Назар аударыңыз. Бұл материалды сайт қолданушысы жариялаған. Егер материал сіздің авторлық құқығыңызды бұзса, осында жазыңыз. Біз ең жылдам уақытта материалды сайттан өшіреміз
Жақын арада сайт әкімшілігі сізбен хабарласады
Бонусты жинап картаңызға (kaspi Gold, Halyk bank) шығарып аласыз
Laser 6 grade 2-3-4 term ҚМЖ жинағы.docx
Дипломдар мен сертификаттарды алып үлгеріңіз!
Материалдың толық нұсқасын
жүктеп алып көруге болады
Short term plan: term 2
Unit: 3 Our Countryside |
Lesson 25 |
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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 |
On the Farm! |
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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 |
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Lesson objectives |
Learners will be able to: - familiarise students with names for animals and their young - learn the names of young animals |
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Value links |
People live close with animals, that is why people must care for animals and protect them. |
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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. Lead – In |
The aim: To develop pupils speaking skills and create friendly atmosphere Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions What do you see in this picture? What kind of animals do you see? Do they farm animals or wild animals? |
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 |
Pictures worksheet Picture |
Middle of the lesson Presentation part. 30 min |
Ex:1 P:31 • Ask students to say what might be a good heading for the first paragraph. Explain that a heading gives the gis of a paragraph in just a few words.10 Pick volunteers to read each of the remaining paragraphs aloud. Give students a short time to match each paragraph with the headings. Review answers orally Ex: 2 P: 31 • Ask students to think about the different people and animals mentioned in the advert. Who did they learn about by name? Which others were mentioned? Ask students to read the advert again, to themselves this time. Give them a short time to complete the table. Check answers orally and/or by writing them on the board. Ex: 3 P: 31 • Give students a short time to answer the questions usin a word or short phrase. Invite them to refer back to the advert if necessary. • Review answers orally Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the advert and match each paragraph with a heading. ANSWERS 1 b 2 f 3 d 4 a 5 e 6 c • Learners read the advert again and complete the table ANSWERS Types of animal Cat dog hamster farm animal(s) cow(s) chicken(s) horse(s) sheep sheepdog duck(s) goat(s) baby animal(s) chick(s) duckling(s) calf (calves) pony (ponies) lamb puppy (puppies) kitten(s) donkey • Learners write a word or short phrase to answer each question. ANSWERS 1 in a town or a city (Do you live in a town or a city? These days, most people do.) 2 seven/7 (it's open to the public seven days a week,...) 3 5.30am (Farm life starts early (at 5.30am!)) 4 six/6 o'clock/6am (People start arriving at six o'clock.) 5 seven/7 in the evening/seven/7 o'clock/7pm (...and leave at seven in the evening.) 6 (a lovely) lunch (We have a lovely lunch at one o'clock,...) 7 tea and cake (...and tea and cake in the afternoon.) 8 on the duckpond (Young children love feeding the ducks on the duckpond.) |
Descriptor: - read the advert - match each paragraph with a heading Total: 3 point
Self assessment Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - Learners read the advert again - complete the table Total: 3 point Descriptor: - write a word or short phrase to answer each question 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 |
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Poster Success |
Short term plan: term 2
Unit 3 Our Countryside |
Lesson 26 |
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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 |
Grammar 1 Present simple |
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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 |
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Value links |
People live close with animals, that is why people must care for animals and protect them. |
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Lesson objectives |
Learners will be able to: - facilitate students' understanding of the functions and usage of the present simple |
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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 • Give the students a short time to circle the correct word or phrase to complete each sentence. • Review answers orally Ex: 2 P: 32 • Review the correct way to form a negative with the verb do, ie don't/doesn't. Go over the first sentence together. • Give students a short time to make the rest of the sentences negative. Go round the class helping students where necessary. Check answers orally and/or by writing them on the board. Ex: 3 P: 32 • Review the correct way to form a question from a statement, ie placing Do/Does at the beginning of the sentence and removing the -s or -es from the verb. Go over the first sentence together. Give students a short time to write the rest of the questions. Go round the class helping students where necessary. Check answers orally and/or by writing them on the board. Ex: 4 P: 32 • Students should be able to complete this exercise on their own. Give them a short time to put the verbs into the correct form. Assign students to read out the paragraphs when they have finished . |
