ЖИ көмекші
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Барлық 400 000 материалдарды тегін жүктеу үшін
Ұнаған тарифті таңдаңыз
Айлық
Жылдық
1 - күндік
Танысу 690 ₸ / 1 күнге
Таңдау
UstazTilegi AI - ЖИ арқылы тегін ҚМЖ, БЖБ, ТЖБ, тест, презентация, авторлық бағдарлама т.б. 10 материал жасау
Материалдар бөлімі - Барлық 400 000 материалдарды тегін 30 материал жүктеу
Аттестация ПББ тестеріне доступ аласыз шексіз
Жеке ҚМЖ бөлімінде - дайын ҚМЖ-ларды, презентацияларды жүктеу5 файлды тегін жүктеу
Олимпиада, турнир, байқауларға 50% жеңілдік
1 - айлық
Стандарт
2990 ₸ / айына
UstazTilegi AI - ЖИ арқылы тегін ҚМЖ, БЖБ, ТЖБ, тест, презентация, авторлық бағдарлама т.б. жасау 30 материал жасау
Материалдар бөлімі - Барлық 400 000 материалдарды тегін 900 материал жүктеу
Аттестация ПББ тестеріне доступ аласыз шексіз
Жеке ҚМЖ бөлімінде - дайын ҚМЖ-ларды, презентацияларды жүктеу 150 файлды тегін жүктеу
Жинақталған ҚМЖ бөлімінде 10 файлды тегін жүктеу
Олимпиада, турнир, байқауларға 50% жеңілдік
Іс-шаралар (мини-курстар, семинарлар, конференциялар) тегін қатысу
1 - айлық
Шебер 7990 ₸ / айына
Таңдау
UstazTilegi AI - ЖИ арқылы тегін ҚМЖ, БЖБ, ТЖБ, тест, презентация, авторлық бағдарлама т.б. жасау 150 материал жасау
Материалдар бөлімі - Барлық 400 000 материалдарды тегін 900 материал жүктеу
Аттестация ПББ тестеріне доступ аласыз шексіз
Жеке ҚМЖ бөлімінде - дайын ҚМЖ-ларды, презентацияларды жүктеу 300 файлды тегін жүктеу
Жинақталған ҚМЖ бөлімінде 50 файлды тегін жүктеу
Олимпиада, турнир, байқауларға 50% жеңілдік
Іс-шаралар (мини-курстар, семинарлар, конференциялар) тегін қатысу
Назар аударыңыз!
Сіз барлық мүмкіндікті қолдандыңыз.
Қалған материалдарды ертең жүктей аласыз.
Ок
Материалдың қысқаша нұсқасы
Short term plan: term 4
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Unit 8: Our neighbourhood |
Lesson 81 |
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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: shops |
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Learning objectives |
6.2.5.1 understand most specific information and detail of short, supported talk on a wide range of familiar topics curricular topics. 6.6.14.1 use prepositions to talk about time and location use prepositions like to describe things and about to denote topic use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics familiar general and curricular topics |
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Lesson objectives |
Learners will be able to: - present shops - revise/practise prepositions of place |
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Value links |
Hospitality: Traditionally a nomadic culture, hospitality has always been an important part of Kazakh culture. |
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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:87 •Draw Ss' attention to the street map and the names of the shops in it. Play the recording. Ss listen and repeat chorally eat chora or individually. Ask various Ss to give the L1 equivalents. (Ss' own answers) Elicit what sort of things we can buy/do in each shop and then ask various Ss around the class to say one thing for each shop. Encourage Ss to say different things and continue until all ideas have been exhausted. Ex: 2 P: 87 • Revise prepositions of place with Ss and explain/ elicit the meanings of the ones presented through translation into Ss' L1 or by demonstrating them with objects in the classroom. Explain the task and read out the example. Then, Ss ask and answer in pairs. Monitor the activity around the class and then ask some pairs to ask and answer in front of the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners listen and repeat. Answer the question. Name one thing you can buy/do in each shop. ANSWERS You can buy bread at a bakery. You can buy flowers at a florist's. You can buy stamps at a post office. You can buy foreign currency at a bank. You can buy trousers at a clothes shop. You can buy football shoes at a sports shop. You can buy glasses at an optician's. You can buy books at a bookshop. You can buy magazines at a newsagent's. You can buy musical instruments at a music shop. You can buy food at a supermarket. You can buy a (gold) ring at a jeweller's. • Learners use these prepositions to ask for and give directions, as in the example. ANSWERS A: Excuse me. Where is the clothes shop? B: It's on Apple Street next to the jeweller's. A: Excuse me. Where is the optician's? B: It's on Milton Street in front of the sports shop. A: Excuse me. Where is the newsagent's? B: It's on Apple Street behind the music shop. A: Excuse me. Where is the music shop? B: It's on Apple Street between the supermarket and the newsagent's. Excuse me. Where's the bank? B: It's on AFT Harper Street opposite the jeweller's. etc . |
Descriptor: - listen and repeat. - answer the question Total: 2 point
Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - use these prepositions - ask and answer in pairs 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. |
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Poster Success
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Short term plan: term 4
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Unit 8: Our neighbourhood |
Lesson 82 |
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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: the Twins cities |
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Learning objectives |
6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 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: - predict the content of the text - read for specific information - consolidate new vocabulary |
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Value links |
Tradition: Kazakh traditions and culture have been passed on from one generation to another through oral histories told by traditional Kazakh tribal leaders and elders. |
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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:88 • Direct Ss' attention to the pictures and the title and allow them one minute to read the introduction. Elicit Ss' guesses in answer to the questions in the rubric. Play the recording. Ss listen and follow the text in their books and check their guesses. Ex: 2a P: 88 • Allow Ss some time to read the text and mark the statements. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box. Check Ss' answers. As an extension Ss can correct the false statements. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2b P: 88 • Explain the task. Give Ss time to complete it, then check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners look at the pictures and read the title and the introduction. Answer the question. Discuss in pairs. ANSWERS Verona, USA is small and quiet. Verona, Italy is large and cosmopolitan • Learners mark the statements. ANSWERS 1 F It is a small city in the USA. 2T 3T 4 DS ST 6 F Thousands of tourists visit every summer. 7F Restaurants serve local and international dishes. 8 F The nightlife there is exciting • Learners fill the gaps. ANSWERS 1 tree-lined 2 clothes 3 local 4 cosy 5 cosmopolitan 6 ancient 7 nature |
Descriptor: - look at the pictures - read the introduction. - discuss in pairs. Total: 2 point
Descriptor: - read the text - mark the statements. Total: 6 point Descriptor: - fill the gaps - 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. |
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Poster Success
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Short term plan: term 4
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Unit 8: Our neighbourhood |
Lesson 83 |
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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: places in a city |
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Learning objectives |
6.2.1.1 understand a sequence of supported classroom instructions 6.3.2.1 ask simple questions to get information about a limited range of general topics 6.6.14.1 use prepositions to talk about time and location use prepositions like to describe things and about to denote topic use prepositions of direction to, into, out of, from, towards and there is / there are on a limited range of familiar general and curricular topics familiar general and curricular topics |
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Lesson objectives |
Learners will be able to: - read for gist - listen for specific information |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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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:3 P:89 • Ss read the signs and match them to the places they can be seen. Check Ss' answers. Ask Ss to say which words helped them decide Ex: 4 P: 89 • Explain the task and allow Ss some time to read the sentences and match them to the shops. Check Ss' answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 5 P: 89 • Explain the task. Ask Ss to identify the places in the photographs. Play the recording. Ss listen and complete the task. Check Ss' answers. Ex: 6 P: 89 • Explain the task and allow Ss some time to think of DR another shop and what they will say. Ss then act out their dialogues in closed pairs. Monitor the activity around the class and then 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. |
• Learners match the places to the sings. ANSWERS 1 C 2 A 3 D 4 E 5 B • Learners read the sentences and match them to the shops. ANSWERS 1 g 2 f 3 d 4 c 5 h 6 e 7 a 8 b • Learners name the places in the pictures. ANSWERS A butcher's B clothes shop C chemist's • Learners work in pairs, act out a similar dialogue for another shop. ANSWERS A: How can I help you? B: Do you have these shoes in a size 6? A: Yes, here you are |
Descriptor: - read the signs - match the places Total: 2 point
Descriptor: - read the sentences - match them to the shops Total: 2 point Descriptor: - identify the places - name the places in the pictures Total: 2 point Descriptor: - work in pairs - act out a similar dialogue 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. |
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Poster Success
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Short term plan: term 4
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Unit 8: Our neighbourhood |
Lesson 84 |
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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; a / an some / any |
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Learning objectives |
6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 6.2.1.1 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 a/an, and some/any/every/no and their compounds -practise a/an and some/any/no -practise some/every/any and their compounds |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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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:90 • Go through the table with Ss and elicit the L1 equivalents for the examples. Ex: 2 P: 90 • Explain the task. Ss do the task in closed pairs. Check Ss' answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 90 • Explain the task. Ss complete the task. Check S answers. Ex: 4 P: 90 • Present the passive. Explain that we use the passive to talk about an action when we don't know who performed it or when it is obvious who performed it from the context or when the action is more important than the person who performed it. Read out the theory box and explain/elicit that we form the passive tense with the verb to be + the past participle. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the table. Say the examples in your language. ANSWERS Student’s own answer. • Learners use some, every any and their compound to complete the postcard. ANSWERS A 1 some 2 a 3 any B1 a 2 some 3 an C1 any 2 any 3 some D 1 no 2 some 3 any • Learners choose the correct word. ANSWERS 1 Everything 2 something 3 every 4 everyone • Learners read the theory. Answer the question. ANSWERS Student’s own answer. |
Descriptor: - read the table - Say the examples in your language Total: 2 point
Descriptor: - use some, every any and their compound - complete the postcard. Total: 2 point Descriptor: - choose the correct word. Total: 2 point Descriptor: - read the theory - answer the question. 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. |
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Poster Success
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Short term plan: term 4
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Unit 8: Our neighbourhood |
Lesson 85 |
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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 or past continuous |
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Learning objectives |
6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 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: -practise the passive -practise the passive with an agent - practise changing active sentences to passive sentences |
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Value links |
Respect: Respect of elders and of the spiritual freedom of other nations are principal values. It is important to develop a productive dialogue between confessions and to acknowledge religion as an element of civil society. |
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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 |
Ex5 P:91 • Explain the task and give Ss time to complete it. Check Ss' answers around the class. . Ex: 6 P: 91 • Explain the task and give Ss time to complete it. Check Ss' answers around the class. Remind Ss that if the agent is a person we use by and if the agent is an object we use with. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 7 P: 91 • Explain that to change an active sentence to a passive sentence the object of the active verb becomes the subject of the passive verb and the active form changes to a passive form while the subject becomes the agent. Do the first item with the class as an example and the give Ss time to complete the task alone. Check Ss' answers Ex: 8 P: 91 • Explain the task and give Ss time to complete it and then check their answers around the class. Ex: 9 P: 91 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. |
• Learners fill the gaps: is, are, was or were ANSWERS 1 is 2 were 3 were 4 was 5 are • Learners fill in by or with ANSWERS 1 by 2 with 3 with 4 by 5 by 6 by • Learners rewrite the sentences in the present simple passive. ANSWERS 1 Astana is visited by millions of tourists every year. 2 The Saryarka Velodrome is used mainly for track cycling events. 3 The President's Cup tennis tournament is held at the Daulet National Tennis Centre every year. 4 30,000 spectators are held by the Astana Arena stadium • Learners put the verb in bracket into the correct form of the present or past continuous. ANSWERS 1 The Astana Arena was designed by Populous and Tabanlioglu Architects. 2 The masterplan of Astana was made by Kisho Kurokawa. 3 Astana's new university was opened in 2010. 4 Khan Satyr was named one of the world's top 10 eco- buildings by Forbes style magazine • Learners write the sentences in the passive. ANSWERS 1 It was made with white marble in 190 ВС. 2 It was discovered on the island of Samothrace in 1863 by a French archaeologist. 3 It was sent to Paris in 1863. 4 It is kept in the Louvre. 5 It is admired by thousands of tourists every day. |
Descriptor: - fill the gaps - complete the task Total: 2 point
Descriptor: - fill the gaps - complete the task Total: 2 point Descriptor: - rewrite the sentences - complete the task alone Total: 2 point Descriptor: - put the verb in bracket into the correct form - complete the task alone Total: 2 point Descriptor: - write the sentences in the passive. - complete the task alone 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. |
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Poster Success
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Short term plan: term 4
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Unit 8: Our neighbourhood |
Lesson 86 |
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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: Buildings above the clouds |
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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 6.5.1.1 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: - introduce the topic - predict the content of the text. - read for specific information. |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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 |
Ex1 P:92 • Play the recording and tell Ss to imagine they are in one of the tall buildings in the pictures. Ask various Ss around the class to say how they feel. Ex: 2 P: 92 • Elicit what, if anything, Ss know about skyscrapers, and where the term came from. Play the recording. Ss listen and follow the text in their books and find out Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 92 •Ask Ss to use the Word List to look up the meanings of the words in the Check these words box, then allow Ss some time to read the text and answer the questions. Read out the Did you know? box. Check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners listen to music. Answer the question. ANSWERS I can see other tall buildings below me, but all around I can see only the sky and some cloud I feel scared to be so high up./I feel excited. It's like I'm on top of the world • Learners listen to find out. Answer the question. ANSWERS Skyscrapers are tall buildings made from steel. The word 'skyscraper' comes from the name sailors gave to the tallest mast on a ship. • Learners read the text answer the question. ANSWERS 1 Bricks weren't strong enough and they didn't have steel or elevators. 2 From the 1880s. 3 People could build tall buildings without worrying how to get to the top. 4 They needed living space and offices for business. 5 Because many ex-sailors worked on them and it is their word for the tallest mast on a ship. 6 One floor a day. 7 You can find shops, offices, apartments and a hotel |
