Trains of Kazakhstan. Pupils read the texts again and answer the question ANSWERS 1 The RFDSA is in Australia. 2 The RFDSA started in 1928. 3 The Health Trains help people living in the remote communities of northern Kazakhstan. 4 There are three health trains. Pupils answer the question ANSWERS The RFDSA in Australia and the Health Trains in Kazakhstan give people in isolated areas access to medical care. They probably feel safer and less afraid because they know they will get help in an emergency, and that the services will take them to hospital if they need. Pupils collect information about other health services in your country. ANSWERS name: National Rural Health Mission Boat Ambulances who the service helps: 40 villages in the state of Madhya Pradesh in India as well as some parts of Gujarat and Maharashtra what the service does: provides emergency care and transportation for people in remote villages, helps sick people and pregnant women to get to hospital |
Descriptor: - look at the pictures -answer the question Total: 2 point
Descriptor: - read the texts - answer the dialogue Total: 2 point Descriptor: - read the texts Total: 1 point Descriptor: - collect information about other health services Total: 1 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5: Our Health |
Lesson 58 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Across the curriculum: PSHE |
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Learning objectives |
6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 6.4.5.1 deduce meaning from context in short texts on a limited range of familiar general and curricular topics 6.5.6.1 link, with some support, sentences into a coherent paragraph using basic connectors on a limited range of familiar general topics |
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Lesson objectives |
Learners will be able to: - To introduce the topic and predict the content of the text - To understand the use of must/mustn't |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Hot Potato Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something. Revise the language of the previous lesson. Lead-in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about four walls |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:62 • Read the statements (1-4) aloud and ask Ss to decide with their partner which ones they think are true about germs. Play the recording. Ss listen and follow the text in their books and check if their guesses were correct. Direct Ss to the Word List to look up the meanings of the words in the Check these words box. Ex: 2 P: 62 • Read the Note box aloud and explain that must/ mustn't comes before the verb and is used to express necessity or prohibition. Read out the example and give Ss time to complete the task. Check Ss' answers. Ex: 3 P: 62 • Explain the task and ask Ss to write the headings into their notebooks. Allow and compl Ss time to read the text again and complete the task and check Ss' answers around the class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils listen, read the text and check ANSWERS 1 T 2 T 3 T 4 F Pupils use the words. Complete the sentences. ANSWERS 2 You must eat a lot of fruit and vegetables. 3 You mustn't go swimming after a meal. 4 You must drink a lot of water in the summer. 5 You mustn't put lots of salt in the soup. 6 You must cook food well. Pupils list the information in the text under the headings. ANSWERS You must clean your hands with soap and water before cooking. You must clean all kitchen surfaces. You must use clean pots, pans and dishcloths. You must keep fish, meat, cooked food and dairy products in the fridge. You must store food in different containers in the fridge. You must always cook food well. You must re-heat food only once. / You mustn't re-heat food more than once. You must keep raw meat away from cooked food. |
Descriptor: - listen, read the text and check Total: 2 point
Descriptor: - use the words - complete the sentences Total: 2 point Descriptor: - list the information in the text Total: 1 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5: Our Health |
Lesson 59 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Writing: An email giving advice Summative assessment for the unit 5 |
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Learning objectives |
6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 6.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics 6.4.5.1 deduce meaning from context in short texts on a limited range of familiar general and curricular topics |
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Lesson objectives |
Learners will be able to: - create a short oral text to tell about basic information - define the meaning of words using contextual clues |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Hot Potato Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something. Revise the language of the previous lesson. Lead-in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about losing weight. |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:63 • To read for specific information Give Ss time to read the email and answer the questions. Check Ss' answers. Ex: 2 P: 63 • Explain the task and give Ss time to complete the gaps with the correct forms of the verbs in brackets. Ss compare their answers with their partner, then check Ss' answers around the class. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box. Ex: 3 P: 63 • Go through the language box again and read out the example. Explain the task. Ss complete the task. Check Ss' answers. DR Ex: 4 P: 63 • Go through the Study Skills box and tell Ss that this tip will help them to complete the task successfully. Ask Ss to write the headings into their notebooks and then play the recording. Ss listen and take notes. Summative assessment for the unit 5 Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils look at the email. Answer the question. ANSWERS Miras is writing the email. Miras advises Sanjar to take short breaks when he feels tired and to exercise and eat healthily to boost his energy Pupils read the email and complete the gaps. ANSWERS 1 to hear 2 sitting 3 to take 4 clear 5 to exercise Pupils use the prompts and the language in the box to give advice. ANSWERS 2 You should go on a diet. 3 It would be a good idea to do some exercise. 4 Why don't you go to bed earlier? Pupils listen to the dialogue between two friends about losing weight. ANSWERS advice: don't miss meals, eat a wide range of healthy food, don't eat takeaways and sugary drinks, exercise every day expected results: less likely to eat unhealthy snacks, improve health, have more energy, feel more confident |
Descriptor: - look at the email - answer the question Total: 2 point
Descriptor: - read the email - complete the gaps Total: 2 point Descriptor: - use the prompts - give advice Total: 1 point Descriptor: - use the prompts - complete the task Total: 1 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5: Our Health |
Lesson 60 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Edutainment |
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Learning objectives |
6.3.3.1 give an opinion at sentence level on a limited range of general and curricular topics 6.2.5.1 understand most specific information and detail of short, supported talk on a wide range of familiar topics |
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Lesson objectives |
Learners will be able to: - give a limited response showing their opinion, preferences, agreement or disagreement - understand simple specific details through the keywords, style, intonation and repetition |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Hot Potato Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something. Revise the language of the previous lesson. Lead-in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about losing weight. |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:64 • Learn about the importance of healthy habits; to do a quiz and assess your lifestyle Read out the quotation and elicit Ss' comments. Then explain the task and give Ss time to do the quiz. Ask various Ss around the class to tell the rest of the class their results Ex: 3 P: 64 • To test knowledge learnt in this module/to do a quiz Explain the task. Allow Ss some time to read the questions and decide if each statement is true or false. Alternatively, you may allow Ss to review the module and find the relevant information to mark the sentences correctly. Check Ss' answers Ex: 4 P: 64 • Explain the task and allow Ss time to work in pairs and look through the module and think of quiz questions. Tell Ss they can use the quiz in the previous task as a model. Offer an example Ss can swap their quiz with another pair and do it and then report back to the class. Ex: 5 P: 64 Read the definition aloud and play the recording. Ss listen and follow the song in their books. Elicit an answer to the question in the rubric from Ss around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils do the quiz to find out. ANSWERS Students own answer Pupils do the quiz. Mark the sentences. ANSWERS 1 T 2 F 3 T 4 T Pupils look at the Module 5 and write T/F quiz of your own. ANSWERS 1 Lemon juice can help a headache. (T) 2 Chocolate can cure a stomach ache. (F) 3 The first Chinese restaurant in the UK was in London. (T) 4 Chicken Tikka Masala is a Turkish dish. (F) Pupils read and listen to the song. Answer the question. ANSWERS The singer likes skating, swimming, working out in the gym and playing tennis. |