• Pupils choose the correct word or phrase. ANSWERS 1 wake up 2 eats 3 live 4 go 5 like 6 want • Pupils make the sentences in exercise 1 negative ANSWERS 2 This dog doesn't eat chocolate 3 The ducks don't live on the duckpond. 4 We don't go to the farm every Saturday. 5 I don't like Ned the donkey. 6 She doesn't want to live on a farm. • Pupils make questions from the sentences in exercise 1. ANSWERS 2 Does this dog eat chocolate? 3 Do the ducks live on the duckpond? 4 Do we/you go to the farm every Saturday? 5 Dol/you like Ned the donkey? 6 Does she want to live on a farm? • Pupils put the verbs into the correct form. ANSWERS 1 works 2 loves 3 gets up 4 goes 5 doesn't come 6 does 7 feeds 8 makes 9 cooks 10 teaches 11 visit 12 don't stay 13 Do you want |
Descriptor: - choose the correct word or phrase Total: 2 point pupils are evaluated by collecting fish Descriptor: - make the sentences in exercise 1 negative Total: 1 point Descriptor: - make questions from the sentences in exercise 1. Total: 2 point Self assessment Descriptor: - put the verbs into the correct form. 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 |
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Poster Success |
Short term plan: term 2
Unit 3 Our Countryside |
Lesson 26 |
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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 |
6.1.1.1 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 |
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Lesson objectives |
Learners will be able to: - develop students' topic vocabulary - to give practice in listening for gist and specific information |
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Value links |
Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else. |
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Plan |
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 if they know what time the school day begins and ends. If there is a clock in the room, ask them to say what time it is now. Check they use correct vocabulary to say the times. Remind students there are different ways to say what time it is, eg five forty-five is the same as quarter to six. Give them a short time to label the clocks. You may wish to refer students to the Vocabulary database on page 128. Review answers orally Ex: 2 P: 33 • Explain to students that the words in bold are in the wrong sentences. • Give students time to write the correct words on the lines. • Assign a student to read out the paragraph when they have finished Ex: 3 P: 33 • Explain to students they will be listening to five people talking about Amberton Farm. • Ask students to predict what the speakers might talk about based on the advert they read on pages 30 and 31 eg What types of animals might they talk about? What types of farm chores might they describe? • Ask students to listen for clues about what times of da the chores are performed. • Ask students to choose the correct answers as they listen • Play the CD track once all the way through. Repeat if necessary. • Review answers orally Ex: 2 P: 33 • Explain to students they will listen to the recording again. Ask students to choose the correct answers as they listen. • Play the CD track once all the way through Repeat if necessary. • Review answers orally Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils label the clocks. ANSWERS 1 a second 2 a minute 3 an hour 4 a watch 6 three o'clock 7 quarter to three •Pupils each of the words in bold is in the wrong place. Write the correct words on the lines. ANSWERS 1 watch 2 o'clock 3 minutes 4 seconds 5 half 6 past 7 quarter 8 to 9 hou •Pupils listen to five people talking about Amberton Farm. Match each speaker with a person. ANSWERS 1e 2a 3d 4b 5c •Pupils listen again. For each question, choose the correct answer, A, B or C. ANSWERS 1 B (...at about five o'clock...) 2 A (...I usually get up at quarter to five!) 3 C(...we usually work seven days a week,...) 4 C(...but can only go to the farm once month...) 5 B (I think it's a wonderful |
Descriptor: - label the clocks Total: 1 point
Descriptor: - understand general idea - Write the correct words on the lines. Total: 1 point
Descriptor: - listen to five people talking about farm - match each speaker Total: 1 point Descriptor: - listen again - choose the correct answer -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: |
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Poster Success |
Short term plan: term 2
Unit 3: Our Countryside |
Lesson 28 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Speaking |
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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 |
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Lesson objectives |
Learners will be able to: - give practice in talking about daily activities - introduce the topic of daily schedules |
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Value links |
Honesty – You may highly value telling people the truth. This one gets tricky when being honest can be hurtful to others. So, a person who really puts honesty first might be the sort of person who will tell the truth even if it hurts to do so. |
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Plan |