Descriptor: - listen to music. - answer the question Total: 2 point
Descriptor: - listen to find out - answer the question Total: 2 point Descriptor: - read the text - answer the question 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. |
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Poster Success
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Short term plan: term 4
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Unit 8: Our neighbourhood |
Lesson 87 |
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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 6.2.1.1 understand a sequence of supported classroom instructions 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: - consolidate new vocabulary - listen for specific information - express your likes and dislikes - prepare a presentation on skyscrapers |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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 4 P:93 Explain the task and give Ss time to complete the gaps, then check Ss' answers. Ex 5 P:93 • Explain the task and play the recording. Ss listen and choose the correct answers. Check Ss' answers around the class. Ex: 6 P: 93 • Read the Note box and the examples. Elicit further examples from Ss. Go through the phrases and the activities in the boxes and read out the examples. Give Ss some time to complete the task. Check Ss' answers around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 7 P: 93 • Explain the task and ask Ss to work in small groups and look on the Internet or in other resources for photos and videos of the skyscrapers in the text. Give Ss some time to prepare a presentation or write a fact about each one and present them to the class. Ex: 8 P: 93 • Explain the task and allow Ss some time to complete it using photos from the Internet or other sources. Ask various Ss to present their posters to the class and then display them around the classroom. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners fill the gaps. ANSWERS 1 elevators 2 steel 3 living 4 skyscraper 5 skyline • Learners listen to Jane Sam talking in a department store. For questions choose the correct item. ANSWERS 1 baseball cap 2 £15 3 electrical department 4 3030 BC 5 in an hour • Learners use the phrases in the list to make five sentences about yourself. ANSWERS I love playing football. I hate eating out. I want to go to the pool. I enjoy going to the cinema. I like buying books. I don't like visiting the theme park. I don't mind going shopping. • Learners find videos/photos about the building in your country. ANSWERS The Empire State Building is located on Fifth Avenue. It is 443 metres tall. The Triumph of Astana is 142 metres tall and was designed by SIASK |
Descriptor: - fill the gaps - complete the task Total: 2 point
Descriptor: - listen to Jane Sam talking - choose the correct item Total: 2 point Descriptor: - use the phrases in the list - make five sentences Total: 2 point Descriptor: - find videos/photos - present their posters 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. |
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Poster Success
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Short term plan: term 4
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Unit 8: Our neighbourhood |
Lesson 88 |
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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 / giving directions |
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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 6.4.7.1 recognise typical features at word, sentence and text level in a limited range of written genres |
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Lesson objectives |
Learners will be able to: -present situational language and practise pronunciation and intonation - identify the context of a dialogue, listen and read for specific |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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:94 Play the recording with pauses for Ss to repeat chorally or individually. Repeat if necessary, then elicit which syllables are stressed. Ex 2 P:94 • Explain the task and read out the question. Play the recording. Ss listen and follow the dialogue in their books and find out the answer. Ex: 3 P: 94 • Allow Ss time to read the dialogue again and mark the route on the map. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners listen and repeat. Find the stressed syllables. ANSWERS Excuse me Could you tell me how to get to the hospital? I'm sorry, what road was that? On the right, did you say? Thank you very much • Learners the sentences in ex 1 appear in the dialogue below. Answer the question. ANSWERS Kairat wants to go to the hospital. • Learners read the dialogue. Show the route on the map. ANSWERS
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Descriptor: - listen and repeat - find the stressed syllables Total: 2 point
Descriptor: - read out the question. - read out the question. Total: 2 point Descriptor: - read out the question. - show the route on the map 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. |
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Poster Success
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Short term plan: term 4
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Unit 8: Our neighbourhood |
Lesson 89 |
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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: Markets around the world |
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Learning objectives |
6.1.2.1 use speaking and listening skills to provide sensitive feedback to peers 6.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics |
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Lesson objectives |
Learners will be able to: - describe pictures and predict the content of a text - consolidate new vocabulary - personalise the topic and write about a local market |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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:95 Direct Ss' attention to the pictures and ask various Ss around the class to describe them. Elicit how many Ss have been to a street market. Read out the words in the list. Explain/Elicit the meanings of any unknown words and then elicit which of them Ss think may be found in which market. Ex 2 P:95 • Read out the example. Allow Ss some time to fill the gaps and make sentences. DRA 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: 95 • Explain the task. Refer Ss to the Internet, encyclopaedias or other reference books to find information about a local market and complete the task. Ask various Ss to present their market to the class Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 4 P: 95 • Explain that in multisyllabic words sometimes more than one syllable is stressed. Play the recording. Ss listen and repeat chorally or individually. Pay special attention to Ss' pronunciation and intonation and correct as necessary. Elicit how many syllables each word has. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners describe the markets in the picture. Listen, read and check ANSWERS The market at the top of the page is indoors. There are two levels and lots of stalls. I can see fruit and vegetables downstairs and it looks like a café upstairs. I think you can find vegetables, meat and fish here. The market at the bottom of the page has a lot of nuts and dried fruit. It seems quite exotic. I think it is indoors too. I think you can find tea, nuts, dried fruit and chocolate here. • Learners use the phrases to make sentences about the markets in the texts. ANSWERS 2 local 3 meeting 4 selection • Learners think of a popular markets or shopping centre in your town/city. Collect information, then write a paragraph about it. ANSWERS name: Artem Market where it is: in the middle of Astana what it is like: covered market, two levels what you can buy there: downstairs - fresh fruit and vegetables, dried fruit and nuts, meat, fish, homemade sauces; upstairs clothes, toiletries, furniture, nail bars, barber's shops, souvenirs • Learners list the three syllables words as in the box. ANSWERS balconies – 3 tropical - 3 tradition – 3 expensive - 3 souvenirs – 3 selection - 3 vegetables – 3 together - 3 popular – 3 exciting - 3 |
Descriptor: - describe the markets in the picture - read and check Total: 2 point
Descriptor: - use the phrases - make sentences about the markets Total: 2 point Descriptor: - think of a popular markets - collect information Total: 2 point Descriptor: - list the three syllables words - pronunciation and intonation and correct as necessary 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. |
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Poster Success
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Short term plan: term 4
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Unit 8: Our neighbourhood |
Lesson 90 |
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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, Citizenship |
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Learning objectives |
6.1.5.1 use feedback to set personal learning objectives 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: - present new vocabulary - introduce and discuss the topic - consolidate information in a text |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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 1a P:96 Read the list of public facilities aloud and explain/elicit their meanings, Elicit which ones Ss' towns/cities have. Then, draw Ss' attention to the pictures and elicit which facilities they show. Ex 1b P:96 • Ask various Ss around the class to tell the class what their free-time activities are and which public facilities they use to do them. Ex: 2 P: 96 • Read the rubric aloud and elicit a variety of answers from Ss around the class. Write the two best suggestions on the board. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 96 Read the rubric aloud and elicit a variety of answers from Ss around the class referring to the text as necessary. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the list of public facilities and say which ones your town/city has. ANSWERS 1 playground 2 library 3 wildlife reserve/national park 4 swimming pool 5 skate park • Learners ask and answer the question. Tell your partner. ANSWERS I like rollerblading, so I go to the skate park every weekend. I like reading, so I go to the library every week. I like running, so I go to the park every afternoon. etc • Learners answer the question. In pairs, think of two ways. ANSWERS Leisure and sport facilities in a town can help to reduce crime such as vandalism and graffiti because young people have a place to go and use their energy positively. They can also help to develop young people's skills and abilities and give them a healthy hobby. • Learners write three ways local town councils can improve the local community. ANSWERS 1 They can encourage people to do sports and create places where they can play. 2 They can use sports centres to create more job opportunities and reduce unemployment. 3 They can use sport to reduce crime |
Descriptor: - read the list - say which ones your Total: 2 point
Descriptor: - ask and answer the question - tell your partner Total: 2 point Descriptor: - read the rubric aloud - answer the question Total: 2 point Descriptor: - write three ways local town 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. |
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Poster Success
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Short term plan: term 4
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Unit 8: Our neighbourhood |
Lesson 91 |
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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 new house Summative Control work 7 for Unit 8. |
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Learning objectives |
6.1.5.1 use feedback to set personal learning objectives 6.5.6.1 link, with some support, sentences into a coherent paragraph using basic connectors on a limited range of familiar general 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: - read for cohesion and coherence - brainstorm for ideas and write about your neighbourhood |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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:97 Direct Ss' attention to the sentences (A-D) and then ask Ss to use them to fill the gaps (1-4). Check Ss answers. Then ask Ss to use the Word List to look up the meanings of the words in the Check these words box. Ex: 2 P: 97 • Read the Study Skills box aloud and explain/elicit what brainstorming is (thinking of various ideas related to a theme/topic and writing down whatever comes to mind). Explain the task and allow Ss some time to brainstorm for ideas and complete the sentences. Check Ss' answers around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 97 Allow Ss time to complete the task in class. Remind Ss to use their answers to Ex. 2 to help them and the text in Ex. 1 as a model. Ask various Ss to read out their emails to the class. Alternatively, assign the task as HW and check Ss' answers in the next lesson. Summative Control work 7 for Unit 8. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the email and complete the gaps with the sentences in the list. Look at the underlined sentences. ANSWERS 1 C 2 A 3 D 4 B • Learners think of your neighbourhood. Brainstorm for ideas. Then complete the sentences below about it. ANSWERS 1 I live in a flat. 2 My neighbourhood is busy and noisy. 3 It has a great view of the city. 4 There are a lot of shops and cafés nearby. 5 There isn't a cinema in my neighbourhood. 6 The people here are very friendly. 7 I really like my neighbourhood because it is a nice place to live with everything we need nearby • Learners use your answers from ex2 to write an email to your pen- friend about your house and your neighbourhood. ANSWERS Hi Keith, How are you? Sorry I didn't write earlier, but we were busy moving house. Our new flat is really nice. It's on the 5th floor of a block of flats and it has a great view of the city. The neighbourhood is nice, too. There are a lot of shops and cafés nearby, although there isn't a cinema. I really like the neighbourhood and the people here are really friendly. Well, I've got to go now. Write back soon. Yours, |
Descriptor: - read the email - complete the gaps with the sentences Total: 2 point
Descriptor: - think of your neighbourhood - complete the sentences Total: 2 point Descriptor: - complete the sentences - write an email to your pen- friend 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. |
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Poster Success
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Short term plan: term 4
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Unit 8: Our neighbourhood |
Lesson 92 |
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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 |
6.5.6.1 link, with some support, sentences into a coherent paragraph using basic connectors on a limited range of familiar general 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: - give an opinion on the value of being a good neighbour - discuss the value of being QRE - test knowledge learnt in this module/ to do a quiz |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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:98 Ask Ss to read the list of sentences about what makes a good neighbour and tick '' the ones that they agree with and put an 'X' next to the ones they disagree with. Check Ss' answers. Ex: 2 P: 98 • Give Ss time to use the modals in the list and their answers from Ex. 1 to make sentences. Elicit answers from Ss around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 98 Ask Ss to work in small groups and discuss the value of being a good neighbour. Give Ss some time to discuss their ideas and then ask some Ss to tell the class. Ex: 4 P: 98 Explain the task. Allow Ss some time to read the questions and mark the statements correctly. Tell Ss they can review the module and find the relevant information to help them if necessary. Check Ss' answers. Ex: 5 P: 98 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. The Winged Victory is in the Louvre. [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. |
• Learners read and mark the sentences. ANSWERS 1x 2√ 3√ 4x 5√ 6x 7√ 8√ • Learners use must/mustn’t or should/shouldn’t to tell the class what makes a good neighbour. ANSWERS A good neighbour mustn't play loud music at night. A good neighbour should know his/her neighbour's name. A good neighbour should greet his/her neighbour when he/she meets them. A good neighbour shouldn't let his/her pet play freely in the neighbourhood. A good neighbour must clean up after his/her pet. A good neighbour mustn't leave rubbish on the street. A good neighbour should invite neighbours to dinner. • Learners answer the question. Discuss in groups. ANSWERS We need to be good neighbours and help each other because if we do, life will be easier and happier for everyone. If we help one another then we can make our neighbourhood an amazing place to live • Learners do the quiz. Mark the sentences. ANSWERS 1 F 2 F 3 F 4 F 5 T 6 T • Learners look at the Module 8 and write a T/F ANSWERS Verona, Wisconsin is a large city. (F) Thousands of tourists visit Verona, Italy every year. (T) The Italians built the pyramids. (F) The world's tallest building is in the United Arab Emirates. (T) The Triumph of Astana was finished in 2008. (F) The English Market is in England. (F) |