Descriptor: - read out the quotation - do the quiz to find out. Total: 2 point
Descriptor: - do the quiz - mark the sentences. Total: 2 point Descriptor: - look at the Module - write T/F quiz of your own. Total: 2 poin Descriptor: - use the prompts - complete the task Total: 1 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6 Travel and holidays |
Lesson 61 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Vocabulary: Types of holiday and activities |
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Learning objectives |
6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 6.5.8.1 spell most high-frequency words accurately for a limited range of general topics of familiar general topic 6.3.3.1 give an opinion at sentence level on a limited range of general and curricular topics |
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Lesson objectives |
Learners will be able to: -give a limited response showing their opinion, preferences, agreement or disagreement |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Hot Potato Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something. Revise the language of the previous lesson. Lead-in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:65 • To present new vocabulary Draw Ss' attention to the pictures. Play the recording Ss listen and repeat chorally and/or individually. Elici the L1 equivalents. Ex: 2 P: 65 • To talk about holiday activities Explain/Elicit the meanings of any unknown words and read out the example, then Ss talk in pairs about their holiday activities using the phrases. Monitor the activity around the class and then ask some pairs to report back to the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils listen and repeat. Answer the question. ANSWERS Students own answer Pupils answer the question. ANSWERS I like safaris. I usually enjoy nature and take photographs. I like cruises. I usually sit by the pool, sunbathe, send postcards and relax. I like walking holidays. I usually stay in a tent, take photographs and enjoy nature. I like sightseeing holidays. I usually stay at a hotel, go sightseeing, take photographs, visit museums, buy souvenirs, send postcards and eat local dishes. I like skiing holidays. I usually stay at a hotel, go skiing and play in the snow. |
Descriptor: - listen and repeat - answer the question Total: 2 point
Descriptor: - answer the question. Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
|
Unit 6 Travel and holidays |
Lesson 62 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Reading: Destination London |
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Learning objectives |
6.3.3.1 give an opinion at sentence level on a limited range of general and curricular topics 6.4.7.1 recognise typical features at word, sentence and text level in a limited range of written genres 6.5.8.1 spell most high-frequency words accurately for a limited range of general topics of familiar general topic |
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Lesson objectives |
Learners will be able to: - To stimulate interest in the text, and read for confirmation - To read for lexico-grammatical structure (multiple choice cloze) |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Hot Potato Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something. Revise the language of the previous lesson. Lead-in
|
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:66 • Brainstorm with the class for questions about London and write five of them on the board. Ss read the text and check if their questions were answered. Ex: 2 P: 66 • Allow Ss some time to read the text and complete the gaps. Explain that Ss should read the whole sentence before they decide on the best word to complete each gap. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box. Check Ss' answers. Ex: 3 P: 66 • Read the Study Skills box aloud and then explain/ elicit the meaning of the purposes in the rubric. Ask questions to check Ss' understanding (e.g. Is the text full of names and numbers which give us information? Is the text amusing and/or entertaining? Does the text give reasons and use explanatory words/phrases such as 'due to''because' or 'the reason for this is'? Does the text encourage us to visit and emphasise only the positive aspects of the place? Is the text written in the first person as a narration of the writer's visit to London?) Elicit the writer's purpose and then give Ss time to think of alternative headings for the paragraphs. Check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils look at the text and read the subheadings. Think of five questions about it. Read the text and see if you can answer your questions. ANSWERS 1 What can you see there? (You can see famous landmarks such as Big Ben and Westminster Abbey.) 2 How many people live there? (Doesn't say.) 3 How many shops does London have? (Over 40,000.) 4 What's the best way to get around? (By tube.) 5 Where can you stay? (In luxurious hotels or bed and breakfasts.) Pupils choose the correct word to complete the gaps. ANSWERS 1 B 2 C 3 C 4 B 5 A 6 C 7 B 8 A Pupils listen to and read the text. ANSWERS Things to see and do Shop till you drop Eating out Transport Places to stay |
Descriptor: - look at the text and read the subheadings - answer the question Total: 2 point
Descriptor: - choose the correct word - complete the gaps Total: 2 point Descriptor: - listen to and read the text. Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6 Travel and holidays |
Lesson 63 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Vocabulary: Tourists attractions |
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Learning objectives |
6.3.3.1 give an opinion at sentence level on a limited range of general and curricular topics 6.2.8.1 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics 6.5.1.1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topic |
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Lesson objectives |
Learners will be able to: - To present and practise new vocabulary - To consolidate new vocabulary |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Hot Potato Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something. Revise the language of the previous lesson. Lead-in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:4 P:67 • Explain/Elicit the meaning of any unknown words. Ss match the attractions (1-8) to the activities (A-H), then ask various Ss around the class to make sentences Ex: 5 P: 67 • Explain the task. Ss complete it. Check Ss' answers Ex: 6 P: 67 • Explain the task and choose two Ss to read out the example. Ss act out their dialogues using ideas from the text in Ex. 1. Monitor the activity around the class and then ask some pairs to act out their dialogues in front of the class. Ex: 7 P: 67 • Explain the task and explain/elicit what sort of information is missing from each gap. Play the recording. Ss listen and complete the task. Check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils match the attractions to what you can see and do there and make sentences from your answers. ANSWERS A 2 B 3 C 5 D 1 E 6 F 7 G 4 H 8 Pupils match the words in the two columns. ANSWERS 1 d 2 a 3 e 4 c 5 b 6 g 7 f Pupils imagine you are doing to spend your holiday in London. Act out your dialogue. ANSWERS A: What are you planning to do this summer? B: We're going to travel to London. A: Really? What are you going to do there? B: I'm going to stay at a luxurious hotel. A: Are you going to visit the Tower of London? B: Definitely. I'm also going to visit Buckingham Palace and see the Changing of the Guard. I can't wait. Etc Pupils listen and complete the gaps. ANSWERS 1 Pacific Ocean 2 coral 3 sharks 4 6 5 6.75 |
Descriptor: - match the attractions - make sentences from your answers Total: 2 point
Descriptor: - match the words in the two columns Total: 2 point Descriptor: - read out the example - act out your dialogue. Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6 Travel and holidays |