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 form pairs and select a role (Student A or Student B) for a small role-play exercise. Give them a short time to read through and say the dialogue Ex: 2 P: 34 • While still in pairs, students should quietly read through the list and fill in their own answers in the first column. • You may wish to encourage them to add one additional question which is not on the list Ex: 3 P: 34 • Explain that student should interview other complete second column Explain to them that they may use dialogue exercise 1 as reference If they added additional question column encourage them to ask question too in order complete exercise Go round the helping students where necessary Ex: 4 P: 34 • Go through the Phrase Bank! with students before asking them to do exercise 4. Point out that we use these words and phrases to talk about time. Call upon each pair of students to stand and present their answers to the class. Ask each student in the pair to tell the class about his/ her friend, using their notes from the second column |
•Pupils in pairs, read the dialogue ANSWERS Students own answer •Pupils make notes to complete the first column of the notepad. ANSWERS Students own answer •Pupils in pairs, ask and answer about your day. Use the dialogue in exercise 1 and your notes in exercise 2 to help you. Write down your friend’s answers in the second column. ANSWERS Students own answer •Pupils use your notes in the second column to tell the class about your friend ANSWERS Students own answer. |
Descriptor: - work in pairs - read the dialogue Total: 2 point
\ pupils are evaluated by collecting colour pencils Descriptor: - make notes to complete the first column of the notepad Total: 2 point Descriptor: - work in pairs - write down your friend’s answers in the second column Total: 3 point
Descriptor: - use your notes in the second column 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 |
Short term plan: term 2
Unit: 3 Our Countryside |
Lesson 29 |
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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 |
Grammar 2 Adverbs of frequency |
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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 |
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Lesson objectives |
Learners will be able to: - introduce the use of adverbs to describe frequency - consider events that occur often, sometimes or never |
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Value links |
Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others. |
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Plan |
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 • Remind students that certain phrases - every hour/day week/year, etc - go at the end of a sentence Give students a short time to rewrite each sentence so the word or phrase in bold is in the correct place. Check answers orally and/or by writing them on the board. Ex: 2 P: 35 • Review the chart with students and make sure they understand how to use the key. Give them a short time to write sentences using the information from the chart. Check answers orally and/or by writing them on the board Ex: 3 P: 35 • Put students into pairs and have them ask and answer the questions. Go round the class helping students where necessary. Ask students to tell you something about themselves that is the same or different from their interview partner. |
• Pupils rewrite each sentence so the word or phrase in bold is in the correct place ANSWERS 2 Our cat is always ill 3 My dog usually eats three meals a day. 4 My mum often rides horses. 5 Do you sometimes go to the farm? 6 I never get up at five o'clock in the morning 7 That duck never flies. 8 Ned has an apple every day • Pupils use the information to write sentences. ANSWERS 2 Ned eats apples every day 3 Clever never plays with the visitors. 4 Hamish usually makes funny noises. 5 Sally sometimes eats apples 6 Clever often makes funny noises 7 Milk is never happy 8 Hamish plays with the visitors every day. 9 Ned is always happy • Pupils use the information to write sentences. ANSWERS Students own answer |
Descriptor: - rewrite each sentence Total: 3 point Descriptor: - use the information to write sentences. Total: 2 point Descriptor: - use the information to write sentences. 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: |
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Poster Success |
Short term plan: term 2
Unit 3 Our Countryside |
Lesson 30 |
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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 |
Project: writing an informal email |
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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 |
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Lesson objectives |
Learners will be able to: - familiarise students with the concept of informal emails |
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Value links |
Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others. |
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Plan |
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 an informal email |
Pictures worksheet Student’s book |
Middle of the lesson Presentation part. 30 min |
Ex:1 P:36 • Explain that an email has different parts: address, subject, greeting, message, signing off, sender. • Read the email together (in the order it is shown) and point out some of the different parts. Give students a short time to put the parts into the correct order. Review answers orally Ex: 2 P: 36 • Ask students to read the email again and complete the sentences. • Review the answers together orally. Ex: 3 P: 36 • Explain to students that they're going to write an informal email similar to Azamat's. Ask them to imagine they are on holiday on a fa Give them a short time to answer the questions their imagination to make up the information. • Explain they will use this information to create the content for their email. Ex: 4 P: 34 Explain to students that they are going to complete the Planner A on page 125. Point to the first column and explain that these are the different parts of an email. |