Descriptor: - readthe list of sentences - the list of sentences Total: 2 point
Descriptor: - use must/mustn’t or should/shouldn’t - to tell the class what makes a good neighbour. Total: 2 point Descriptor: - to tell the class what makes a good neighbour. - to discuss their ideas Total: 2 point Descriptor: - read the questions - mark the sentences 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. |
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Poster Success
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Short term plan: term 4
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Unit 9: Transport |
Lesson 93 |
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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: means of transport |
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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: - present new vocabulary - categorise means of transport |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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:99 Draw Ss' attention to the pictures. Play the record Ss listen and repeat chorally and/or individually the L1 equivalents. Ex: 2 P: 99 •Ask Ss to write the headings into their notebooks and then give them time to complete the task and categorise the means of transport under the correct headings. Check Ss' answers on the board. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 99 Go through the adjectives and explain/elicit the meanings of any unknown words. Explain the task and read out the example. Elicit answers for the remaining sentences from Ss around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners listen and repeat. ANSWERS Student’s own answer. • Learners look at the means of transport. List them under the correct heading. ANSWERS Land: lorry, motorbike, snowmobile, tram Air: helicopter, aeroplane Sea: ferry, hovercraft • Learners use the adjectives to complete the sentences ANSWERS 2 I don't enjoy travelling by ferry. It's slow. 3 I'd like to travel by snowmobile. It's exciting. 4 I think travelling by motorbike is dangerous. |
Descriptor: - listen and repeat chorally Total: 2 point
Descriptor: - look at the means of transport - list them under the correct heading. Total: 2 point Descriptor: - use the adjectives - complete the sentences 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. |
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Poster Success
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Short term plan: term 4
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Unit 9: Transport |
Lesson 94 |
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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: Exploring the world |
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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: - predict the content of the text - read for specific information |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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:100 •Direct Ss' attention to the pictures and elicit guesses to the question in the rubric. Play the recording. Ss listen and follow the texts in their books and check if their guesses are correct. Ex: 2 P: 100 •Give Ss time to read the text again and then answer the questions. Check Ss' answers around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 100 •Read out the question and elicit answers from various Ss around the class. Ex: 4 P: 100 •Read out the Study Skills box and point out that this information will help Ss to complete the task successfully. 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. |
• Learners look at the pictures. Answer the question. Listen and read to find out. ANSWERS You can see a gondola in Italy. You can see a longtail boat in Thailand. You can see a rickshaw in China. • Learners read the text again and answer the question. ANSWERS 1 The best way to see Venice is on a gondola. 2 They sing traditional Italian songs. 3 A longtail boat looks like a banana in shape. 4 They use them to travel around the island. 5 No, it isn't expensive. Prices are not too high. • Learners answer the question. ANSWERS I would like to go on a gondola tour of Venice because the city is beautiful and I really like Italian music too. • Learners fill in the correct preposition. ANSWERS 1 by 2 on 3 by 4 in |
Descriptor: - look at the pictures. - answer the question. Total: 2 point
Descriptor: - read the text - answer the question. Total: 2 point Descriptor: - answer the question. Total: 2 point Descriptor: - fill in the correct preposition - complete the task 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. |
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Poster Success
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Short term plan: term 4
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Unit 9: Transport |
Lesson 95 |
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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: |
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Learning objectives |
6.2.3.1 understand an increasing range of unsupported basic questions on general and curricular topics 6.3.2.1 ask simple questions to get information about a limited range of general and curricular topics 6.4.4.1 read and understand with some support a limited range of short fiction and non-fiction texts understanding of general topics |
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Lesson objectives |
Learners will be able to: - present and practise verbs relating to transport - listen for specific information |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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 5 P:101 • Go through the verbs in the list and then give Ss time to use them to complete the sentences. Ask Ss to check the meanings of the verbs in their dictionaries and then check Ss' answers around the class. Ex: 6 P: 101 •Read the examples aloud and explain that we use both... and to show that two things or people share a quality, neither... nor (negative statement) to show that two things or people do not share a specific quality and either ... or (affirmative sentence) to refer to a choice between two possibilities. Give Ss time to complete the task, then check Ss answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 7 P: 101 • Explain the task. Play the recording twice Ss listen and answer the questions in the rubric. Check Ss' answers Ex: 8 P: 101 • Ss talk in pairs for a minute about their journey to school. Monitor the activity around the class and then ask some pairs to report back to the rest of the class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners choose the correct item. ANSWERS 1 catch 2 rides 3 drives 5 Get 4 takes 6 travel • Learners fill in the gaps. ANSWERS 1 Both, and 2 Neither, nor 3 either, or 4 Both, and 5 both, and • Learners listen again and answer the question. ANSWERS James goes to school by bike. It takes him 20 minutes to go to school. Stella goes to school by train. It takes her an hour to go to school. • Learners describe your journey to school to your partner. ANSWERS A: I go to school by bus. How about you? B: My mum drives me to school in her car |
Descriptor: - choose the correct item. Total: 2 point
Descriptor: - read the examples aloud Total: 2 point Descriptor: - listen again and answer the question. Total: 2 point Descriptor: - describe your journey - answer the questions 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. |
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Poster Success
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Short term plan: term 4
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Unit 9: Transport |
Lesson 96 |
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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: Comparative / Superlative |
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Learning objectives |
6.2.1.1 understand a sequence of supported classroom instructions 6.6.9.1 use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics 6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups |
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Lesson objectives |
Learners will be able to: - present comparatives & superlatives - personalise the topic and practise comparatives - compare two means of transport using comparative forms |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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:102 • Ss close their books. Explain that we use the comparative form to compare two people, things, places, etc. We usually use than with comparative adjectives (e.g. Janet is taller than Paul.). We use the superlative form to compare one person/thing, etc with the entire group (e.g. Danny is the tallest boy in the class.). Ex: 2 P: 102 • Explain the task and allow Ss some time to complete it. Check Ss' answers around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 102 • Explain the task and give Ss some time to make comparative sentences about two towns/cities/ villages in their country. Elicit answers from Ss around the class. Ex: 4 P: 102 • Explain the task and read out the examples. Allow Ss some time to complete the task and refer them back to the table in Ex. 1 to the conjunctions than and (not) as ...as. Check Ss' answers around the class. Ex: 5 P: 102 • Explain the task and read out the example. Ss work in pairs and complete the task. Check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the table. Say the examples in your language ANSWERS Student’s own answer • Learners complete the sentences with the adjectives in the comparative form. ANSWERS 1 more expensive 2 noisier 3 bigger 4 more crowded • Learners compare two cities/towns/ villages in your country. ANSWERS Almaty is bigger than Taraz. Astana is more expensive than Shymkent. Almaty is more crowded than Astana. Shymkent is noisier than Karaganda • Learners look at the pictures. Compare the two means of transport. ANSWERS Trains are more relaxing than planes./Planes aren't as relaxing as trains. Planes are more expensive than trains./Trains aren't as expensive as planes. Trains are noisier than planes./Planes aren't as noisy as trains. Trains are more comfortable than planes./Planes aren't as comfortable as trains. • Learners make comparisons with your partner, as in the example ANSWERS A: Kazakhstan is very cold. B: Yes, but Greenland is much colder than Kazakhstan. A: Antarctica is the coldest of all. |
Descriptor: - read the table. - use the comparative form to compare two people Total: 2 point
Descriptor: - complete the sentences with the adjectives Total: 2 point Descriptor: - look at the pictures. - compare the two means of transport Total: 2 point Descriptor: - make comparisons with your partner, - answer the questions 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. |
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Poster Success
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Short term plan: term 4
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Unit 9: Transport |
Lesson 97 |
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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: relative pronouns |
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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 6.4.5.1 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: - practise making comparisons - present and practise question tags - present/practise relative pronouns/defining relative clauses |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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 8 P:103 • Explain the task and read out the example. Ss complete the task. Ask various Ss to read out their answers to the class, then elicit how many Ss share the same opinions. Ex: 9 P: 103 • Read out the theory and explain the form and use of question tags. (We use question tags at the end of sentences to ask for/confirm information. We form them with the auxiliary/modal verb from the sentence and an appropriate subject pronoun.) Explain that when the sentence is positive the question tag is negative and when the statement is negative the question tag is positive. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 10 P: 103 •Read out the theory box and explain that in some sentences we use relative pronouns to give information about the subject of the sentence. Explain that we use who/that for people, which/ that for animals and things, and whose to show possession in relative clauses. Ex: 11 P: 103 • Explain the task and read out the example. Give Ss time to complete the task and then check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners make comparisons, as in the example. ANSWERS 2 In my opinion, flying is more exciting than driving. Driving isn't as exciting as flying. 3 In my opinion, a taxi is more convenient than a coach./A coach isn't as convenient as a taxi. • Learners read the theory and complete the question tags. Then listen and mark the intonation ANSWERS 1 hasn't he 2 is he 3 can she 4 weren't they 5 can they 6 didn't he 7 were you 8 isn't he • Learners read the theory. Then choose the correct pronouns ANSWERS 1 that 2 who 3 whose 4 which • Learners join the sentences. Use who, which or whose. ANSWERS 2 Nurzhan is the mechanic who fixed my bike. 3 This is the bus which goes to the airport. 4 Serik is the man whose car is parked outside my house |
Descriptor: - read out the example. - make comparisons Total: 2 point
Descriptor: - read the theory - complete the question tags Total: 2 point Descriptor: - read the theory. - choose the correct pronouns Total: 2 point Descriptor: - join the sentences - use who, which or whose 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. |
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Poster Success
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Short term plan: term 4
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Unit 9: Transport |
Lesson 98 |
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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: smart rules |
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Learning objectives |
6.2.1.1 understand a sequence of supported classroom instructions 6.6.9.1 use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topic 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: - predict the content of the text - read for specific information - consolidate new vocabulary |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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:104 •Elicit answers to the questions in the rubric from various Ss around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 104 • Direct Ss' attention to the pictures and elicit what they know about safe cycling. Draw Ss' attention to the tip in the Study Skills box. Play the recording. Ss listen and follow the text in their books and check. Ex: 3 P: 104 • Allow Ss some time to read the text and mark the sentences. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box. Check Ss' answers around the class. Ex: 4 P: 104 • Explain the task and allow Ss some time to scan the text and find suitable sentences to match the pictures. Check Ss' answers. Then ask various Ss to say how to cycle safely using only the pictures Ex: 5 P: 104 • Explain the task and refer Ss to the Check these words box. Give Ss time to complete the task, then check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners answer the question. ANSWERS Yes, I have got a bike. I like cycling because it's good exercise./No, I don't have a bike. My parents say it's dangerous to ride a bike on busy streets. • Learners answer the question. Look at the pictures and know discuss. Listen, read and check. ANSWERS To cycle safely you must wear a helmet, gloves, knee pads and reflective clothing. You must give clear hand signals to drivers. You must look after your bike and check it regularly and you mustn't listen to music while cycling • Learners read the text and mark the sentences T (true), F (false) or DS (doesn't say). ANSWERS 1 T 2 F 3 T 4 T • Learners use the pictures. Tell the class how you can cycle safely. ANSWERS A: The most important thing to remember is that you must wear a helmet. B: You must put reflectors on your bike and wear something bright such as a reflective belt. C: You shouldn't wear loose clothes or headphones. D: Gloves and knee pads are a good idea. E: Check the brakes, tyres and chain regularly. F: You must respect road signs and use hand signals to tell drivers that you want to change direction. • Learners use words from the sentences. Use your dictionary. Check these word box to complete the sentences. ANSWERS 1 accident 2 helmet 3 reflector, reflective belt 4 loose clothes |
Descriptor: - answer to the questions in the rubric Total: 2 point
Descriptor: - look at the pictures - answer the question. Total: 2 point Descriptor: - read the text - mark the sentences Total: 2 point Descriptor: - use the pictures. - tell the class how you can cycle safely. Total: 2 point Descriptor: - use words from the sentences - use your dictionary. 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 |
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Poster Success
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Short term plan: term 4
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Unit 9: Transport |
Lesson 99 |
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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 Summative Control work 8 for unit 9. |