Lesson 64 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Use of English: will / won’t |
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Learning objectives |
6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 6.2.5.1 understand most specific information and detail of short, supported talk on a wide range of familiar topics 6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics |
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Lesson objectives |
Learners will be able to: -To practise making on-the-spot decisions with will -To practise making predictions with will/won't |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Hot Potato Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something. Revise the language of the previous lesson. Lead-in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:68 • Ss' books closed. Say, then write on the board: I'll call you later. Will you be at home? No, I won't. Elicit the forms will + bare infinitive (affirmative), will not/won't + bare infinitive (negative) and will + personal pronoun + bare infinitive (interrogative). Draw Ss' attention to the short forms will = 'll and will not = won't. Drill Ss in all persons. Say, then write on the board: I think it will be cold tonight and I'm cold. I'll close the window. Explain that we use will to make predictions about the future based on what we think and to make on-the- spot decisions. Ex: 2 P: 68 • Explain the task, read out the example and elicit the rest of the answers from Ss around the class. Ex: 3 P: 68 • Explain the task and elicit answers from Ss around the class. Ex: 4 P: 68 • Play the recording with pauses for Ss to repeat chorally and/or individually. Pay attention to Ss' pronunciation and correct as Ex: 6 P: 68 • Explain the task and read out the example. Give Ss some time to complete it. Check Ss' answers around the class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the table. Give more examples for each use. ANSWERS I think the weather will be nice tomorrow. I'll make a sandwich. I'll help you with your homework. I'll call you later, I promise. Pupils write sentences using will. ANSWERS 2 I'll help you. 3 I'll come with you 4 I'll lend you some. 5 I'll carry it for you. Pupils fill the gaps. ANSWERS 1 will 2 won't 3 will 4 won't 5 will Pupils listen and repeat. ANSWERS Students own answer Pupils put the verbs in brackets into the correct form. ANSWERS 2 is going to visit 3 are going to wake up 4 is going to spend 5 is going to try 6 are going to stay 7 is going to buy |
Descriptor: - read the table - give more examples Total: 2 point
Descriptor: - write sentences using will. - complete the gaps Total: 2 point Descriptor: - fill the gaps Total: 2 point Descriptor: - listen and repeat Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6 Travel and holidays |
Lesson 65 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Use of English: present continuous |
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Learning objectives |
6.3.2.1 ask simple questions to get information about a limited range of general topics 6.6.8.1 use future forms will for predictions and be going to to talk about already decided plans on a limited range of familiar general and curricular topics 6.5.1.1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topic |
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Lesson objectives |
Learners will be able to: -To practise going to in the negative -To present the present future meaning continuous with |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Hot Potato Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something. Revise the language of the previous lesson. Lead-in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:7 P:69 • Explain the task and read out the example. Give Ss some time to complete it. Check Ss' answers around the class. Ex: 8 P: 69 • To practise will/be going to Explain the task. Ss complete the task, their check Ss' answers. Ex: 9 P: 69 • Explain the task. Ss complete the task, then check Ss' answers. Ex: 10a P: 69 • Read the theory aloud and elicit the L1 equivalents from Ss around the class. Ex: 10b P: 69 • Ask Ss to talk in pairs and complete the task. Monitor the activity around the class and then ask from various Ss around the class to tell the rest of the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils write sentences as in the example ANSWERS 2 She isn't going to sit by the hotel pool. 3 They aren't going to buy many souvenirs. 4 He isn't going to try the local cuisine. Pupils put the verbs in brackets into will or to be going to ANSWERS 1 will be 2 it's going to 3 won't forget 4 is going to book 5 will call 6 is going to fly Pupils use these words to complete sentences. ANSWERS 2 're going to watch 3 's going to make 4 's going to wash 5 're going to play 6 is going to win Pupils read the theory. Say the examples in your language. ANSWERS Students own answer. Pupils answer the question. Tell your partner. ANSWERS This evening, I'm going swimming. Tomorrow morning, I'm eating breakfast at school. On Saturday morning, I'm playing football in the park with my friends. On Sunday evening, I'm watching a film with friends |
Descriptor: - write sentences as in the example - complete the task Total: 2 point
Descriptor: - put the verbs in brackets - complete the gaps Total: 2 point Descriptor: - use these words - complete sentences Total: 2 point Descriptor: - read the theory - say the examples in your language. Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
|
Unit 6 Travel and holidays |
Lesson 66 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Reading |
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Learning objectives |
6.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics 6.4.5.1 deduce meaning from context in short texts on a limited range of familiar general and curricular topics 6.5.1.1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics |
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Lesson objectives |
Learners will be able to: -To introduce the topic, to predict the content of the text; to listen and read for gist -To read for specific information |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Hot Potato Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something. Revise the language of the previous lesson. Lead-in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:70 • Direct Ss' attention to the picture and elicit what Ss think they are going to read about. Ask four Ss to each read out the first sentence of one paragraph. Play the recording. Ss listen and follow the text in their books to check. Ex: 2 P: 70 • Allow Ss some time to read the text again. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box, then give Ss some time to answer the questions. Check Ss' answers around the class. Ex: 3 P: 70 • Elicit a variety of reasons from Ss around the class someone should visit Turgen Gorge. Ex: 4 P: 70 • Give Ss time to scan the text again and find the nouns required. Elicit answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils look at the picture and the first sentence of each paragraph. ANSWERS The letter is about someone's holiday plans and the activities he is looking forward to doing. Pupils read the letter and choose the correct answer. ANSWERS 1 with his cousins (fact) 2 rivers (fact) 3 all safety equipment (fact) 4 forests (fact) 5 will (opinion) Pupils say two reasons. Someone should visit Turgen Gorge ANSWERS You can go white-water rafting and you can see famous waterfalls. Pupils find abstract nous, four compound nouns and four noun phrase. ANSWERS abstract nouns: fun, experience compound nouns: waterfall, wetsuit, footwear, swimsuit noun phrases: white-water rafting, inflatable raft, safety equipment, fantastic time |
Descriptor: - look at the picture - read out first sentence of each paragraph Total: 2 point
Descriptor: - read the letter - choose the correct answer Total: 2 point Descriptor: - say two reasons Total: 2 point Descriptor: - scan the text - find the nouns required Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6 Travel and holidays |
Lesson 67 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Listening: |
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Learning objectives |
6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 6.5.6.1 link, with some support, sentences into a coherent paragraph using basic connectors on a limited range 6.3.3.1 give an opinion at sentence level on a limited range of general and curricular topics |
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Lesson objectives |
