Eyes open 6 grade 2-3-4 тоқсан ҚМЖ жинағы .docx

Unit: 3 Our Countryside

Lesson 25

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Vocabulary: Wild animals

Learning objectives

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

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

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

Lesson objectives

Learners will be able to:

- earn vocabulary for wild animals.

- describe a wild animal.

Value links

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

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min.

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?

Hand out the completed Progress Report Cards for the previous module and ask the pupils to file them in their language.

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

What time do you get up every morning?

What time do you go to school?

What do you do after the lesson?

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- remembers the lesson passed

Point 1

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:31

• Ask students to open their books at page 31. Use the pictures to revise the names of animals before students do the matching exercise. Students could also check how many of the words they mentioned in the warm- up are shown in the pictures.

Put students into pairs to do the matching exercise.

Weaker students can look up the meanings of the words in a dictionary.

Ex: 2 P: 31

• Read out the items.

Put students into pairs to find the animals from Exercise 1.

Check answers.

You could extend this by putting students into small groups and asking them to write three sentences similar to those in Exercise 2. You could then give those sentences to different groups to try and find the animals.

Ex: 3 P: 31

• Ask students to describe the wild animals shown in Exercise 2. Elicit the words and phrases that students might need to use for this task and write them on the board, e.g. an animal with, it has/they have, lives in/on, etc.

Give students time to make notes about the animal.

Ex: 4 P: 31

•Put students into pairs to ask and answer questions.

Students ask and answer questions to guess each other's animals.

To extend the work on the vocabulary, you could ask students to turn to the Vocabulary bank on page 124 and do the exercises for Wild animals.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

• Learners match the photos with the words in the box. Then listen, check and repeat

ANSWERS

a mouse b duck c seal

d rabbit e camel

f bear g deer h snow leopard I insect j

wolf k gazelle 0 I snake

• Learners find these animals from the list in Exercise 1. Try not to name any animal more than once

ANSWERS

1 duck, seal

2 rabbit, camel, deer, gazelle

3 insect

4 mouse

5 bear, snow leopard, wolf, snake

• Learners choose two animals from Exercise 1 and write notes about them. Think about these things:

ANSWERS

Students own answer

• Learners work with a partner. Ask questions and try to guess your partner’s animals.

ANSWERS

Students own answer

Descriptor:

- match the photos with the words

T

Self assessment

Differentiation: «Verbal support» method is used to help Ss use new words in the sentences.

Descriptor:

- find these animals from the list

Total: 3 point

Descriptor:

- choose two animals

Total: 3 point

Descriptor:

- work with a partner.

- ask questions and try to guess

Total: 3 point

-Make CCQ questions Yes / No

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

Poster Success

Unit 3 Our Countryside

Lesson 26

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Reading: An online forum

Learning objectives

6.1.7.1 develop and sustain a consistent argument when speaking or writing

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

6.3.3.1 give an opinion at sentence level on a limited range of general and curricular topics

Value links

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

Lesson objectives

Learners will be able to:

- read an online forum about unusual countryside hotels.

- learn expressions with do.

- describe an idea for an unusual hotel.

Plan

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?

Ask a few pupils to stand up and stand in a row. Ask the rest of the class questions to revise the ordinals.

Lead – In

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

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Determines the topic and purpose of the lesson

•Learners remember previous lesson vocabulary

Students say different words from the picture

Answer the question.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- know daily routines vocabulary

- know prepositions of place

Point 1

Assessment criteria

- Learners have met the learning objectives if they can talk about numbers and location;

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

30 min

Ex:1 P:32

• Ask students to open their books at page 32. Students look at the photos and say what is unusual about each of the hotels pictured. Help students with vocabulary as necessary, but do not confirm or reject students' ideas as they will read the text in Exercise 2 to check them.

Ex: 2 P: 32

• Ask students to read the online forum to check the ideas they came up with in Exercise 1. Students then match the posts with the pictures

• Check answers and then refer students to the information in the FACT! box. Check that students understand that a capsule refers to a small case or a container. Ask students to find some photos of capsule hotels online and then ask: Would you like to stay in one of these rooms? Why? Why not?

Ex: 3 P: 32

• Ask students to read the forum again.

Put students into pairs and ask them to decide which of the three hotels described in the forum each of the sentences refers to.

Check answers.

Ex: 4 P: 32

• Ask students to find two examples of phrases with do in the text.