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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 6.4.5.1 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: - predict the content of the text - read for specific information |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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 6 P:105 • Explain the task and read out the example exchange. Give Ss some time to complete the gaps and then have Ss ask and answer in closed pairs. Remind Ss to use the past participle of the verbs in the present perfect tense. Monitor the activity around the class and then ask some Ss to ask and answer in front of the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 7 P: 105 •Explain the task. Ask Ss to read the stem sentence and the possible answers to familiarise themselves with the content of the recording. Play the recording. Ss listen and complete the task. Check Ss' answers. Ex: 8 P: 105 • Divide the class into pairs and ask Student B in each pair to close their books. Ask Student A to read the rules about motorcycle riding in the UK. Brainstorm with all the Student Bs for questions to ask (e.g. How old do you have to be to ride a motorcycle in the UK? What safety equipment must you wear/use? What other rules are there? etc.) Ss complete the task in pairs. Monitor the activity around the class and help Ss as necessary. Then ask various pairs to ask and answer questions in front of the class. Summative Control work 8 for unit 9. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners put the verbs in brackets into the (to-)infinitive or -ing form. ANSWERS 1 ride 2 drive 3 catch 4 fly 5 sail • Learners listen to Steve talking to Jane about buying a new bike. For questions ANSWERS 1 a BX20 2 black 3 Bingley 4 38 Station Street 5 £100 6 a helmet • Learners read the following information and be ready to answer Student B's questions. ANSWERS SB: How old do you have to be to ride a motorcycle in the UK? SA: You have to be at least 17 years old. SB: Do you need a licence? SA: Yes, you have to have a licence. SB: What other rules are there? SA: You must display 'L' plates as a learner. |
Descriptor: - read out the example exchange - complete the gaps Total: 2 point
Descriptor: - listen to Steve talking to Jane - complete the task Total: 2 point Descriptor: - read the following information - answer Student B's questions 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 |
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Poster Success
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Short term plan: term 4
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Unit 9: Transport |
Lesson 100 |
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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: buying a train ticket |
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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: - practise pronunciation of situational language - read for specific information - act out a dialogue and consolidate situational language through translation |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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 1a P:106 • Play the recording. Ss listen and repeat chorally or individually. Pay attention to Ss' pronunciation and intonation and correct as necessary. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 1b P: 106 • Read the rubric aloud. Play the recording. Ss listen and follow the text in their books and find out where Mr Omarov wants to go. Ex: 2 P: 106 • Allow Ss time to read the dialogue again and complete the task. Check Ss' answers. Ex: 3 P: 106 • Read out the phrases. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class. Ex: 4 P: 106 •Play the recording again. Then, ask Ss to work in pairs and take roles and read out the dialogue. Monitor the activity around the class and ask some groups to read out the dialogue in front of the class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners listen and repeat ANSWERS Student’s own answer • Learners the sentences are from a dialogue between Mr Omarov and a ticket clerk. Where does Mr Omarov want to go? Listen to find out ANSWERS Mr Omarov wants to go to Brighton • Learners read the dialogue and mark the sentences T T (true), F (false) or DS (doesn't say). ANSWERS 1 F 2 DS 3 DS 4 T • Learners find sentences in the dialogue which mean: May I help you? - ANSWERS May I help you? - Can I help you? The cost is £54. That's £54. My pleasure. - You're welcome. Enjoy your trip. - Have a nice trip • Learners look at the dialogue in Ex. 2. Take roles and read it aloud. ANSWERS Student’s own answer |
Descriptor: - listen and repeat chorally or individually Total: 2 point Descriptor: - Read the rubric - listen to find out Total: 2 point
Descriptor: - read the dialogue - mark the sentences Total: 2 point Descriptor: - find sentences in the dialogue Total: 2 point Descriptor: - look at the dialogue - take roles and read 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 |
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Poster Success
|
|
Short term plan: term 4
|
Unit 9: Transport |
Lesson 101 |
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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: Transportation around the world |
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Learning objectives |
6.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics |
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Lesson objectives |
Learners will be able to: - introduce the topic and predict the content of a text - read for lexico-grammatical structure (missing words) - compare two forms of transport |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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 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
|
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:107 •Direct Ss' attention to the pictures and the title and elicit guesses to the questions in the rubric. Give Ss time to read through the text and find out. Ex: 2 P: 107 • Explain the task. Allow Ss time to complete the gaps with the missing words to make a cohesive and grammatical correct 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. Play the video for Ss and elicit their comments. Ex: 3 P: 107 • Elicit comparisons from various Ss around the class between the metro and the cab. Ex: 4 P: 107 • Play the recording and ask Ss to find and underline the /er/ sound in the sentences. Play the recording again with pauses for Ss to repeat chorally and/or individually. Pay attention to Ss' pronunciation and correct as necessary. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners answer the question. What can you see in the pictures? What would you like to know about these means of transport? Read through and check. ANSWERS I would like to know where can someone see black cabs? Is the metro a cheap way to travel around the city? Do you need to pass any special test to drive a black cab? • Learners read the texts and complete the gaps with the correct word. Listen and check ANSWERS 1 It 2 to 3 the 4 the 5 for 6 in 7 than 8 as • Learners compare and contrast the means of transport in the texts in Ex. 2 ANSWERS The metro is cheap but the black cab is expensive. The black cab is more expensive than the metro. The metro is the cheapest way to travel around the city. Both the metro and the black cab are fast. The metro is more convenient than the black cab. etc • Learners find the /e/ sound in the following sentences. Then listen and repeat ANSWERS 1 We will soon arrive at our destination. 2 Are we on Friday Street already? 3 I like taking the bus. 4 The metro station is near the bank. |
Descriptor: - answer the question - read through the text and find out. Total: 2 point Descriptor: - read the texts - complete the gaps Total: 2 point
Descriptor: - compare and contrast the means Total: 2 point Descriptor: - find the /e/ sound - listen and repeat 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 |
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Poster Success
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Short term plan: term 4
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Unit 9: Transport |
Lesson 102 |
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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: Citizenship |
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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 6.4.7.1 recognize typical features at word, sentence and text level in a limited range of written genres 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: - introduce the topic and key vocabulary and predict the content of the text - read for specific information - collect information related to the topic and present it to the class |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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:108 • Draw Ss' attention to the pictures and elicit which ones show the actions given in the rubric. Elicit Ss' guesses as to how the pictures can be related to the text. Play the recording. Ss listen and follow the text in their books and check if their guesses were correct. Ex: 2 P: 108 • Allow Ss some time to read the text and complete the task. 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. Play the video for Ss and elicit their comments. Ex: 3 P: 108 • Explain the task and ask Ss to work in groups and look up information on the Internet using the key phrase in the search bar or in encyclopaedias or other reference books. Tell Ss that they can use the website suggested on the Express Publishing website to help them. Allow Ss some time to complete the task and then ask various groups of Ss to give their presentation to the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners Look at the pictures. Answer the question. Listen and read to find out. ANSWERS A some people cleaning the road B someone putting rubbish in a recycling bin C someone planting a tree • Learners answer the question. ANSWERS 1 We should avoid using our cars because they give out harmful gases. 2 Public transport, bicycles and walking are less harmful to the environment. 3 If we can't use an item again, we can rifcycle it. 4 Neighbours and friends can help to clean up our neighbourhood. 5 Trees are important because they give us oxygen and make our air cleaner too. 6 If we see rubbish on the ground, we should pick it up. • Learners do you know of any other ways you can help keep the planet clean? Collect Information and present it to the class. Use the key phrase clean planet ANSWERS We should buy products with less packaging, so we create less rubbish. We should use environmentally friendly cleaning products, so we create less pollution. We should use less energy by switching off electrical items when not in use. We should use recycled products and reusable shopping bags to save the planet's resources. |
Descriptor: - look at the pictures. - answer the question Total: 2 point Descriptor: - read the text - complete the task - answer the question. Total: 2 point
Descriptor: - collect Information - use the key phrase 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 |
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Poster Success
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Short term plan: term 4
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Teacher’s name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Summative Control work for the 4th term. |
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Learning objectives |
6.2.4.1 Understand with limited support the main points of extended talk on a range of general and curricular topics 6.4.2.1 Understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 6.5.3.1 Write with some support about personal feelings and opinions 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, and some curricular topics |
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Lesson objectives |
Learners will be able to: -follow the direction of the talk by tracking the key words - pronounce words and phrases correctly - identify 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 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 Method speaking phone was used to develop speaking skills.
Lead – In |
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 talk twice. CD3. Tapescript 3. And transcript for listening task can be found after the mark scheme Mark sentences as True or False. Fill in the gaps. Write no more than ONE WORD OR A NUMBER for each answer. Reading Task. Read the dialogue about transportation Choose the right option. Answer the questions. Write NO MORE THAN THREE WORDS OR A NUMBER for each answer Answer the questions. Write NO MORE THAN THREE WORDS OR A NUMBER for each answer Writing Task. Choose ONE of the topics below. Speaking Task. Choose one of the cards and make up an individual talk. Use subject related vocabulary while talking on a given topic. You have 1 minute to prepare and 1-2 minutes to talk Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students listen to the talk twice Answers: Student’s own answer Differentiation: «Verbal support» method is used to help Students use new words in the text. Students read the dialogue about transportation Answers: Students choose ONE of the topics below. Answers: Students choose one of the cards and make up an individual talk |
Descriptor: - listen to the talk twice - Mark sentences as True or False. Total: 5 point Descriptor: -can read the dialogue about transportation Total: 5 point Descriptor: - answer the questions. -can choose ONE of the topics below. Total: 6 point Descriptor: - choose one of the cards - make up an individual talk Total: 6 point Answers: |
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! |
Poster
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Short term plan: term 4
|
Unit 9: Transport |
Lesson |
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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 |
A Pros and Cons essay |
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Learning objectives |
6.4.7.1 recognize typical features at word, sentence and text level in a limited range of written genres 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: - identify linkers and their uses - identify pros/cons and think of relevant justifications/examples |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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:109 •Explain the task and ask Ss to copy the table into their notebooks. Give Ss time to read the essay and then complete the table. Check Ss' answers on the board. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box Ex: 2 P: 109 • Read the Study Skills box aloud and explain why we use linkers. Direct Ss to the linkers in bold in the essay and give Ss time to match them to their uses. Check Ss' answers. Ex: 3 P: 109 • Ask Ss to read the statements and decide which ones are pros and which ones are cons. Allow Ss time to complete the task and then check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the essay and complete the table. ANSWERS
• Learners look at the linkers in bold in the text. Which of them: ANSWERS list points: Firstly, Also, Secondly conclude: To sum up introduce an opposing opinion: On the other hand • Learners read the statements 1-4. Which are pros/cons of travelling by bus? In groups, think of justifications/examples ANSWERS Pros: 1, 4 Cons: 2, 3 |
Descriptor: - read the essay - complete the table. Total: 2 point
Descriptor: - look at the linkers in bold - match them to their uses Total: 2 point Descriptor: - read the statements - decide which ones are pros and which ones are cons 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 |
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Poster Success
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Short term plan: term 4
|
Unit 9: Transport |
Lesson |
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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 |
6.1.8.1 develop intercultural awareness through reading and discussion 6.2.3.1 understand an increasing range of unsupported basic questions on general and curricular topics 6.3.2.1 ask simple questions to get information about a limited range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - complete sentences relating to the value of green transport - identify the benefits of green travel - test knowledge learnt in this mod to do a quiz |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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 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
|
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 |
|
Middle of the lesson Presentation part. 30 min |
Ex 1 P:110 • Ask Ss to read the sentences and then complete the task. Elicit answers from Ss around the class. Ex: 2 P: 110 • Explain the task. Allow Ss some time to read the questions and mark the statements correctly. Tell Ss they can review the module and find the relevant information to help them if necessary. Ex: 3 P: 110 • Explain the task and allow Ss some time to work in pairs, 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. Gondoliers sing when they give you a tour. [T]) Ss can swap their quiz with another pair and do it and then report back to the class. Ex: 4 P: 110 • Play the recording. Ss listen and think about the question in the rubric. Ask various Ss to discuss their thoughts with the class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners complete the sentences. Use: exercise, reduce, make, save. ANSWERS 1 make 2 exercise 3 reduce 4 save • Learners do the quiz. Mark the sentences as T (true) or F (false ANSWERS 1T 2 F 3T 4 T 5 T 6 F 7 T 8 F • Learners look at Module 9 and write a T/F quiz of your own. ANSWERS 1 You can ride in a longtail boat in Thailand. (T) 2 The rickshaw driver will stop wherever you want. (T) 3 You must respect road signs when cycling. (T) 4 You have to be 18 to ride a motorcycle in the UK. (F) 5 In Almaty, it often drops below-10° during the winter. (T) 6 You mustn't check your bike's brakes and tyres regularly. (F) 7 Aeroplanes consume fossil fuels. (T) 8 The 'Knowledge' is a test for metro drivers. (F) • Learners song: Listen and complete the gaps, then sing along. ANSWERS 1 train 2 back 3 near 4 car 5 house 6 town 7 day 8 bike |