Learners will be able to: -To listen for specific information -To talk about fixed arrangements |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Hot Potato Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something. Revise the language of the previous lesson. Lead-in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:5 P:71 • Explain the task. Ask Ss to read the stem sentences and possible answers to familiarise themselves with the content of the recording. Play the recording. Ss listen and choose the correct answers. Check Ss' answers. Ex: 6 P: 71 • Ss do the task in closed pairs, then ask some pairs to act out their completed dialogues in front of the class. Ex: 7 P: 71 • Allow Ss five minutes to complete the task, Ss' answers around the class. then check Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils listen to Mark talking about an excursion. For question choose the correct answer. ANSWERS 1 A 2 C 3 C 4 B Pupils complete the dialogue in your notebooks. Act it out. ANSWERS 1 I'm going to Paris on my school trip this year. 2 All my classmates are going to go with me. 3 I'm going to travel by plane. 4 I'm leaving next Saturday. 5 I'm going to stay in a hotel. 6 I'm going to see the sights such as the Eiffel Tower and visit museums such as the Louvre. 7 I'm coming back on Sunday, 3rd May. Pupils use your answers from ex 6 to complete the letter to your English pen-friend about the school trip ANSWERS Hi Rosa, How are you? I'm really excited. This week, we're going to Paris with my school. We're leaving on Saturday by plane. We're staying at a nice hotel. We're going to see all the sights including the Eiffel Tower and visit museums including the Louvre. We're coming back on Sunday, 3rd May. I can't wait. See you soon! Maria |
Descriptor: - listen to Mark - choose the correct answer Total: 2 point
Descriptor: - complete the dialogue - act it out Total: 2 point Descriptor: - use your answers - complete the letter Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6 Travel and holidays |
Lesson 68 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Everyday English: Asking for and giving information |
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Learning objectives |
6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 6.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics 6.4.5.1 deduce meaning from context in short texts on a limited range of familiar general and curricular topics |
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Lesson objectives |
Learners will be able to: -To learn situational language, introduce the context of a dialogue and practise pronunciation -To read for specific information |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Hot Potato Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something. Revise the language of the previous lesson. Lead-in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1a P:72 • Play the recording. Ss listen and repeat chorally and/or individually. Elicit Ss' guesses as to what the dialogue might be about (e.g. A tourist asking for some information). Ex:1b P:72 Play the recording. Ss listen and follow the text in their books and find out the answer to the question in Ex. 1a. Ex: 2 P: 72 • Allow Ss time to read the dialogue again and do the task. Check Ss' answers, then elicit corrections for the false statements. Refer Ss to the Word List to look up the words in the Check these words box. Ex: 3 P: 72 • Read out the phrases. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class. Ex: 4 P: 72 • Play the recording again. Ask Ss to work in pairs and take roles to read out the dialogue. Monitor the activity around the class and ask some pairs to read out the dialogue in front of the class Ex: 5 P: 72 • Go through the theory and explain how the pitch goes up at the end of a yes/no question and down at the end of a wh- question. Play the recording with pauses for Ss to listen and repeat chorally and/or individually. Pay special attention to Ss' pronunciation and intonation and correct as necessary. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils listen and repeat. Answer the question. ANSWERS Students own answer Pupils listen to find out. ANSWERS Bill, a teenager who is visiting Almaty with his family, wants to find out when he can visit the Dolphinarium . Pupils read the dialogue and mark sentences. Correct the false statements. ANSWERS 1 F 2 F 3 T 4 F 1 He is visiting at the weekend. 2 It is open from 12 am to 7 pm at the weekend. 4 Bill is on holiday with his family. Pupils find phrases in the dialogue ANSWERS What price are the tickets?: How much does it cost to get in? Could you tell me where the Dolphinarium is?: Where is the Dolphinarium exactly? That's right.: That's it Pupils listen to the dialogue again. Take roles and read it aloud. ANSWERS Students own answer Pupils read the theory. Listen and repeat the questions. ANSWERS Students own answer |
Descriptor: - listen and repeat - answer the question Total: 2 point
Descriptor: - listen to find out Total: 2 point Descriptor: - read the dialogue - correct the false statements. Total: 2 point Descriptor: - find phrases in the dialogue Total: 2 point Descriptor: - read the theory - listen and repeat the questions. Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 0 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
|
|
Short term plan: term 3
|
Unit 6 Travel and holidays |
Lesson 69 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Across cultures: Parks around the world |
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Learning objectives |
6.1.3.1 respect differing points of view 6.2.5.1 understand most specific information and detail of short, supported talk on a wide range of familiar topics 6.5.1.1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics |
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Lesson objectives |
Learners will be able to: -To introduce the topic and predict the content of a text -To write about a park in your |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Hot Potato Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something. Revise the language of the previous lesson. Lead-in
|
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:73 • Direct Ss' attention to the pictures and the title and elicit guesses to the question in the rubric. Play the recording. Ss listen and follow the text in their books and check. Ask Ss to look up the meanings of the words in the Check these words box in the Word List. Ex: 2 P: 73 • Explain the task. Ss work in groups and think of a park. Refer Ss to the Internet, encyclopaedias or other reference books to find information about a park in their country and then Ss complete the task. Ex: 3 P: 73 • Explain the task and divide the class into groups. Tell Ss to brainstorm for popular tourist attractions in their country and then decide which ones would be good to include in a model park and why. Allow Ss some time to formulate their ideas then ask various groups to present their park to the rest of the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils look at the pictures and read the title. Answer the question. Listen and read to find out. ANSWERS Babbacombe Model Village is special because it has very small models of real places. Almaty Central Park is special because it has an amusement park, and lots of activities and attractions for the whole family Pupils think of a park in your country. Collect information, then post your comments to Travelwhizz’s blog. ANSWERS At the City Park in Astana people can see sculptures and modern art all around the park. There are fountains and colourful flowers and lots of cafés. The Bayterek Tower is near the center and visitors can go to the top for amazing views of the city. Near the tower there are also small electric cars to rent for children. .Pupils imagine you have created a miniature model park. Present your park to the class. ANSWERS In our model park, we have got a model of the Charyn Canyon because it is a very popular and historic tourist attraction. Also, we have got the steppe because it is a famous symbol of Kazakhstan. We have also got a miniature city of Almaty with its beautiful cathedrals, the First President's Park and the Kok-Tobe Hill. This is a great attraction for visitors. Our model park is very beautiful |
Descriptor: - look at the pictures - read the title. - answer the question Total: 2 point
Descriptor: - think of a park - Collect information - post your comments Total: 2 point Descriptor: - create a miniature model park - present your park to the class Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6 Travel and holidays |