Check answers.

• Pupils work with a partner. What’s unusual about the hotels in the photos?

ANSWERS

Hotel 1 is the world's largest hotel made of snow and ice Hotel 2 has got underwater rooms.

Hotel 3 is a tree house hotel.

• Pupils read the online forum and check your ideas for Exercise 1. Then match the photos to the posts

ANSWERS

1 c

2 a

3 b

• Pupils read the online forum again. Match the sentences with the hotels they describe

ANSWERS

2 Hotel 1

3 Hotel 3

4 Hotel 3

5 Hotel 2

6 Hotel 1

Pupils find two examples of do in the text. Which words follow them?

ANSWERS

do sports, do nothing nouns

Descriptor:

- work with a partner.

- answer the question

Total: 2 point

pupils are evaluated by collecting fish

Descriptor:

- read the online forum

- match the photos to the posts

Total: 1 point

Descriptor:

- read the online forum again

- match the sentences with the hotels they describe

Total: 2 point

Self assessment

Descriptor:

- find two examples of do in the text

Total: 2 point

-Make CCQ questions Yes / No

Total: 10 point

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

Poster Success

Unit 3 Our Countryside

Lesson 27

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Language focus 1 Comparatives

Learning objectives

6.1.6.1 organise and present information clearly to others

6.5.2.1 write with minimal support about real and imaginary present events, activities and experiences happening now on a range of familiar general topics and some curricular topics

6.3.2.1 ask simple questions to get information about a limited range of general topics

Lesson objectives

Learners will be able to:

- learn comparatives and superlatives.

- describe a picture of my dream hotel room.

Value links

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

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

revise the vocabulary from the previous

Lead – In

.

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

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

• Learners remember previous lesson vocabulary

Determines the topic and purpose of the lesson

Students say different words from the picture

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- can tell the time

Point 1

Assessment criteria

- Learners have met the learning objectives if they can talk about persons character

Pictures

worksheet

Picture

Middle of the lesson

Presentation part.

30 min

Ex:1 P: 33

• Ask students to open their books at page 33.

Tell students that the example sentences in the table are from the text on page 32.

Ask students to look back at the text and then copy and complete sentences 1-4.

Check answers.

For further information and additional exercises, students can turn to page 116 of the Grammar reference section

Ex: 2 P: 33

• Read out the example.

Ask students to work in pairs to complete the sentences b putting the adjective or adverb into the comparative.

Check answers.

Ex: 3 P: 33

• Tell students that the example sentences in the table are from the text on page 32.

Ask students to look back at the text and then copy and complete sentences 5-7.

Check answers.

For further information and additional exercises, students can turn to page 116 of the Grammar reference section.

Ex: 4 P: 33

• Read out the example.

Ask students to work alone to write superlative sentences

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

•Pupils complete examples from the text

ANSWERS

•Pupils complete the sentences with the comparative form of the adjective or adverb in brackets

ANSWERS

2 more exciting

3 better

4 bigger

5 more easily

6 is noisie

•Pupils complete examples in the table above

ANSWERS

•Pupils write superlative sentences to complete the quiz. Then mark the sentences true (T) or false (F)

ANSWERS

2 Kilimanjaro is the highest mountain in the world. (F)

3 Death Valley in California is the hottest place in the world. (T)

4 The Atlantic is the largest ocean in the world. (F)

5 The Vatican is the smallest country in the world. (T)

6 The cheetah is the fastest animal in the world. (F)

7 The elephant is the heaviest animal in the world. (F)

Descriptor:

- complete examples from the text

Total: 1 point

Descriptor:

- complete the sentences with the comparative form of the adjective or adverb in brackets

Total: 1 point

Descriptor:

- complete examples in the table above

Total: 1 point

Descriptor:

- write superlative sentences to complete the quiz.

Total: 1 point

-Make CCQ questions Yes / No

pupils are evaluated by collecting pencils

Card

Worksheet

End of the lesson

5 min

FEEDBACK

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

Ex:

Home task:

Poster Success

Unit 3: Our Countryside

Lesson 28

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Listening A radio interview

Learning objectives

6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups

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

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

Lesson objectives

Learners will be able to:

- listen to an interview with a ranger at Yellowstone National Park.

- learn about the countryside.

- talk about looking after the countryside.