Descriptor: - complete the sentences - use these words Total: 2 point
Descriptor: - do the quiz - mark the sentences Total: 2 point Descriptor: - look at Module 9 - write a T/F quiz of your own Total: 2 point -Make CCQ questions Yes / No Descriptor: - complete the gaps Total: 2 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 |
|
Poster Success
|
|
Жүктеу
ЖИ арқылы жасау
ЖИ арқылы жасау
Бөлісу
1 - айлық
Материал тарифі-96% жеңілдік
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Short term plan: term 4
|
Unit 8: Our neighbourhood |
Lesson 81 |
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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: shops |
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Learning objectives |
6.2.5.1 understand most specific information and detail of short, supported talk on a wide range of familiar topics curricular topics. 6.6.14.1 use prepositions to talk about time and location use prepositions like to describe things and about to denote topic use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics familiar general and curricular topics |
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Lesson objectives |
Learners will be able to: - present shops - revise/practise prepositions of place |
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Value links |
Hospitality: Traditionally a nomadic culture, hospitality has always been an important part of Kazakh culture. |
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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 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
|
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:87 •Draw Ss' attention to the street map and the names of the shops in it. Play the recording. Ss listen and repeat chorally eat chora or individually. Ask various Ss to give the L1 equivalents. (Ss' own answers) Elicit what sort of things we can buy/do in each shop and then ask various Ss around the class to say one thing for each shop. Encourage Ss to say different things and continue until all ideas have been exhausted. Ex: 2 P: 87 • Revise prepositions of place with Ss and explain/ elicit the meanings of the ones presented through translation into Ss' L1 or by demonstrating them with objects in the classroom. Explain the task and read out the example. Then, Ss ask and answer in pairs. Monitor the activity around the class and then ask some pairs to ask and answer in front of the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners listen and repeat. Answer the question. Name one thing you can buy/do in each shop. ANSWERS You can buy bread at a bakery. You can buy flowers at a florist's. You can buy stamps at a post office. You can buy foreign currency at a bank. You can buy trousers at a clothes shop. You can buy football shoes at a sports shop. You can buy glasses at an optician's. You can buy books at a bookshop. You can buy magazines at a newsagent's. You can buy musical instruments at a music shop. You can buy food at a supermarket. You can buy a (gold) ring at a jeweller's. • Learners use these prepositions to ask for and give directions, as in the example. ANSWERS A: Excuse me. Where is the clothes shop? B: It's on Apple Street next to the jeweller's. A: Excuse me. Where is the optician's? B: It's on Milton Street in front of the sports shop. A: Excuse me. Where is the newsagent's? B: It's on Apple Street behind the music shop. A: Excuse me. Where is the music shop? B: It's on Apple Street between the supermarket and the newsagent's. Excuse me. Where's the bank? B: It's on AFT Harper Street opposite the jeweller's. etc . |
Descriptor: - listen and repeat. - answer the question Total: 2 point
Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - use these prepositions - ask and answer in pairs 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. |
|
Poster Success
|
|
Short term plan: term 4
|
Unit 8: Our neighbourhood |
Lesson 82 |
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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: the Twins cities |
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Learning objectives |
6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 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: - predict the content of the text - read for specific information - consolidate new vocabulary |
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Value links |
Tradition: Kazakh traditions and culture have been passed on from one generation to another through oral histories told by traditional Kazakh tribal leaders and elders. |
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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 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
|
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 |
|
Middle of the lesson Presentation part. 30 min |
Ex:1 P:88 • Direct Ss' attention to the pictures and the title and allow them one minute to read the introduction. Elicit Ss' guesses in answer to the questions in the rubric. Play the recording. Ss listen and follow the text in their books and check their guesses. Ex: 2a P: 88 • Allow Ss some time to read the text and mark the statements. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box. Check Ss' answers. As an extension Ss can correct the false statements. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2b P: 88 • Explain the task. Give Ss time to complete it, then check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners look at the pictures and read the title and the introduction. Answer the question. Discuss in pairs. ANSWERS Verona, USA is small and quiet. Verona, Italy is large and cosmopolitan • Learners mark the statements. ANSWERS 1 F It is a small city in the USA. 2T 3T 4 DS ST 6 F Thousands of tourists visit every summer. 7F Restaurants serve local and international dishes. 8 F The nightlife there is exciting • Learners fill the gaps. ANSWERS 1 tree-lined 2 clothes 3 local 4 cosy 5 cosmopolitan 6 ancient 7 nature |
Descriptor: - look at the pictures - read the introduction. - discuss in pairs. Total: 2 point
Descriptor: - read the text - mark the statements. Total: 6 point Descriptor: - fill the gaps - 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. |
|
Poster Success
|
|
Short term plan: term 4
|
Unit 8: Our neighbourhood |
Lesson 83 |
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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: places in a city |
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Learning objectives |
6.2.1.1 understand a sequence of supported classroom instructions 6.3.2.1 ask simple questions to get information about a limited range of general topics 6.6.14.1 use prepositions to talk about time and location use prepositions like to describe things and about to denote topic use prepositions of direction to, into, out of, from, towards and there is / there are on a limited range of familiar general and curricular topics familiar general and curricular topics |
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Lesson objectives |
Learners will be able to: - read for gist - listen for specific information |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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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 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:3 P:89 • Ss read the signs and match them to the places they can be seen. Check Ss' answers. Ask Ss to say which words helped them decide Ex: 4 P: 89 • Explain the task and allow Ss some time to read the sentences and match them to the shops. Check Ss' answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 5 P: 89 • Explain the task. Ask Ss to identify the places in the photographs. Play the recording. Ss listen and complete the task. Check Ss' answers. Ex: 6 P: 89 • Explain the task and allow Ss some time to think of DR another shop and what they will say. Ss then act out their dialogues in closed pairs. Monitor the activity around the class and then 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. |
• Learners match the places to the sings. ANSWERS 1 C 2 A 3 D 4 E 5 B • Learners read the sentences and match them to the shops. ANSWERS 1 g 2 f 3 d 4 c 5 h 6 e 7 a 8 b • Learners name the places in the pictures. ANSWERS A butcher's B clothes shop C chemist's • Learners work in pairs, act out a similar dialogue for another shop. ANSWERS A: How can I help you? B: Do you have these shoes in a size 6? A: Yes, here you are |
Descriptor: - read the signs - match the places Total: 2 point
Descriptor: - read the sentences - match them to the shops Total: 2 point Descriptor: - identify the places - name the places in the pictures Total: 2 point Descriptor: - work in pairs - act out a similar dialogue 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. |
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Poster Success
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Short term plan: term 4
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Unit 8: Our neighbourhood |
Lesson 84 |
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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; a / an some / any |
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Learning objectives |
6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 6.2.1.1 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 a/an, and some/any/every/no and their compounds -practise a/an and some/any/no -practise some/every/any and their compounds |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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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:90 • Go through the table with Ss and elicit the L1 equivalents for the examples. Ex: 2 P: 90 • Explain the task. Ss do the task in closed pairs. Check Ss' answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 90 • Explain the task. Ss complete the task. Check S answers. Ex: 4 P: 90 • Present the passive. Explain that we use the passive to talk about an action when we don't know who performed it or when it is obvious who performed it from the context or when the action is more important than the person who performed it. Read out the theory box and explain/elicit that we form the passive tense with the verb to be + the past participle. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the table. Say the examples in your language. ANSWERS Student’s own answer. • Learners use some, every any and their compound to complete the postcard. ANSWERS A 1 some 2 a 3 any B1 a 2 some 3 an C1 any 2 any 3 some D 1 no 2 some 3 any • Learners choose the correct word. ANSWERS 1 Everything 2 something 3 every 4 everyone • Learners read the theory. Answer the question. ANSWERS Student’s own answer. |
Descriptor: - read the table - Say the examples in your language Total: 2 point
Descriptor: - use some, every any and their compound - complete the postcard. Total: 2 point Descriptor: - choose the correct word. Total: 2 point Descriptor: - read the theory - answer the question. 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. |
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Poster Success
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Short term plan: term 4
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Unit 8: Our neighbourhood |
Lesson 85 |
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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 or past continuous |
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Learning objectives |
6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 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: -practise the passive -practise the passive with an agent - practise changing active sentences to passive sentences |
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Value links |
Respect: Respect of elders and of the spiritual freedom of other nations are principal values. It is important to develop a productive dialogue between confessions and to acknowledge religion as an element of civil society. |
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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 |
Ex5 P:91 • Explain the task and give Ss time to complete it. Check Ss' answers around the class. . Ex: 6 P: 91 • Explain the task and give Ss time to complete it. Check Ss' answers around the class. Remind Ss that if the agent is a person we use by and if the agent is an object we use with. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 7 P: 91 • Explain that to change an active sentence to a passive sentence the object of the active verb becomes the subject of the passive verb and the active form changes to a passive form while the subject becomes the agent. Do the first item with the class as an example and the give Ss time to complete the task alone. Check Ss' answers Ex: 8 P: 91 • Explain the task and give Ss time to complete it and then check their answers around the class. Ex: 9 P: 91 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. |
• Learners fill the gaps: is, are, was or were ANSWERS 1 is 2 were 3 were 4 was 5 are • Learners fill in by or with ANSWERS 1 by 2 with 3 with 4 by 5 by 6 by • Learners rewrite the sentences in the present simple passive. ANSWERS 1 Astana is visited by millions of tourists every year. 2 The Saryarka Velodrome is used mainly for track cycling events. 3 The President's Cup tennis tournament is held at the Daulet National Tennis Centre every year. 4 30,000 spectators are held by the Astana Arena stadium • Learners put the verb in bracket into the correct form of the present or past continuous. ANSWERS 1 The Astana Arena was designed by Populous and Tabanlioglu Architects. 2 The masterplan of Astana was made by Kisho Kurokawa. 3 Astana's new university was opened in 2010. 4 Khan Satyr was named one of the world's top 10 eco- buildings by Forbes style magazine • Learners write the sentences in the passive. ANSWERS 1 It was made with white marble in 190 ВС. 2 It was discovered on the island of Samothrace in 1863 by a French archaeologist. 3 It was sent to Paris in 1863. 4 It is kept in the Louvre. 5 It is admired by thousands of tourists every day. |
Descriptor: - fill the gaps - complete the task Total: 2 point
Descriptor: - fill the gaps - complete the task Total: 2 point Descriptor: - rewrite the sentences - complete the task alone Total: 2 point Descriptor: - put the verb in bracket into the correct form - complete the task alone Total: 2 point Descriptor: - write the sentences in the passive. - complete the task alone 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. |
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Poster Success
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Short term plan: term 4
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Unit 8: Our neighbourhood |
Lesson 86 |
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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: Buildings above the clouds |
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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 6.5.1.1 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: - introduce the topic - predict the content of the text. - read for specific information. |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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 |
Ex1 P:92 • Play the recording and tell Ss to imagine they are in one of the tall buildings in the pictures. Ask various Ss around the class to say how they feel. Ex: 2 P: 92 • Elicit what, if anything, Ss know about skyscrapers, and where the term came from. Play the recording. Ss listen and follow the text in their books and find out Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 92 •Ask Ss to use the Word List to look up the meanings of the words in the Check these words box, then allow Ss some time to read the text and answer the questions. Read out the Did you know? box. Check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners listen to music. Answer the question. ANSWERS I can see other tall buildings below me, but all around I can see only the sky and some cloud I feel scared to be so high up./I feel excited. It's like I'm on top of the world • Learners listen to find out. Answer the question. ANSWERS Skyscrapers are tall buildings made from steel. The word 'skyscraper' comes from the name sailors gave to the tallest mast on a ship. • Learners read the text answer the question. ANSWERS 1 Bricks weren't strong enough and they didn't have steel or elevators. 2 From the 1880s. 3 People could build tall buildings without worrying how to get to the top. 4 They needed living space and offices for business. 5 Because many ex-sailors worked on them and it is their word for the tallest mast on a ship. 6 One floor a day. 7 You can find shops, offices, apartments and a hotel |
Descriptor: - listen to music. - answer the question Total: 2 point
Descriptor: - listen to find out - answer the question Total: 2 point Descriptor: - read the text - answer the question 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. |
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Poster Success
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Short term plan: term 4
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Unit 8: Our neighbourhood |
Lesson 87 |