Lesson 70 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Across curriculum Summative Assessments for the unit Travel and holidays. |
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Learning objectives |
6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 6.5.6.1 link, with some support, sentences into a coherent paragraph using basic connectors on a limited range of familiar general topics |
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Lesson objectives |
Learners will be able to: - To introduce the topic and predict the content of the text - To predict the content of a text - To read for sequence of events and retell a story |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Hot Potato Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something. Revise the language of the previous lesson. Lead-in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1a P:74 • Elicit what if anything Ss know about H.G. Wells, then ask Ss to read the biography to check. Ex:1b P:74 • Direct Ss' attention to the pictures and elicit what they show and how they may relate to the story. Play the recording. Ss listen and follow the text in their books and find out the answers to the questions in the rubric Ex: 2 P: 74 • Allow Ss some time to read the text carefully and put the events in the order they happened. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box and then ask various Ss to retell the story. Ex: 3 P: 74 • Explain the task and elicit answers from Ss. Summative Assessments for the unit Travel and holidays Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils answer the question. Read biography to find out. ANSWERS H.G. Wells was a famous science-fiction writer. He is famous for his novels such as 'The Time Machine' and 'The Invisible Man'. Pupils answer the question. Listen to find out. ANSWERS The extract is about a time traveller who has lost his Time Machine. The pictures show the Time Machine and a strange creature with red eyes. They are both mentioned in the extract. .Pupils read the text and put the events in the order they happen. Then retell the story. ANSWERS 2 There were little people in the hall. 3 He woke the little people up because he couldn't find the Time Machine. 4 He got away and looked for the Time Machine. 5 He fell asleep on the ground. 6 He woke up and went into a dark old house 7 A strange-looking creature appeared. 8 He followed the creature. Pupils look at the bold words. Answer the question ANSWERS The words scared, worried and tired describe how someone feels |
Descriptor: - answer the question - read biography to find out Total: 2 point
Descriptor: - answer the question - listen to find out. Total: 2 point Descriptor: - read the text - put the events in the order Total: 2 point Descriptor: - look at the bold words. - answer the question Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6 Travel and holidays |
Lesson 71 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Writing: An email about your holiday |
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Learning objectives |
6.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics 6.4.5.1 deduce meaning from context in short texts on a limited range of familiar general and curricular topics 6.5.1.1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - To identify the author, intended reader and context of a text -To read for cohesion and coherence (missing sentences) |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Hot Potato Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something. Revise the language of the previous lesson. Lead-in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:75 •Direct Ss' attention to the text and elicit answers to the questions in the rubric. Ex:2 P:75 • Explain the task. Allow Ss time to put the missing sentences in the right place in the text. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box. Play the recording. Ss listen and check their answers. Ex: 3 P: 75 • Explain the task and read out the topics in the list and then elicit the topic of each paragraph from various Ss around the class. Ex: 4 P: 75 • Read out the Note! and explain the order of adjectives. Then elicit further examples. Give Ss time to complete the task. Check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils look at the email. Answer the question. Read and check. ANSWERS Luiza is writing the email. Kamila is going to read it. Luiza is on holiday in Astana. Pupils read the email and complete the gaps with the missing sentences. ANSWERS 1 d 2 a 3 b 4 c .Pupils answer the question. ANSWERS Para 1: greeting & where people are/stay Para 2: fixed arrangements for today Para 3: plans for tomorrow Para 4: closing remarks Pupils put the adjectives in the correct order. ANSWERS 1 a shiny, big, new hotel 2 a small, blue, steel boat 3 an amazing, tall, white monument 4 a large, old, red bus |
Descriptor: - look at the email - answer the question T Descriptor: - read the email - complete the gaps with the missing sentences. Total: 2 point Descriptor: - answer the question Total: 2 point Descriptor: - put the adjectives in the correct order - complete the task Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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otal: 2
pointShort term plan: term 3
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Unit 6 Travel and holidays |
Lesson 72 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Edutainment |
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Learning objectives |
6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 6.5.1.1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - To understand a quotation and express opinion -To test knowledge learnt in this module/to do a quiz -To consolidate vocabulary learnt in the module/to write a quiz |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Hot Potato Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something. Revise the language of the previous lesson. Lead-in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1a P:76 • Ask Ss to read the quotation and then discuss in pairs what they think it means. Elicit answers from Ss around the class. Ex:1b P:76 • Ask Ss to read the list of reasons why people travel and tick the ones that apply to them. Check Ss' answers and elicit further reasons from Ss around the class. Ex:1c P:76 • Give Ss time to complete the task in class and then ask some Ss to share their answers with the rest of the class. Ex:2 P:76 • Explain the task. Allow Ss some time to read the questions and complete the gaps. Tell Ss they can review the module and find the relevant information to help them if necessary. Check Ss' answers. Ex: 3 P: 76 • Explain the task and allow Ss time to work in pairs and look through the module and think of quiz questions. Tell Ss they can use the quiz in the previous task as a model. Offer an example (e.g. H.G. Wells was a Famous writer. (science-fiction) Ss can swap their quiz with another pair and do it and then report back to the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the quotation. Answer the question. ANSWERS A: I think that the quotation means that if you stay in the same place then you won't learn a lot about the world. B: I agree because I think it is good to travel the world and see as many new things as possible Pupils look at the list of reasons why people travel. Tick the statements that are true for you. ANSWERS I take beautiful photos to show to my friends. I buy nice souvenirs. .Pupils use the ideas in ex 1b to write a short paragraph expressing your opinion. ANSWERS I like to travel for many reasons. The most important thing for me is learning about new places and things. I also like to meet new people and try new and interesting food. Finally, it's really nice to visit museums and art galleries. Pupils do the quiz. Complete the sentences. ANSWERS 1 shops 2 hundreds 3 flower 4 waterfalls 5 forests Pupils look at the Module 6 and write a quiz of your own ANSWERS 1 Double-decker buses in London are (red). 2 'The Time Machine' is a book by.... (H. G. Wells). 3 Almaty Central Park has got many rides. (fairground) 4 You can see aquatic animals in an(aquarium). 5 Babbacombe Model Village is in ... (Torquay). |
Descriptor: - read the quotation - answer the question T Descriptor: - look at the list of reasons - tick the statements that are true for you. Total: 2 point Descriptor: - use the ideas - write a short paragraph Total: 2 point Descriptor: - do the quiz - complete the task Total: 2 point Descriptor: - look at the Module 6 - write a quiz of your own Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 7 Reading for pleasure |
Lesson 73 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Vocabulary: Characters |
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Learning objectives |