Value links

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

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

revise the language from the previous lesson

Lead – In

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

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

• Learners talk about daily routines previous lesson vocabulary

Determines the topic and purpose of the lesson

Students say different words from the picture

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about daily routines

Point 1

Assessment criteria

- Learners have met the learning objectives if they can talk about natural features

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

30 min

Ex:1 P:34

• Ask students to open their books at page 34.

Students look at the photos and answer the questions.

Ex: 2 P: 34

• Tell students they are going to listen to an interview with Dave.

Play the recording for students to listen and check the ideas they come up with in Exercise 1.

Ex: 3 P: 34

• Give students time to read through the sentences.

Play the recording.

Students listen and mark the sentences.

Students can compare answers in pairs before you check answers with the class.

Ex: 4 P: 34

• Refer students to the words and phrases in the box.

Weaker students can look up the meanings of the words in a dictionary.

Students look at the pictures and complete the texts.

Play the recording for students to listen, check their answers and repeat the words.

•Pupils look at the pictures. What do you think the man’s job is and what do you think he has to do? Is the animal in the photo ever dangerous for people?

ANSWERS

Students own answer

•Pupils listen to the interview. Check your answers

ANSWERS

He is a ranger in a national park. He has to make sure people follow the rules and help if they get into trouble. The animals are wild and they can attack humans.

•Pupils listen again. Look at the two situations and mark the sentences ✓ (Do this) or ✗ (Don’t do this).

ANSWERS

1 ✔ 2 x 3 x 4 ✔ 5 x 6 x

7✔ 8X

•Pupils complete the sentences with the words in the box. You may need to change the form of some words. Then listen, check and repeat.

ANSWERS

2 valley

3 hedge

4 wildlife

5 river bank

6 wood

7 keeping to the path

8 keeping her dog on a lead

9 shut the gate

10 throw your litter in the bin

Descriptor:

- look at the pictures

-answer the question

Total: 2 point

Descriptor:

- listen to the interview

Total: 2 point

pupils are evaluated by collecting colour pencils

Descriptor:

- complete the sentences with the words

Total: 3 point

-Make CCQ questions Yes / No

Total: 10 point

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

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

Ex:

Home task:

Poster Success

Unit: 3 Our Countryside

Lesson 29

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Language focus 2 must/mustn’t, should/shouldn’t

Learning objectives

6.1.6.1 organise and present information clearly to others

6.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics

Lesson objectives

Learners will be able to:

- learn must/mustn't and should/shouldn't.

- write sentences about my obligations

Value links

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

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Revise the vocabulary from the previous lesson

Lead – In

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

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

• Learners talk about days of the week previous lesson vocabulary

Determines the topic and purpose of the lesson

Students say different words from the picture

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about days of the we

Total: 1 point

Assessment criteria

- Learners have met the learning objectives if they can talk about your last I holidays.

Pictures

worksheet

picture

Middle of the lesson

Presentation part.

30 min

Ex:1 P:35

• Ask students to open their books at page 35.

Tell students that the example sentences are from the listening on page 34.

Ask them to copy the sentences into their notebooks and complete them with must or mustn't.

Check answers.

Ex: 2 P: 35

• Complete the rules with the class as a whole.

Check that students understand the distinction between the words. You can do this by eliciting example sentences with must and mustn't.

For further information and additional exercises, students can turn to page 116 of the Grammar reference section.

Ex: 3 P: 35

• Ask students to work alone to choose the correct word in each sentence.

Check answer

Ex: 4 P: 35

• Tell students that the example sentences are from the listening on page 34.

Ask them to copy the sentences and complete them with should or shouldn't.

Check answers.

• Pupils complete the examples from the listening

ANSWERS

+You must put all your food inside your car.

- You mustn't run!

• Pupils look at the sentences in Exercise 1. Then complete the rules with must or mustn’t.

ANSWERS

We use must to say you need to do something.

We use mustn't to say that you can't do something.

• Pupils choose the correct words

ANSWERS

1 must

2 must

3 mustn't

4 must

5 mustn't

6 must

• Pupils complete the examples from the listening

ANSWERS

+People sometimes think they should climb a tree.

-You shouldn't make a noise or wave your arms.