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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 6.2.1.1 understand a sequence of supported classroom instructions 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: - consolidate new vocabulary - listen for specific information - express your likes and dislikes - prepare a presentation on skyscrapers |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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 4 P:93 Explain the task and give Ss time to complete the gaps, then check Ss' answers. Ex 5 P:93 • Explain the task and play the recording. Ss listen and choose the correct answers. Check Ss' answers around the class. Ex: 6 P: 93 • Read the Note box and the examples. Elicit further examples from Ss. Go through the phrases and the activities in the boxes and read out the examples. Give Ss some time to complete the task. Check Ss' answers around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 7 P: 93 • Explain the task and ask Ss to work in small groups and look on the Internet or in other resources for photos and videos of the skyscrapers in the text. Give Ss some time to prepare a presentation or write a fact about each one and present them to the class. Ex: 8 P: 93 • Explain the task and allow Ss some time to complete it using photos from the Internet or other sources. Ask various Ss to present their posters to the class and then display them around the classroom. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners fill the gaps. ANSWERS 1 elevators 2 steel 3 living 4 skyscraper 5 skyline • Learners listen to Jane Sam talking in a department store. For questions choose the correct item. ANSWERS 1 baseball cap 2 £15 3 electrical department 4 3030 BC 5 in an hour • Learners use the phrases in the list to make five sentences about yourself. ANSWERS I love playing football. I hate eating out. I want to go to the pool. I enjoy going to the cinema. I like buying books. I don't like visiting the theme park. I don't mind going shopping. • Learners find videos/photos about the building in your country. ANSWERS The Empire State Building is located on Fifth Avenue. It is 443 metres tall. The Triumph of Astana is 142 metres tall and was designed by SIASK |
Descriptor: - fill the gaps - complete the task Total: 2 point
Descriptor: - listen to Jane Sam talking - choose the correct item Total: 2 point Descriptor: - use the phrases in the list - make five sentences Total: 2 point Descriptor: - find videos/photos - present their posters 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. |
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Poster Success
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Short term plan: term 4
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Unit 8: Our neighbourhood |
Lesson 88 |
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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 / giving directions |
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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 6.4.7.1 recognise typical features at word, sentence and text level in a limited range of written genres |
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Lesson objectives |
Learners will be able to: -present situational language and practise pronunciation and intonation - identify the context of a dialogue, listen and read for specific |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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:94 Play the recording with pauses for Ss to repeat chorally or individually. Repeat if necessary, then elicit which syllables are stressed. Ex 2 P:94 • Explain the task and read out the question. Play the recording. Ss listen and follow the dialogue in their books and find out the answer. Ex: 3 P: 94 • Allow Ss time to read the dialogue again and mark the route on the map. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners listen and repeat. Find the stressed syllables. ANSWERS Excuse me Could you tell me how to get to the hospital? I'm sorry, what road was that? On the right, did you say? Thank you very much • Learners the sentences in ex 1 appear in the dialogue below. Answer the question. ANSWERS Kairat wants to go to the hospital. • Learners read the dialogue. Show the route on the map. ANSWERS
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Descriptor: - listen and repeat - find the stressed syllables Total: 2 point
Descriptor: - read out the question. - read out the question. Total: 2 point Descriptor: - read out the question. - show the route on the map 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. |
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Poster Success
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Short term plan: term 4
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Unit 8: Our neighbourhood |
Lesson 89 |
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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: Markets around the world |
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Learning objectives |
6.1.2.1 use speaking and listening skills to provide sensitive feedback to peers 6.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics |
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Lesson objectives |
Learners will be able to: - describe pictures and predict the content of a text - consolidate new vocabulary - personalise the topic and write about a local market |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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:95 Direct Ss' attention to the pictures and ask various Ss around the class to describe them. Elicit how many Ss have been to a street market. Read out the words in the list. Explain/Elicit the meanings of any unknown words and then elicit which of them Ss think may be found in which market. Ex 2 P:95 • Read out the example. Allow Ss some time to fill the gaps and make sentences. DRA 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: 95 • Explain the task. Refer Ss to the Internet, encyclopaedias or other reference books to find information about a local market and complete the task. Ask various Ss to present their market to the class Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 4 P: 95 • Explain that in multisyllabic words sometimes more than one syllable is stressed. Play the recording. Ss listen and repeat chorally or individually. Pay special attention to Ss' pronunciation and intonation and correct as necessary. Elicit how many syllables each word has. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners describe the markets in the picture. Listen, read and check ANSWERS The market at the top of the page is indoors. There are two levels and lots of stalls. I can see fruit and vegetables downstairs and it looks like a café upstairs. I think you can find vegetables, meat and fish here. The market at the bottom of the page has a lot of nuts and dried fruit. It seems quite exotic. I think it is indoors too. I think you can find tea, nuts, dried fruit and chocolate here. • Learners use the phrases to make sentences about the markets in the texts. ANSWERS 2 local 3 meeting 4 selection • Learners think of a popular markets or shopping centre in your town/city. Collect information, then write a paragraph about it. ANSWERS name: Artem Market where it is: in the middle of Astana what it is like: covered market, two levels what you can buy there: downstairs - fresh fruit and vegetables, dried fruit and nuts, meat, fish, homemade sauces; upstairs clothes, toiletries, furniture, nail bars, barber's shops, souvenirs • Learners list the three syllables words as in the box. ANSWERS balconies – 3 tropical - 3 tradition – 3 expensive - 3 souvenirs – 3 selection - 3 vegetables – 3 together - 3 popular – 3 exciting - 3 |
Descriptor: - describe the markets in the picture - read and check Total: 2 point
Descriptor: - use the phrases - make sentences about the markets Total: 2 point Descriptor: - think of a popular markets - collect information Total: 2 point Descriptor: - list the three syllables words - pronunciation and intonation and correct as necessary 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. |
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Poster Success
|
|
Short term plan: term 4
|
Unit 8: Our neighbourhood |
Lesson 90 |
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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, Citizenship |
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Learning objectives |
6.1.5.1 use feedback to set personal learning objectives 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: - present new vocabulary - introduce and discuss the topic - consolidate information in a text |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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 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
|
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 1a P:96 Read the list of public facilities aloud and explain/elicit their meanings, Elicit which ones Ss' towns/cities have. Then, draw Ss' attention to the pictures and elicit which facilities they show. Ex 1b P:96 • Ask various Ss around the class to tell the class what their free-time activities are and which public facilities they use to do them. Ex: 2 P: 96 • Read the rubric aloud and elicit a variety of answers from Ss around the class. Write the two best suggestions on the board. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 96 Read the rubric aloud and elicit a variety of answers from Ss around the class referring to the text as necessary. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the list of public facilities and say which ones your town/city has. ANSWERS 1 playground 2 library 3 wildlife reserve/national park 4 swimming pool 5 skate park • Learners ask and answer the question. Tell your partner. ANSWERS I like rollerblading, so I go to the skate park every weekend. I like reading, so I go to the library every week. I like running, so I go to the park every afternoon. etc • Learners answer the question. In pairs, think of two ways. ANSWERS Leisure and sport facilities in a town can help to reduce crime such as vandalism and graffiti because young people have a place to go and use their energy positively. They can also help to develop young people's skills and abilities and give them a healthy hobby. • Learners write three ways local town councils can improve the local community. ANSWERS 1 They can encourage people to do sports and create places where they can play. 2 They can use sports centres to create more job opportunities and reduce unemployment. 3 They can use sport to reduce crime |
Descriptor: - read the list - say which ones your Total: 2 point
Descriptor: - ask and answer the question - tell your partner Total: 2 point Descriptor: - read the rubric aloud - answer the question Total: 2 point Descriptor: - write three ways local town 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. |
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Poster Success
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Short term plan: term 4
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Unit 8: Our neighbourhood |
Lesson 91 |
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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 new house Summative Control work 7 for Unit 8. |
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Learning objectives |
6.1.5.1 use feedback to set personal learning objectives 6.5.6.1 link, with some support, sentences into a coherent paragraph using basic connectors on a limited range of familiar general 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: - read for cohesion and coherence - brainstorm for ideas and write about your neighbourhood |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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:97 Direct Ss' attention to the sentences (A-D) and then ask Ss to use them to fill the gaps (1-4). Check Ss answers. Then ask Ss to use the Word List to look up the meanings of the words in the Check these words box. Ex: 2 P: 97 • Read the Study Skills box aloud and explain/elicit what brainstorming is (thinking of various ideas related to a theme/topic and writing down whatever comes to mind). Explain the task and allow Ss some time to brainstorm for ideas and complete the sentences. Check Ss' answers around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 97 Allow Ss time to complete the task in class. Remind Ss to use their answers to Ex. 2 to help them and the text in Ex. 1 as a model. Ask various Ss to read out their emails to the class. Alternatively, assign the task as HW and check Ss' answers in the next lesson. Summative Control work 7 for Unit 8. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the email and complete the gaps with the sentences in the list. Look at the underlined sentences. ANSWERS 1 C 2 A 3 D 4 B • Learners think of your neighbourhood. Brainstorm for ideas. Then complete the sentences below about it. ANSWERS 1 I live in a flat. 2 My neighbourhood is busy and noisy. 3 It has a great view of the city. 4 There are a lot of shops and cafés nearby. 5 There isn't a cinema in my neighbourhood. 6 The people here are very friendly. 7 I really like my neighbourhood because it is a nice place to live with everything we need nearby • Learners use your answers from ex2 to write an email to your pen- friend about your house and your neighbourhood. ANSWERS Hi Keith, How are you? Sorry I didn't write earlier, but we were busy moving house. Our new flat is really nice. It's on the 5th floor of a block of flats and it has a great view of the city. The neighbourhood is nice, too. There are a lot of shops and cafés nearby, although there isn't a cinema. I really like the neighbourhood and the people here are really friendly. Well, I've got to go now. Write back soon. Yours, |
Descriptor: - read the email - complete the gaps with the sentences Total: 2 point
Descriptor: - think of your neighbourhood - complete the sentences Total: 2 point Descriptor: - complete the sentences - write an email to your pen- friend 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. |
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Poster Success
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Short term plan: term 4
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Unit 8: Our neighbourhood |
Lesson 92 |
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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 |
6.5.6.1 link, with some support, sentences into a coherent paragraph using basic connectors on a limited range of familiar general 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: - give an opinion on the value of being a good neighbour - discuss the value of being QRE - test knowledge learnt in this module/ to do a quiz |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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:98 Ask Ss to read the list of sentences about what makes a good neighbour and tick '' the ones that they agree with and put an 'X' next to the ones they disagree with. Check Ss' answers. Ex: 2 P: 98 • Give Ss time to use the modals in the list and their answers from Ex. 1 to make sentences. Elicit answers from Ss around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 98 Ask Ss to work in small groups and discuss the value of being a good neighbour. Give Ss some time to discuss their ideas and then ask some Ss to tell the class. Ex: 4 P: 98 Explain the task. Allow Ss some time to read the questions and mark the statements correctly. Tell Ss they can review the module and find the relevant information to help them if necessary. Check Ss' answers. Ex: 5 P: 98 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. The Winged Victory is in the Louvre. [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. |
• Learners read and mark the sentences. ANSWERS 1x 2√ 3√ 4x 5√ 6x 7√ 8√ • Learners use must/mustn’t or should/shouldn’t to tell the class what makes a good neighbour. ANSWERS A good neighbour mustn't play loud music at night. A good neighbour should know his/her neighbour's name. A good neighbour should greet his/her neighbour when he/she meets them. A good neighbour shouldn't let his/her pet play freely in the neighbourhood. A good neighbour must clean up after his/her pet. A good neighbour mustn't leave rubbish on the street. A good neighbour should invite neighbours to dinner. • Learners answer the question. Discuss in groups. ANSWERS We need to be good neighbours and help each other because if we do, life will be easier and happier for everyone. If we help one another then we can make our neighbourhood an amazing place to live • Learners do the quiz. Mark the sentences. ANSWERS 1 F 2 F 3 F 4 F 5 T 6 T • Learners look at the Module 8 and write a T/F ANSWERS Verona, Wisconsin is a large city. (F) Thousands of tourists visit Verona, Italy every year. (T) The Italians built the pyramids. (F) The world's tallest building is in the United Arab Emirates. (T) The Triumph of Astana was finished in 2008. (F) The English Market is in England. (F) |
Descriptor: - readthe list of sentences - the list of sentences Total: 2 point
Descriptor: - use must/mustn’t or should/shouldn’t - to tell the class what makes a good neighbour. Total: 2 point Descriptor: - to tell the class what makes a good neighbour. - to discuss their ideas Total: 2 point Descriptor: - read the questions - mark the sentences 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. |
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Poster Success
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Short term plan: term 4
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Unit 9: Transport |
Lesson 93 |
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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: means of transport |