6.3.5.1 keep interaction going in basic exchanges on a growing range of general and curricular topics 6.4.1.1 understand the main points in a limited range of short simple texts on general and curricular topics 6.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - match descriptions to characters; to learn about types of characters - identify positive/negative adjectives |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Hot Potato Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something. Revise the language of the previous lesson. Lead-in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:77 • Explain the task and give Ss time to read the descriptions. Draw Ss attention to the pictures and then give Ss time to complete the task. Check Ss' answers. Ex:2 P:77 • Direct Ss to the adjectives in bold and elicit which are positive/negative. Tell Ss to check their answers in the dictionary. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils match the descriptions to the pictures. Complete the task ANSWERS 1 A 2 C 3 B Villains: Stepmother, Bill Sikes, Jafar Heroes/Heroines: Cinderella, Oliver Twist, Aladdin Pupils look at the adjectives in bold. Check in your dictionary. ANSWERS Positive: kind, brave, honest, caring Negative: evil, wicked, greedy, cruel . |
Descriptor: - match the descriptions - complete the task T Descriptor: - look at the adjectives - Check in your dictionary. Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 7 Reading for pleasure |
Lesson 73 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Vocabulary: Characters |
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Learning objectives |
6.3.5.1 keep interaction going in basic exchanges on a growing range of general and curricular topics 6.4.1.1 understand the main points in a limited range of short simple texts on general and curricular topics 6.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - match descriptions to characters; to learn about types of characters - identify positive/negative adjectives |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Hot Potato Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something. Revise the language of the previous lesson. Lead-in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:77 • Explain the task and give Ss time to read the descriptions. Draw Ss attention to the pictures and then give Ss time to complete the task. Check Ss' answers. Ex:2 P:77 • Direct Ss to the adjectives in bold and elicit which are positive/negative. Tell Ss to check their answers in the dictionary. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils match the descriptions to the pictures. Complete the task ANSWERS 1 A 2 C 3 B Villains: Stepmother, Bill Sikes, Jafar Heroes/Heroines: Cinderella, Oliver Twist, Aladdin Pupils look at the adjectives in bold. Check in your dictionary. ANSWERS Positive: kind, brave, honest, caring Negative: evil, wicked, greedy, cruel . |
Descriptor: - match the descriptions - complete the task T Descriptor: - look at the adjectives - Check in your dictionary. Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 7 Reading for pleasure |
Lesson 74 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
The Wonderful Wizard of Oz |
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Learning objectives |
6.4.2.1 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 6.2.8.1 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics 6.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics |
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Lesson objectives |
Learners will be able to: - introduce the topic and read for specific information - listen and read for specific information - read for specific information |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Hot Potato Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something. Revise the language of the previous lesson. Lead-in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:78 • Elicit what if anything Ss know about L. Frank Baum. Then ask Ss to read the biography to check. Ex:2 P:78 • Direct Ss to the pictures and look at the characters. Play the recording. Ss listen and follow the text in their books and find out who the characters are. Refer Ss to the Word List to look up the words in the Check these words box. Play the video for Ss and elicit their comments. Ex:3 P:79 • Ask Ss to read the questions and the answer choices. Allow Ss some time to read the text again and complete the task. Check Ss' answers. Ex:5 P:79 • Explain the task and give Ss time to complete it. Check Ss' answers. Ex:6 P:79 • Ask Ss to read the events (a-g) and then give them time to put them into the correct order. Check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the biography to find out. Answer the question. ANSWERS L. Frank Baum was an American writer. He wrote children's books, Pupils look at the pictures, tell us a story. ANSWERS The characters are the Scarecrow, Dorothy, Toto, the Tin Man, and the Lion. . Pupils read the extract again and choose the correct answer. ANSWERS 1 B 2 A 3 A 4 C Pupils complete the sentences. ANSWERS 1 fell 2 heard 3 followed 4 oiled 5 waved Pupils put the events in the order they happened. ANSWERS a 5 b 6 c 4 d 1 e 2 f 7 g 3 |
Descriptor: - read the biography - answer the question. T Descriptor: - look at the pictures - tell a story Total: 2 point Descriptor: - read the extract - choose the correct answer. Total: 2 point Descriptor: - complete the sentences. Total: 2 point Descriptor: - put the events in the order Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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|
Short term plan: term 3
|
Unit 7 Reading for pleasure |
Lesson 75 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Peter Pen |
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Learning objectives |
6.1.4.1 evaluate and respond constructively to feedback from others 6.3.5.1 keep interaction going in basic exchanges on a growing range of general and curricular topic 6.6.7.1 use simple perfect forms of common verbs to express what has happened [indefinite time] on a limited range of familiar general and curricular topics |
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Lesson objectives |
Learners will be able to: - introduce the topic and read for specific information - predict the content of a text; to listen and read for gist - present and practise it/there |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Hot Potato Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something. Revise the language of the previous lesson. Lead-in
|
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:80 •Elicit what if anything Ss know about J.M. Barrie, then ask Ss to read the biography to check. Ex:2 P:80 • Play the recording. Ss listen and follow the text in their books and find out what happens in the extract. Elicit answers from Ss around the class. Ex:3 P:81 • Ask Ss to read the questions and the answer choices. Allow Ss some time to read the text again and complete the task. Check Ss' answers. Ex:4 P:81 • Give Ss time to read the gapped sentences and the text again, and complete the task. Remind Ss that the names can be used more than once in each gap. Check Ss answers. Ex:5 P:81 • Go through the Study Skills box and explain when we use it/there and why. Elicit further examples from Ss around the class. Then give Ss time to read the summary and complete the gaps. Check Ss' answers. . Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the biography to find out. Answer the question ANSWERS J.M. Barrie was a Scottish writer. He created Peter Pan. Pupils the pictures show Peter Pen, Wendy and her brothers. Listen and read to find out. ANSWERS Wendy and her brothers dream of Neverland and Peter Pan. One day Wendy meets him and he asks them to come to Neverland with him. In the end, they all fly to Neverland together Pupils read the extract again and for question choose the correct answer. ANSWERS 1 B 2 A 3 B Pupils read and complete the sentences. ANSWERS 1 Wendy, John & Michael 2 Mrs Darling 3 the Lost Boys 4 Wendy 5 John & Michael 6 Peter 7 Peter, Wendy, John & Michael Pupils fill in with it and there to complete the summary of the story. ANSWERS 1 It 2 there 3 It 4 there 5 it |
Descriptor: - read the biography - answer the question. T Descriptor: - listen and read to find out. Total: 2 point Descriptor: - read the extract - choose the correct answer. Total: 2 point Descriptor: - read the gapped sentences - complete the sentences. Total: 2 point Descriptor: - fill the gaps. - complete the summary of the story Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 7 Reading for pleasure |