Descriptor:

- complete the examples from the listening

Total: 3 point

Descriptor:

- complete the rules with must or mustn’t

Total: 2 point

Descriptor:

- choose the correct words

Total: 2 point

Descriptor:

- complete the examples from the listening

Total: 2 point

pupils are evaluated by collecting fish

-Make CCQ questions Yes / No

Total: 10 point

Card

Worksheet

Vocabulary card

End of the lesson

5 min

FEEDBACK

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

Ex:

Home task:

Poster Success

Unit 3 Our Countryside

Lesson 30

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Discover Culture

Learning objectives

6.1.9.1 use imagination to express thoughts, ideas, experiences and feelings

6.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics.

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

Lesson objectives

Learners will be able to:

- watch a video about living in Coober Pedy.

- compare living in my country in the summer and winter

Value links

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

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Revise the language of the previous lesson.

Lead – In

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

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Determines the topic and purpose of the lesson

• Learners talk about favourite dayprevious lesson vocabulary

Students say different words from the picture and count one to hundred

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about favourite day

Total: 1 point

Assessment criteria

- Learners have met the learning objectives if they can talk about natural wonders.

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

30 min

Ex:1 P:36

• Ask students to open their books at page 36 and look at the images.

Put students into pairs to answer the questions

Ex: 2 P: 36

• Play the video for students to check their answers from Exercise 1.

Ex: 3 P: 36

• Ask students to look at the words in the box.

Put students into pairs to decide which of the things referred to in the box can be seen in the video.

Check answers.

To extend this activity, ask students to say something about the context in which each of the things is shown.

Ex: 4 P: 36

Play the video again.

Put students into pairs to complete the sentences with the correct words. Make sure that students understand that they can use up to, but not more than, three words to fill each gap.

Check answers.

Pupils work with a partner. Look at the pictures. Ask and answer the questions.

ANSWERS

Students own answer

Pupils watch the video and check your answers to Exercise 1

ANSWERS

1 People live underground.

2 It's really hot there in the summer.

Pupils test your memory. Which of the things below can you see in the video?

ANSWERS

golf

cave

bedroom

mines

trucks

diggers

precious

stone

Pupils watch the video again. Check your answers to Exercise 3 and complete the sentences with up to three words

ANSWERS

2 old mine

3 only 20°C

4 1,500

5 opals

6 underground

Descriptor:

- work with a partner

Total: 2 point

Self assessment

Descriptor:

- watch the video and check your answers

Total: 3 point

Descriptor:

- watch the video again.

Total: 3 point

pupils are evaluated by collecting colour pencils

-Make CCQ questions Yes / No

Total: 10 point

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

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

Ex:

Home task:

Poster Success

Unit 3: Our Countryside

Lesson 31

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Reading A blog

Learning objectives

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

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

Lesson objectives

Learners will be able to:

- pronounce words and phrases correctly

-write a coherent paragraph /short text stating and explaining an idea, or describing a place, object

Value links

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

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warming up

Hot Potato

Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something.

Revise the language of the previous lesson.

Lead – In

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

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

• Learners write the numbers from previous lesson

Determines the topic and purpose of the lesson

Students say different words from the picture

What is the temperature in Kazakhstan?

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

-know key phrases

- know vocabulary of previous lesson

Total: 1 point

Assessment criteria

- Learners have met the learning objectives if they can: To talk about

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

30 min

Ex:1 P:37

• Ask students to open their books at page 37. Put students into pairs to look at the photos and answer th two questions. Do not confirm or reject students' ideas at this point. Students will check their answers in Exercise 2

Ex: 2 P: 37

• Ask students to read the blog to check their answers to Exercise 1.

Ex: 3 P: 37

• Give students time to read through the text again.

Put students into pairs to choose the correct answer in each sentence.

Check answers.

Ex: 4 P: 37

Ask students to finds two phrasal verbs in the text with up or down. Then ask students if they can work out the meaning of these verbs by looking at the context. Check answers and then remind students that phrasal verbs are a common feature of informal spoken and written English.

Ex: 5 P: 37

Read out the example sentence.

Ask students to work in pairs to complete the sentences with the verb in brackets and up or down.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils look at the map and pictures. Where is Barrow? What do you think the weather is like there?

ANSWERS

Students own answer

Pupils read John’s blog. Check your ideas to Exercise 1

ANSWERS

Barrow is in Alaska. It's very cold and dark there

Pupils read the blog again and choose the correct answer.