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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: - present new vocabulary - categorise means of transport |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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:99 Draw Ss' attention to the pictures. Play the record Ss listen and repeat chorally and/or individually the L1 equivalents. Ex: 2 P: 99 •Ask Ss to write the headings into their notebooks and then give them time to complete the task and categorise the means of transport under the correct headings. Check Ss' answers on the board. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 99 Go through the adjectives and explain/elicit the meanings of any unknown words. Explain the task and read out the example. Elicit answers for the remaining sentences from Ss around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners listen and repeat. ANSWERS Student’s own answer. • Learners look at the means of transport. List them under the correct heading. ANSWERS Land: lorry, motorbike, snowmobile, tram Air: helicopter, aeroplane Sea: ferry, hovercraft • Learners use the adjectives to complete the sentences ANSWERS 2 I don't enjoy travelling by ferry. It's slow. 3 I'd like to travel by snowmobile. It's exciting. 4 I think travelling by motorbike is dangerous. |
Descriptor: - listen and repeat chorally Total: 2 point
Descriptor: - look at the means of transport - list them under the correct heading. Total: 2 point Descriptor: - use the adjectives - complete the sentences 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. |
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Poster Success
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Short term plan: term 4
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Unit 9: Transport |
Lesson 94 |
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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: Exploring the world |
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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: - predict the content of the text - read for specific information |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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:100 •Direct Ss' attention to the pictures and elicit guesses to the question in the rubric. Play the recording. Ss listen and follow the texts in their books and check if their guesses are correct. Ex: 2 P: 100 •Give Ss time to read the text again and then answer the questions. Check Ss' answers around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 100 •Read out the question and elicit answers from various Ss around the class. Ex: 4 P: 100 •Read out the Study Skills box and point out that this information will help Ss to complete the task successfully. 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. |
• Learners look at the pictures. Answer the question. Listen and read to find out. ANSWERS You can see a gondola in Italy. You can see a longtail boat in Thailand. You can see a rickshaw in China. • Learners read the text again and answer the question. ANSWERS 1 The best way to see Venice is on a gondola. 2 They sing traditional Italian songs. 3 A longtail boat looks like a banana in shape. 4 They use them to travel around the island. 5 No, it isn't expensive. Prices are not too high. • Learners answer the question. ANSWERS I would like to go on a gondola tour of Venice because the city is beautiful and I really like Italian music too. • Learners fill in the correct preposition. ANSWERS 1 by 2 on 3 by 4 in |
Descriptor: - look at the pictures. - answer the question. Total: 2 point
Descriptor: - read the text - answer the question. Total: 2 point Descriptor: - answer the question. Total: 2 point Descriptor: - fill in the correct preposition - complete the task 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. |
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Poster Success
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Short term plan: term 4
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Unit 9: Transport |
Lesson 95 |
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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: |
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Learning objectives |
6.2.3.1 understand an increasing range of unsupported basic questions on general and curricular topics 6.3.2.1 ask simple questions to get information about a limited range of general and curricular topics 6.4.4.1 read and understand with some support a limited range of short fiction and non-fiction texts understanding of general topics |
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Lesson objectives |
Learners will be able to: - present and practise verbs relating to transport - listen for specific information |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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 5 P:101 • Go through the verbs in the list and then give Ss time to use them to complete the sentences. Ask Ss to check the meanings of the verbs in their dictionaries and then check Ss' answers around the class. Ex: 6 P: 101 •Read the examples aloud and explain that we use both... and to show that two things or people share a quality, neither... nor (negative statement) to show that two things or people do not share a specific quality and either ... or (affirmative sentence) to refer to a choice between two possibilities. Give Ss time to complete the task, then check Ss answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 7 P: 101 • Explain the task. Play the recording twice Ss listen and answer the questions in the rubric. Check Ss' answers Ex: 8 P: 101 • Ss talk in pairs for a minute about their journey to school. Monitor the activity around the class and then ask some pairs to report back to the rest of the class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners choose the correct item. ANSWERS 1 catch 2 rides 3 drives 5 Get 4 takes 6 travel • Learners fill in the gaps. ANSWERS 1 Both, and 2 Neither, nor 3 either, or 4 Both, and 5 both, and • Learners listen again and answer the question. ANSWERS James goes to school by bike. It takes him 20 minutes to go to school. Stella goes to school by train. It takes her an hour to go to school. • Learners describe your journey to school to your partner. ANSWERS A: I go to school by bus. How about you? B: My mum drives me to school in her car |
Descriptor: - choose the correct item. Total: 2 point
Descriptor: - read the examples aloud Total: 2 point Descriptor: - listen again and answer the question. Total: 2 point Descriptor: - describe your journey - answer the questions 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. |
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Poster Success
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Short term plan: term 4
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Unit 9: Transport |
Lesson 96 |
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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: Comparative / Superlative |
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Learning objectives |
6.2.1.1 understand a sequence of supported classroom instructions 6.6.9.1 use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics 6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups |
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Lesson objectives |
Learners will be able to: - present comparatives & superlatives - personalise the topic and practise comparatives - compare two means of transport using comparative forms |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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:102 • Ss close their books. Explain that we use the comparative form to compare two people, things, places, etc. We usually use than with comparative adjectives (e.g. Janet is taller than Paul.). We use the superlative form to compare one person/thing, etc with the entire group (e.g. Danny is the tallest boy in the class.). Ex: 2 P: 102 • Explain the task and allow Ss some time to complete it. Check Ss' answers around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 102 • Explain the task and give Ss some time to make comparative sentences about two towns/cities/ villages in their country. Elicit answers from Ss around the class. Ex: 4 P: 102 • Explain the task and read out the examples. Allow Ss some time to complete the task and refer them back to the table in Ex. 1 to the conjunctions than and (not) as ...as. Check Ss' answers around the class. Ex: 5 P: 102 • Explain the task and read out the example. Ss work in pairs and complete the task. Check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the table. Say the examples in your language ANSWERS Student’s own answer • Learners complete the sentences with the adjectives in the comparative form. ANSWERS 1 more expensive 2 noisier 3 bigger 4 more crowded • Learners compare two cities/towns/ villages in your country. ANSWERS Almaty is bigger than Taraz. Astana is more expensive than Shymkent. Almaty is more crowded than Astana. Shymkent is noisier than Karaganda • Learners look at the pictures. Compare the two means of transport. ANSWERS Trains are more relaxing than planes./Planes aren't as relaxing as trains. Planes are more expensive than trains./Trains aren't as expensive as planes. Trains are noisier than planes./Planes aren't as noisy as trains. Trains are more comfortable than planes./Planes aren't as comfortable as trains. • Learners make comparisons with your partner, as in the example ANSWERS A: Kazakhstan is very cold. B: Yes, but Greenland is much colder than Kazakhstan. A: Antarctica is the coldest of all. |
Descriptor: - read the table. - use the comparative form to compare two people Total: 2 point
Descriptor: - complete the sentences with the adjectives Total: 2 point Descriptor: - look at the pictures. - compare the two means of transport Total: 2 point Descriptor: - make comparisons with your partner, - answer the questions 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. |
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Poster Success
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Short term plan: term 4
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Unit 9: Transport |
Lesson 97 |
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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: relative pronouns |
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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 6.4.5.1 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: - practise making comparisons - present and practise question tags - present/practise relative pronouns/defining relative clauses |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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 8 P:103 • Explain the task and read out the example. Ss complete the task. Ask various Ss to read out their answers to the class, then elicit how many Ss share the same opinions. Ex: 9 P: 103 • Read out the theory and explain the form and use of question tags. (We use question tags at the end of sentences to ask for/confirm information. We form them with the auxiliary/modal verb from the sentence and an appropriate subject pronoun.) Explain that when the sentence is positive the question tag is negative and when the statement is negative the question tag is positive. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 10 P: 103 •Read out the theory box and explain that in some sentences we use relative pronouns to give information about the subject of the sentence. Explain that we use who/that for people, which/ that for animals and things, and whose to show possession in relative clauses. Ex: 11 P: 103 • Explain the task and read out the example. Give Ss time to complete the task and then check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners make comparisons, as in the example. ANSWERS 2 In my opinion, flying is more exciting than driving. Driving isn't as exciting as flying. 3 In my opinion, a taxi is more convenient than a coach./A coach isn't as convenient as a taxi. • Learners read the theory and complete the question tags. Then listen and mark the intonation ANSWERS 1 hasn't he 2 is he 3 can she 4 weren't they 5 can they 6 didn't he 7 were you 8 isn't he • Learners read the theory. Then choose the correct pronouns ANSWERS 1 that 2 who 3 whose 4 which • Learners join the sentences. Use who, which or whose. ANSWERS 2 Nurzhan is the mechanic who fixed my bike. 3 This is the bus which goes to the airport. 4 Serik is the man whose car is parked outside my house |
Descriptor: - read out the example. - make comparisons Total: 2 point
Descriptor: - read the theory - complete the question tags Total: 2 point Descriptor: - read the theory. - choose the correct pronouns Total: 2 point Descriptor: - join the sentences - use who, which or whose 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. |
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Poster Success
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Short term plan: term 4
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Unit 9: Transport |
Lesson 98 |
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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: smart rules |
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Learning objectives |
6.2.1.1 understand a sequence of supported classroom instructions 6.6.9.1 use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topic 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: - predict the content of the text - read for specific information - consolidate new vocabulary |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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:104 •Elicit answers to the questions in the rubric from various Ss around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 104 • Direct Ss' attention to the pictures and elicit what they know about safe cycling. Draw Ss' attention to the tip in the Study Skills box. Play the recording. Ss listen and follow the text in their books and check. Ex: 3 P: 104 • Allow Ss some time to read the text and mark the sentences. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box. Check Ss' answers around the class. Ex: 4 P: 104 • Explain the task and allow Ss some time to scan the text and find suitable sentences to match the pictures. Check Ss' answers. Then ask various Ss to say how to cycle safely using only the pictures Ex: 5 P: 104 • Explain the task and refer Ss to the Check these words box. Give Ss time to complete the task, then check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners answer the question. ANSWERS Yes, I have got a bike. I like cycling because it's good exercise./No, I don't have a bike. My parents say it's dangerous to ride a bike on busy streets. • Learners answer the question. Look at the pictures and know discuss. Listen, read and check. ANSWERS To cycle safely you must wear a helmet, gloves, knee pads and reflective clothing. You must give clear hand signals to drivers. You must look after your bike and check it regularly and you mustn't listen to music while cycling • Learners read the text and mark the sentences T (true), F (false) or DS (doesn't say). ANSWERS 1 T 2 F 3 T 4 T • Learners use the pictures. Tell the class how you can cycle safely. ANSWERS A: The most important thing to remember is that you must wear a helmet. B: You must put reflectors on your bike and wear something bright such as a reflective belt. C: You shouldn't wear loose clothes or headphones. D: Gloves and knee pads are a good idea. E: Check the brakes, tyres and chain regularly. F: You must respect road signs and use hand signals to tell drivers that you want to change direction. • Learners use words from the sentences. Use your dictionary. Check these word box to complete the sentences. ANSWERS 1 accident 2 helmet 3 reflector, reflective belt 4 loose clothes |
Descriptor: - answer to the questions in the rubric Total: 2 point
Descriptor: - look at the pictures - answer the question. Total: 2 point Descriptor: - read the text - mark the sentences Total: 2 point Descriptor: - use the pictures. - tell the class how you can cycle safely. Total: 2 point Descriptor: - use words from the sentences - use your dictionary. 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 |
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Poster Success
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Short term plan: term 4
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Unit 9: Transport |
Lesson 99 |
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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 Summative Control work 8 for unit 9. |
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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 6.4.5.1 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: - predict the content of the text - read for specific information |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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 6 P:105 • Explain the task and read out the example exchange. Give Ss some time to complete the gaps and then have Ss ask and answer in closed pairs. Remind Ss to use the past participle of the verbs in the present perfect tense. Monitor the activity around the class and then ask some Ss to ask and answer in front of the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 7 P: 105 •Explain the task. Ask Ss to read the stem sentence and the possible answers to familiarise themselves with the content of the recording. Play the recording. Ss listen and complete the task. Check Ss' answers. Ex: 8 P: 105 • Divide the class into pairs and ask Student B in each pair to close their books. Ask Student A to read the rules about motorcycle riding in the UK. Brainstorm with all the Student Bs for questions to ask (e.g. How old do you have to be to ride a motorcycle in the UK? What safety equipment must you wear/use? What other rules are there? etc.) Ss complete the task in pairs. Monitor the activity around the class and help Ss as necessary. Then ask various pairs to ask and answer questions in front of the class. Summative Control work 8 for unit 9. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners put the verbs in brackets into the (to-)infinitive or -ing form. ANSWERS 1 ride 2 drive 3 catch 4 fly 5 sail • Learners listen to Steve talking to Jane about buying a new bike. For questions ANSWERS 1 a BX20 2 black 3 Bingley 4 38 Station Street 5 £100 6 a helmet • Learners read the following information and be ready to answer Student B's questions. ANSWERS SB: How old do you have to be to ride a motorcycle in the UK? SA: You have to be at least 17 years old. SB: Do you need a licence? SA: Yes, you have to have a licence. SB: What other rules are there? SA: You must display 'L' plates as a learner. |