Lesson 76 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
The Grove of the Dancing breaches |
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Learning objectives |
6.3.5.1 keep interaction going in basic exchanges on a growing range of general and. curricular topics 6.4.8.1 use with some support familiar paper and digital reference resources to check meaning 6.5.8.1 spell most high-frequency words accurately for a limited range of general topics of familiar general topics |
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Lesson objectives |
Learners will be able to: - predict the content of a text; to listen and read for gist -read for specific information. - consolidate new vocabulary |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Hot Potato Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something. Revise the language of the previous lesson. Lead-in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:82 • Direct Ss to the picture and the title. Ask Ss to discuss in groups how they think the grove came to be. Play the recording. Ss listen and follow the text in their books and find out. Ex:2 P:83 • Give Ss time to read the text again and answer the questions. Check Ss' answers. Ex:3 P:83 • Explain the task and give Ss time to complete it. Allow them to use their dictionaries to help them if necessary. Check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils look at the picture and read the title of the text. Answer the question. Listen and read to find out. ANSWERS The grove came to be when the Khan decided to go to a festival and saw some girls dancing. They were so scared when they realised who he was that they turned into birch trees. Pupils read the text again and answer the question. ANSWERS 1 Pine trees and pretty groves of birch trees. 2 He thought if people recognised him they would be uncomfortable and wouldn't dance and sing freely. 3 Everyone was having a great time playing games and sports. 4 He was so amazed by the grace of the dancing girls. 5 They were so terrified that they froze and turned into birch trees. Pupils complete the sentences. ANSWERS 1 decided 2 took 3 recognised 4 realised 5 froze 6 turned |
Descriptor: - look at the picture - read the title T Descriptor: - read the text - answer the question. Total: 2 point Descriptor: - complete the sentences. Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 7 Reading for pleasure |
Lesson 76 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
The Grove of the Dancing breaches |
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Learning objectives |
6.3.5.1 keep interaction going in basic exchanges on a growing range of general and. curricular topics 6.4.8.1 use with some support familiar paper and digital reference resources to check meaning 6.5.8.1 spell most high-frequency words accurately for a limited range of general topics of familiar general topics |
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Lesson objectives |
Learners will be able to: - predict the content of a text; to listen and read for gist -read for specific information. - consolidate new vocabulary |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Hot Potato Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something. Revise the language of the previous lesson. Lead-in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:82 • Direct Ss to the picture and the title. Ask Ss to discuss in groups how they think the grove came to be. Play the recording. Ss listen and follow the text in their books and find out. Ex:2 P:83 • Give Ss time to read the text again and answer the questions. Check Ss' answers. Ex:3 P:83 • Explain the task and give Ss time to complete it. Allow them to use their dictionaries to help them if necessary. Check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils look at the picture and read the title of the text. Answer the question. Listen and read to find out. ANSWERS The grove came to be when the Khan decided to go to a festival and saw some girls dancing. They were so scared when they realised who he was that they turned into birch trees. Pupils read the text again and answer the question. ANSWERS 1 Pine trees and pretty groves of birch trees. 2 He thought if people recognised him they would be uncomfortable and wouldn't dance and sing freely. 3 Everyone was having a great time playing games and sports. 4 He was so amazed by the grace of the dancing girls. 5 They were so terrified that they froze and turned into birch trees. Pupils complete the sentences. ANSWERS 1 decided 2 took 3 recognised 4 realised 5 froze 6 turned |
Descriptor: - look at the picture - read the title T Descriptor: - read the text - answer the question. Total: 2 point Descriptor: - complete the sentences. Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 7 Reading for pleasure |
Lesson 77 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Reading time |
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Learning objectives |
6.1.4.1 evaluate and respond constructively to feedback from others 6.3.5.1 keep interaction going in basic exchanges on a growing range of general and curricular topics 6.3.5.1 keep interaction going in basic exchanges on a growing range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - consolidate new vocabulary through synonyms - identify and distinguish fact from opinion - present determiners other, another, all, any |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Hot Potato Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something. Revise the language of the previous lesson. Lead-in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:4 P:83 • Explain the task and give Ss time to match the words in bold to the synonyms in the list. DRA Check Ss' answers. Ex:5 P:83 • Explain the task and give Ss time to scan the text again and complete the task. Explain what fact (sth that is true/correct), and opinion (what sb thinks) mean. Give Ss time to read the story and then elicit which sentences express fact/opinion. Ask Ss to compare their answers in pairs.. Ex:6 P:83 • Ask Ss to discuss the question in pairs or small groups and then report back to the class. Ex:7a P:83 • Go through the Study Skills box and explain when we use other/another/all/any and why. Elicit further examples from Ss around the class. Then elicit examples from the text. Ex:7b P:83 • Practise determiners other, another, all Explain the task and give Ss time to complete it. Check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils match the words in bold in the text to their definitions. Use your dictionary. ANSWERS intelligence: understanding recognised: identified ordinary: normal amazed: impressed grace: elegance grove: a small group of trees Pupils find two sentences in the text that express fact and two that express opinion. Compare with your partner. ANSWERS Students own answer Pupils answer the question. ANSWERS I think they were so surprised to see the Khan because he was royalty and they were just poor village girls Pupils read the theory. Find examples in the text. ANSWERS any of the other people, all his rich jewels, other parts Pupils complete the sentences. ANSWERS 1 other 2 All 3 All 4 other 5 another |
Descriptor: - match the words - use your dictionary. T Descriptor: - find two sentences in the text - compare with your partner Total: 2 point Descriptor: - answer the question. Total: 2 point Descriptor: - read the theory - find examples in the text Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 7 Reading for pleasure |
Lesson 77 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Er tustic |
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Learning objectives |
6.4.1.1 understand the main points in a limited range of short simple texts on general and curricular topics 6.3.5.1 keep interaction going in basic exchanges on a growing range of g 6.5.8.1 spell most high-frequency words accurately for a limited range of general topics of familiar general topics general and curricular topics |
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Lesson objectives |