ANSWERS

1 any other town in the USA

2 lower than 0°C

3 light

4 stay in Barrow

5 a festival

Pupils look at the blog again. Find two verbs with up or down. What do they mean

ANSWERS

go down = (about the sun) move down so that it cannot be seen

come up appear, rise

Pupils complete the sentences with the verb in brackets and up or down

ANSWERS

2 put up

3 lie down

4 go up

5 Come down

Descriptor:

- look at the map and pictures

- answer the question.

Total: 2 point

Descriptor:

- read John’s blog

Total: 3 point

Descriptor:

- read the blog

- choose the correct answer.

Total: 2 point

pupils are evaluated by collecting fish

Descriptor:

- complete the sentences with the verb

-Make CCQ questions Yes / No

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

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

Ex:

Home task:

Poster Success

Unit 3: Our Countryside

Lesson 32

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Speaking Asking for and offering help

Learning objectives

6.1.3.1 respect differing points of view

6.2.6.1 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics

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

Lesson objectives

Learners will be able to:

- comprehend short talk that contains unfamiliar language and compensate lack of understanding when listening

- identify how the author feels in short and simple texts and stories

Value links

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

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warming up

Hot Potato

Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something.

Revise the language of the previous lesson.

Lead-in

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

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

• Learners talk about favourite day previous lesson vocabulary

Determines the topic and purpose of the lesson

Students say different words from the picture

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

-know key phrases

- can make sentence

- know vocabulary of previous lesson

Total: 1 point

Assessment criteria

- Learners have met the learning objectives if they can talk about asking for and offering help

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

30 min

Ex:1 P:38

• Ask students to open their books at page 38.

Elicit a description of the photo e.g. A father and son are in their kitchen. The father is cooking.

The son is laying the table.

Tell students they are going to watch some teenagers answering the following question Which do you prefer - flats or houses?

Tell students that they are going to note down which speakers prefer flats, which houses, and which like both

Ex: 2 P: 38

• Put students into pairs to ask and answer the question. Ask some students to report back to the class on what their partner said

Ex: 3 P: 38

• Tell students they are going to listen to Josh talking to his dad about housework.

Read out the question. Play the recording. Students listen and answer the question.

Check answer.

Ex: 4 P: 38

• Refer students to the phrases in the Useful language box. Check students' understanding of the language, particularly the idioms to give someone a hand (which means to help someone with something) and to do someone a favour (which means to do something for someone because you want to help them rather than because there will be any benefit to you in doing it). Students can work alone to complete the conversation using the phrases in the Useful language box.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils watch the teenagers in the video. Do they prefer ‑ ats (F), houses (H) or both (B)? Why?

ANSWERS

B H quieter

C H flats are small, don't get much light

d B e H usually have a garden

F F you can be nearer to the city centre

Pupils work with your partner. Which do you prefer – houses or ‑ ats?

ANSWERS

Students own answer.

Pupils listen to Josh and his dad talking about housework. Which jobs does Josh agree to do?

ANSWERS

put the plates in the dishwasher

Pupils complete the conversation with the useful language. Then listen and check your answers.

ANSWERS

1 Can you give me a hand? 2 Shall |

3 Can you do me a favour? 4 I'll do it.

5 I'll give you a hand 6 Yes, of course

Descriptor:

- watch the teenagers in the video

- complete the task

Total: 2 point

Descriptor:

- work with your partner

- answer the question

Total: 3 point

Descriptor:

- listen to Josh and his dad talking about housework

- answer the question

Total: 3 point

pupils are evaluated by collecting colour pencils

Descriptor:

- complete the conversation

Total: 3 point

-Make CCQ questions Yes / No

Total: 10 point

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

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

Ex:

Home task:

Poster Success

Unit 3: Our Countryside

Lesson 33

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Writing A description of a favorite walk

Learning objectives

6.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

6.3.8.1 recount basic stories and events on a range of general and curricular topics ( describe vertebrates)

6.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts

Lesson objectives

Learners will be able to:

- produce a narrative as a linear sequence of events

- identify the central idea, the intended audience and the author’s purpose

Value links

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

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warming up

Hot Potato

Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something.

Write some of the words from the previous lesson

Lead – In

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

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

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

• Learners talk about rooms previous lesson vocabulary

Determines the topic and purpose of the lesson

Students say different words from the picture

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

-know key phrases

- can make sentence

- know vocabulary of previous lesson

Total: 1 point

Assessment criteria

- Learners have met the learning objectives if they can: Talk about favorite walk

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

30 min

Ex:1 P:37

• Ask students to open their books at page 39.