Descriptor: - read out the example exchange - complete the gaps Total: 2 point
Descriptor: - listen to Steve talking to Jane - complete the task Total: 2 point Descriptor: - read the following information - answer Student B's questions 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 |
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Poster Success
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Short term plan: term 4
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Unit 9: Transport |
Lesson 100 |
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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: buying a train ticket |
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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: - practise pronunciation of situational language - read for specific information - act out a dialogue and consolidate situational language through translation |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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 1a P:106 • Play the recording. Ss listen and repeat chorally or individually. Pay attention to Ss' pronunciation and intonation and correct as necessary. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 1b P: 106 • Read the rubric aloud. Play the recording. Ss listen and follow the text in their books and find out where Mr Omarov wants to go. Ex: 2 P: 106 • Allow Ss time to read the dialogue again and complete the task. Check Ss' answers. Ex: 3 P: 106 • Read out the phrases. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class. Ex: 4 P: 106 •Play the recording again. Then, ask Ss to work in pairs and take roles and read out the dialogue. Monitor the activity around the class and ask some groups to read out the dialogue in front of the class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners listen and repeat ANSWERS Student’s own answer • Learners the sentences are from a dialogue between Mr Omarov and a ticket clerk. Where does Mr Omarov want to go? Listen to find out ANSWERS Mr Omarov wants to go to Brighton • Learners read the dialogue and mark the sentences T T (true), F (false) or DS (doesn't say). ANSWERS 1 F 2 DS 3 DS 4 T • Learners find sentences in the dialogue which mean: May I help you? - ANSWERS May I help you? - Can I help you? The cost is £54. That's £54. My pleasure. - You're welcome. Enjoy your trip. - Have a nice trip • Learners look at the dialogue in Ex. 2. Take roles and read it aloud. ANSWERS Student’s own answer |
Descriptor: - listen and repeat chorally or individually Total: 2 point Descriptor: - Read the rubric - listen to find out Total: 2 point
Descriptor: - read the dialogue - mark the sentences Total: 2 point Descriptor: - find sentences in the dialogue Total: 2 point Descriptor: - look at the dialogue - take roles and read 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 |
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Poster Success
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Short term plan: term 4
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Unit 9: Transport |
Lesson 101 |
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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: Transportation around the world |
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Learning objectives |
6.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics |
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Lesson objectives |
Learners will be able to: - introduce the topic and predict the content of a text - read for lexico-grammatical structure (missing words) - compare two forms of transport |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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:107 •Direct Ss' attention to the pictures and the title and elicit guesses to the questions in the rubric. Give Ss time to read through the text and find out. Ex: 2 P: 107 • Explain the task. Allow Ss time to complete the gaps with the missing words to make a cohesive and grammatical correct 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. Play the video for Ss and elicit their comments. Ex: 3 P: 107 • Elicit comparisons from various Ss around the class between the metro and the cab. Ex: 4 P: 107 • Play the recording and ask Ss to find and underline the /er/ sound in the sentences. Play the recording again with pauses for Ss to repeat chorally and/or individually. Pay attention to Ss' pronunciation and correct as necessary. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners answer the question. What can you see in the pictures? What would you like to know about these means of transport? Read through and check. ANSWERS I would like to know where can someone see black cabs? Is the metro a cheap way to travel around the city? Do you need to pass any special test to drive a black cab? • Learners read the texts and complete the gaps with the correct word. Listen and check ANSWERS 1 It 2 to 3 the 4 the 5 for 6 in 7 than 8 as • Learners compare and contrast the means of transport in the texts in Ex. 2 ANSWERS The metro is cheap but the black cab is expensive. The black cab is more expensive than the metro. The metro is the cheapest way to travel around the city. Both the metro and the black cab are fast. The metro is more convenient than the black cab. etc • Learners find the /e/ sound in the following sentences. Then listen and repeat ANSWERS 1 We will soon arrive at our destination. 2 Are we on Friday Street already? 3 I like taking the bus. 4 The metro station is near the bank. |
Descriptor: - answer the question - read through the text and find out. Total: 2 point Descriptor: - read the texts - complete the gaps Total: 2 point
Descriptor: - compare and contrast the means Total: 2 point Descriptor: - find the /e/ sound - listen and repeat 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 |
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Poster Success
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Short term plan: term 4
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Unit 9: Transport |
Lesson 102 |
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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: Citizenship |
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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 6.4.7.1 recognize typical features at word, sentence and text level in a limited range of written genres 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: - introduce the topic and key vocabulary and predict the content of the text - read for specific information - collect information related to the topic and present it to the class |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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:108 • Draw Ss' attention to the pictures and elicit which ones show the actions given in the rubric. Elicit Ss' guesses as to how the pictures can be related to the text. Play the recording. Ss listen and follow the text in their books and check if their guesses were correct. Ex: 2 P: 108 • Allow Ss some time to read the text and complete the task. 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. Play the video for Ss and elicit their comments. Ex: 3 P: 108 • Explain the task and ask Ss to work in groups and look up information on the Internet using the key phrase in the search bar or in encyclopaedias or other reference books. Tell Ss that they can use the website suggested on the Express Publishing website to help them. Allow Ss some time to complete the task and then ask various groups of Ss to give their presentation to the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners Look at the pictures. Answer the question. Listen and read to find out. ANSWERS A some people cleaning the road B someone putting rubbish in a recycling bin C someone planting a tree • Learners answer the question. ANSWERS 1 We should avoid using our cars because they give out harmful gases. 2 Public transport, bicycles and walking are less harmful to the environment. 3 If we can't use an item again, we can rifcycle it. 4 Neighbours and friends can help to clean up our neighbourhood. 5 Trees are important because they give us oxygen and make our air cleaner too. 6 If we see rubbish on the ground, we should pick it up. • Learners do you know of any other ways you can help keep the planet clean? Collect Information and present it to the class. Use the key phrase clean planet ANSWERS We should buy products with less packaging, so we create less rubbish. We should use environmentally friendly cleaning products, so we create less pollution. We should use less energy by switching off electrical items when not in use. We should use recycled products and reusable shopping bags to save the planet's resources. |
Descriptor: - look at the pictures. - answer the question Total: 2 point Descriptor: - read the text - complete the task - answer the question. Total: 2 point
Descriptor: - collect Information - use the key phrase 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 |
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Poster Success
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Short term plan: term 4
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Teacher’s name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Summative Control work for the 4th term. |
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Learning objectives |
6.2.4.1 Understand with limited support the main points of extended talk on a range of general and curricular topics 6.4.2.1 Understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 6.5.3.1 Write with some support about personal feelings and opinions 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, and some curricular topics |
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Lesson objectives |
Learners will be able to: -follow the direction of the talk by tracking the key words - pronounce words and phrases correctly - identify 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 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 Method speaking phone was used to develop speaking skills.
Lead – In |
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 talk twice. CD3. Tapescript 3. And transcript for listening task can be found after the mark scheme Mark sentences as True or False. Fill in the gaps. Write no more than ONE WORD OR A NUMBER for each answer. Reading Task. Read the dialogue about transportation Choose the right option. Answer the questions. Write NO MORE THAN THREE WORDS OR A NUMBER for each answer Answer the questions. Write NO MORE THAN THREE WORDS OR A NUMBER for each answer Writing Task. Choose ONE of the topics below. Speaking Task. Choose one of the cards and make up an individual talk. Use subject related vocabulary while talking on a given topic. You have 1 minute to prepare and 1-2 minutes to talk Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students listen to the talk twice Answers: Student’s own answer Differentiation: «Verbal support» method is used to help Students use new words in the text. Students read the dialogue about transportation Answers: Students choose ONE of the topics below. Answers: Students choose one of the cards and make up an individual talk |
Descriptor: - listen to the talk twice - Mark sentences as True or False. Total: 5 point Descriptor: -can read the dialogue about transportation Total: 5 point Descriptor: - answer the questions. -can choose ONE of the topics below. Total: 6 point Descriptor: - choose one of the cards - make up an individual talk Total: 6 point Answers: |
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! |
Poster
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Short term plan: term 4
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Unit 9: Transport |
Lesson |
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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 |
A Pros and Cons essay |
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Learning objectives |
6.4.7.1 recognize typical features at word, sentence and text level in a limited range of written genres 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: - identify linkers and their uses - identify pros/cons and think of relevant justifications/examples |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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:109 •Explain the task and ask Ss to copy the table into their notebooks. Give Ss time to read the essay and then complete the table. Check Ss' answers on the board. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box Ex: 2 P: 109 • Read the Study Skills box aloud and explain why we use linkers. Direct Ss to the linkers in bold in the essay and give Ss time to match them to their uses. Check Ss' answers. Ex: 3 P: 109 • Ask Ss to read the statements and decide which ones are pros and which ones are cons. Allow Ss time to complete the task and then check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the essay and complete the table. ANSWERS
• Learners look at the linkers in bold in the text. Which of them: ANSWERS list points: Firstly, Also, Secondly conclude: To sum up introduce an opposing opinion: On the other hand • Learners read the statements 1-4. Which are pros/cons of travelling by bus? In groups, think of justifications/examples ANSWERS Pros: 1, 4 Cons: 2, 3 |
Descriptor: - read the essay - complete the table. Total: 2 point
Descriptor: - look at the linkers in bold - match them to their uses Total: 2 point Descriptor: - read the statements - decide which ones are pros and which ones are cons 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 |
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Poster Success
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Short term plan: term 4
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Unit 9: Transport |
Lesson |
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Teacher name: |
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Date: |
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Grade: 6 |
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Lesson title |
Edutainment |
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Learning objectives |
6.1.8.1 develop intercultural awareness through reading and discussion 6.2.3.1 understand an increasing range of unsupported basic questions on general and curricular topics 6.3.2.1 ask simple questions to get information about a limited range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - complete sentences relating to the value of green transport - identify the benefits of green travel - test knowledge learnt in this mod to do a quiz |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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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:110 • Ask Ss to read the sentences and then complete the task. Elicit answers from Ss around the class. Ex: 2 P: 110 • Explain the task. Allow Ss some time to read the questions and mark the statements correctly. Tell Ss they can review the module and find the relevant information to help them if necessary. Ex: 3 P: 110 • Explain the task and allow Ss some time to work in pairs, 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. Gondoliers sing when they give you a tour. [T]) Ss can swap their quiz with another pair and do it and then report back to the class. Ex: 4 P: 110 • Play the recording. Ss listen and think about the question in the rubric. Ask various Ss to discuss their thoughts with the class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners complete the sentences. Use: exercise, reduce, make, save. ANSWERS 1 make 2 exercise 3 reduce 4 save • Learners do the quiz. Mark the sentences as T (true) or F (false ANSWERS 1T 2 F 3T 4 T 5 T 6 F 7 T 8 F • Learners look at Module 9 and write a T/F quiz of your own. ANSWERS 1 You can ride in a longtail boat in Thailand. (T) 2 The rickshaw driver will stop wherever you want. (T) 3 You must respect road signs when cycling. (T) 4 You have to be 18 to ride a motorcycle in the UK. (F) 5 In Almaty, it often drops below-10° during the winter. (T) 6 You mustn't check your bike's brakes and tyres regularly. (F) 7 Aeroplanes consume fossil fuels. (T) 8 The 'Knowledge' is a test for metro drivers. (F) • Learners song: Listen and complete the gaps, then sing along. ANSWERS 1 train 2 back 3 near 4 car 5 house 6 town 7 day 8 bike |
Descriptor: - complete the sentences - use these words Total: 2 point
Descriptor: - do the quiz - mark the sentences Total: 2 point Descriptor: - look at Module 9 - write a T/F quiz of your own Total: 2 point -Make CCQ questions Yes / No Descriptor: - complete the gaps Total: 2 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 |
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Poster Success
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Жүктеу Бөлісу
ЖИ арқылы жасау
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25.04.2025
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Жүктеу
ЖИ арқылы жасау
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