Learners will be able to: - introduce the topic; to read for gist -predict the content of the text and listen and read for specific information - understand the elements of a fairy tale and complete a spidergram |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Hot Potato Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something. Revise the language of the previous lesson. Lead-in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:84 • Ask Ss what, if anything, they know about Er-Tostik and discuss in pairs. Give Ss time to read the small text box and find out. Ex:2 P:84 • Play the recoding. Ss listen and follow the text in their books to find out how the characters in the rubric are related to Er-Tostik. Elicit answers from Ss around the class. Ex:3 P:85 • Give Ss time to read the text again and answer the questions. Check Ss' answers. Ex:4 P:85 • Ask Ss to read the text again and correct the statements. Check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils answer the question. Discuss in pairs. Read and check. ANSWERS Er-Tostik is a legendary hero of Kazakhstan. He is famous for his bravery and adventures Pupils listen and read to find out. Answer the question. ANSWERS Ernazar is Er-Tostik's father. Bapy Khan is the lord of the underworld who Er-Tostik would destroy according to legend. Kenjegen is Er-Tostik's wife Pupils read again and answer the question. ANSWERS 1 He had eight sons. 2 Bapy Khan 3 She ate a horse brisket. 4 A beautiful woman called Kenjegen. 5 One could shake mountains, one could move extremely fast and the last one could drink up whole lakes. 6 It would send the whole world into darkness Pupils correct the statements. ANSWERS 1 Bapy Khan sent a terrible winter to the steppe. 2 Bapy Khan's servant captured Er-Tostik's father. 3 One of the giants could drink whole lakes. 4 A dragon went to eat the sun egg of the Samruk bird |
Descriptor: - answer the question - discuss in pairs T Descriptor: - listen and read to find out - answer the question. Total: 2 point Descriptor: - read again - answer the question Total: 2 point Descriptor: - correct the statements. - complete the sentences. Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 7 Reading for pleasure |
Lesson 78 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Summative Assessment for term 3 |
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Learning objectives |
7.L4 Understand with little support some of the implied meaning in extended talk on a limited range of general and curricular topics. 7.R6 Recognise the attitude or opinion of the writer on a range of unfamiliar general and curricular topics 7.W1 Plan, write, edit and proofread work at text level with some support on a range of general and curricular topics. 7.S4 Respond with some flexibility at both sentence and discourse level to unexpected comments on a growing range of general and curricular topics |
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Lesson objectives |
Learners will be able to:
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min |
Organization moment 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm-up Fasten your seat belts and get ready for the all-round race Lead – In • With books closed, ask students to recall the previous lesson (Speaking, page 86) and elicit what they remember about the scenario. • Ask: Where was the woman? (In a shop.) What was she doing? (Returning a record.) What did she want? (To change it.) Did she get what she wanted? |
Students' attention is drawn to the lesson. Students discuss the pictures in pairs. Determines the topic and aim of the lesson Students say different words from the picture |
Formative Assessment
Good job! Assessment criteria -Identify detailed information in extended conversation with support |
Pictures Student’s book |
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Middle of the lesson Presentation part. 35 min |
LISTENING Task. Listen to the recording twice and answer the questions. Write NO MORE THAN THREE WORDS or A NUMBER.CD3. Tapescript 3.OR Go to this link to listen information Example: 0. Was she happy in her marriage? No, she was not. READING Task. Read the text carefully and answer the questions. __ Part 1. Choose the correct answer Part 2. Find some inconsistences in the statements. Mark these sentences Yes, No, Not Given. 3. Fishermen all over the world know when hurricanes start 4. Hurricanes usually start in the steppe 5. The best place to hide from hurricane is indoors _______________________. WRITING Task. Look at the films below. Choose one of them to write a review about. Use linking words and connectors in sentences to make some coherent paragraphs. You can use prompts for your answer SPEAKING Task. You will be given a card which asks you to retell a short story about a particular situation. You should include your ideas while telling it. You will be given 1 minute to prepare your talk and then 1-2 minutes to speak. Your classmates prepare the questions to ask you on the topic. Learners take turns in retelling the stories from the cards |
Students listen to the recording twice and answer the questions Descriptor: - listen and match Differentiation: «Verbal support» method is used to help Students use new words in the text. Students Read the text carefully and answer the questions Descriptor: - Paraphrase the given sentences so it has similar meaning Differentiation by support Less motivated learners will be given prompts to find the correct location of the text() paragraphs Students choose ONE of the topics and write. Descriptor: - Write a story about a concert Differentiation by support Less motivated learners will be given prompts to find the correct location of the text() paragraphs |
-can match the halves of the sentences Total: 1 point -can paraphrase the given sentences Total: 1 point -can write a story about a concert Total: 1 point |
Cards Worksheets |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! . |
Poster
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Short term plan: term 3
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Unit 7 Reading for pleasure |
Lesson 79 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Edutainment |
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Learning objectives |
6.1.4.1 evaluate and respond constructively to feedback from others 6.4.1.1 understand the main points in a limited range of short simple texts on general and curricular topics 6.3.5.1 keep interaction going in basic exchanges on a growing range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - discuss a quotation - discuss the important characteristics of a great hero/villain - test knowledge learnt in this module/ to do a quiz |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Hot Potato Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something. Revise the language of the previous lesson. Lead-in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1a P:86 • Ask Ss to discuss what they think the quotation means in closed pairs. Then ask some pairs to share their answers with the class. Ex:1b P:86 • Read out the question and ask Ss to read the list of qualities and decide on their answers. Then, compare their answers in closed pairs and discuss their choices with reasons. Ask various Ss to tell the class. Ex:3 P:86 • Explain the task. Allow Ss some time to read the questions and mark the sentences correctly. Tell Ss they can review the module and find the relevant information to help them if necessary. Check Ss' answers. Ex:4 P:86 Explain the task and allow Ss time to work in pairs and look through the module and think of quiz questions. Tell Ss they can use the quiz in the previous task as a model. Offer an example (e.g. Bill Sikes is a character from 'Oliver Twist'. [T]) Ss can swap their quiz with another pair and do it and then report back to the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils look at the quotation. Answer the question. ANSWERS A: I think the quotation means that villains must think they are right even when they are wrong to others. B: Yes. I think villains have their own motive which to them is a good one Pupils choose three for each from the list below. ANSWERS Hero: good leader, intelligent, brave (a good leader inspires others, a brave and intelligent hero can overcome dangerous challenges) Villain: evil, cruel, greedy (an evil villain makes plans to destroy the hero, a cruel villain hurts other people, a greedy villain wants to have things that aren't his/hers Pupils do the quiz. Mark the statements. ANSWERS 1 F 2 T 3 T 4 F 5 T 6 F 7 F 8 T Pupils look at Module 7 and write a quiz of your own. ANSWERS 1 Jafar is a character from 'Cinderella'. (F) 2 The Tin Man wants a heart. (T) 3 The Great Oz is a wizard. (T) 4 Mrs Darling doesn't believe in Peter Pan. (T) 5 Ernazar was Er-Tostik's brother. (F) 6 Bapy Khan married Kenjegen. (F) 7 Er-Tostik met three giants. (T) 8 There is a story about the birch trees around Lake Borovoe. (T) |
Descriptor: - look at the quotation - answer the question. T Descriptor: - read out the question - answer the question. Total: 2 point Descriptor: - do the quiz - mark the statements Total: 2 point Descriptor: - look at Module 7 - write a quiz of your own. Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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22 Қаңтар 2025 202