Ask students to look at the picture, read Kevin's description his favourite walk, and say whether they would like to do it

Ex: 2 P: 37

• Give students time to read Kevin's description again.

Ask students to work in pairs to answer the questions. Check answers.

Ex: 3 P: 37

• Read out the information in the Useful language box.

Ask students to work alone to find examples of adjectives the text in Exercise. 1.

Students can compare answers in pairs before you check answers with the class.

Ex: 4 P: 37

• Read out the example.

Put students into pairs to complete the box with the adjectives in the box.

Check answers.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

• Pupils look at the picture and read Kevin’s description of his favourite walk. Would you like to go for a walk there?

ANSWERS

Students own answer

• Pupils read Kevin’s description again and answer the questions

ANSWERS

1 by a river rabbits, deer

2 Because it's cool on hot days

3 ducks

4 You can walk (along the main road

• Pupils look at the useful language box. Find examples of adjectives in Kevin’s description

ANSWERS

beautiful, big, cool, hot, new, green, blue, little, shy, easy

• Pupils complete the table with the words in the box.

ANSWERS

1 beautiful

2 small

3 old

4 green and yellow

Descriptor:

- look at the picture and read Kevin’s description

- answer the question

Total: 2 point

Self Assessment

Descriptor:

- read Kevin’s description again

- answer the questions

Total: 2 point

Descriptor:

- at the useful language box

- find examples of adjectives

Total: 2 point

-Make CCQ questions Yes / No

Total: 10 point

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

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

Ex:

Home task:

Poster Success

Unit 3 Our Countryside

Lesson 34

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

CLIL: Science Lifecycle of a plastic bag

Learning objectives

6.1.5.1 use feedback to set personal learning objectives

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

Lesson objectives

Learners will be able to:

- show control of their own learning

- pronounce words and phrases correctly

Value links

Humility – You might highly value humility if you find yourself disgusted by people who are arrogant or braggadocious, and instead find yourself gravitating to people who are always expressing their gratefulness for the blessings in their life.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warming up

Hot Potato

Students stand in a circle and pass an object around. When the timer goes off, or the music stops, the student holding the hot potato has to do something.

Lead – In

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

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners find mime an action associated with one of the places

Determines the topic and purpose of the lesson

Students say different words from the picture

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

-know key phrases

- know vocabulary of previous lesson

Total: 1 point

Assessment criteria

- Learners have met the learning objectives if they can: Talk about lifecycle of a plastic bag

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

30 min

Ex:1 P:40

• Ask students to open their books at page 40.

Explain that a raw material is what a material is before it is processed or used to make something, eg Wood is a raw material that is used to make paper

Ask students to look at the photos and decide which shows a raw material used in the manufacturing of plastic bags.

Do not confirm students' ideas at this point.

Ex: 2 P: 40

• Tell students they are going to listen to the first part of an interview with an expert on plastic.

Play the recording.

Ask students to check their answers to Exercise 1.

Ex: 3 P: 40

• Before students listen to the interview again, check they can pronounce polyethylene /,polr'ɛ0rli:n/, which is a substance used in plastic bags. Also check students understanding of the verb extract, which means to remove something from somewhere, usually by force.

Play the interview again.

Students listen and complete the diagram by putting the words and phrases in the right order.

Check answers.

Ex: 4 P: 40

Play the second part of the recording.

Students listen and choose the correct answer in each of the five sentences.

Check answers

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

• Pupils look at the photos. Which do you think people use to make plastic bags?

ANSWERS

Students own answer

• Pupils listen to the first part of an interview with an expert on plastic and check your ideas to Exercise 1

ANSWERS

Oil

• Pupils listen to the interview again and complete the diagram about making plastic bags.

ANSWERS

1 extract oil

2 make polyethylene

3 make plastic bags

4 use 5 recycle

• Pupils listen to the second part of the interview and choose the correct answers

ANSWERS

1 three

2 once

3 100,000

4 non-biodegradable

5 1,000

Descriptor:

- look at the photos.

- answer the questions

Total: 2 point

Descriptor:

- listen to the first part of an interview

- answer the question

Total: 2 point

Descriptor:

- listen to the interview again

- complete the diagram about making plastic bags.

Total: 2 point

pupils are evaluated by collecting colour pencils

Descriptor:

- listen to the second part of the interview

- choose the correct answers

Total: 2 point