Pupils put the parts of this email into the correct order. ANSWERS 1g 2f 3c 4a 5e 6b 7h 8d Pupils read the email again and complete the sentences. ANSWERS 1 c 2 A Pupils imagine you are on holiday on a farm. Make notes to answer the questions. ANSWERS Students own answer Pupils you are going to write an email to a friend. Make notes to complete the planner A on page 125 ANSWERS Students own answer |
Descriptor: - put the parts of this email into the correct order Total: 2 point Self assessment Descriptor: - read the email again and complete the sentences. Total: 3 point Descriptor: - explain the words in bold 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: |
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Poster Success |
Short term plan: term 2
Unit 3 Our Countryside |
Lesson 31 |
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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 |
Culture Spot: Open-Air Museum |
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Learning objectives |
6.1.3.1 respect differing points of view 6.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts 6.6.14.1 use prepositions to talk about time and location; use prepositions like to describe things and about to denote topic; use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics familiar general and curricular topics |
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Lesson objectives |
Learners will be able to: - identify how the author feels in short and simple texts and stories - use simple transitional phrases (firstly, secondly…, in conclusion, then, but) |
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Value links |
Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others. |
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Plan |
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:37 • Tell students about various museums ex art history, Tell students about various museums, eg art, history, open air, etc. Ask students to answer the questions in pairs. Invite students to share their stories with the class Ex: 2 P: 37 • Ask students to silently and individually read the text. Encourage them to ignore all unknown vocabulary at this stage. When students have finished, introduce words from Glossary. Ask students to write down words from Glossary in their notebooks. Ex: 3 P: 37 • Ask students to read the text again. Tell students they should correct sentences to make them true to the text. Check answers together orally |
Pupils answer the question. Do you like going to museums? What’s the most interesting museum you have been to? Discuss your ideas in pairs ANSWERS Students own answer Pupils read the text about the open-air museum. What do you think about this place? ANSWERS Students own answer Pupils read the text again and correct the sentences below, so that they are true about the text ANSWERS 1 This ethnographic museum is in the countryside. 2 It is near Almaty. 3 or ride a horse there. 4 Going to that museum is a good/great/terrific idea |
Descriptor: - answer the question Total: 2 point Descriptor: - read the text - answer the question Total: 3 point Descriptor: - read the text - correct the sentences 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: |
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Poster Success |
Short term plan: term 2
Unit 3 Our Countryside |
Lesson 32 |
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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 |
Planning for Tomorrow! |
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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 |
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Lesson objectives |
Learners will be able to: - show control of their own learning - pronounce words and phrases correctly |
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Value links |
Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others. |
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Plan |
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 planning for Tomorrow! |
Pictures worksheet Student’s book |
Middle of the lesson Presentation part. 30 min |
Ex:1 P:38 • Ask students to silently and individually read the text. Encourage them to ignore all unknown vocabulary at this stage. Ask students some very general and simple questions about the text, eg What kind of text is it? (future plans), Who are the writers? (James Wilson and Libby Burkle), What is the article about? (their life and their future plans) Give students a few minutes to do exercise 1. Go round the class helping students where necessary. Check answers orally and/or write answers on board. Ex: 2 P: 38 • Encourage students to do this task quickly but carefull (to help develop their scanning skills). • Tell students they should choose the correct answer, A B or C, for each item. • Encourage students to underline in the text where the find the answer. • When they have finished, discuss the answers together Encourage students to justify their answers by giving reasons. Ex: 3 P: 38 • Tell students that all the answers appear in the texts the have read. Ask students to try to complete the gaps without referring back to the text, but explain that they can if necessary. Remind students that they should only write one letter in each gap and that the first letter has been given to help them. For item 6, point out that the verb is to program, and that the noun is (computer) program, and that this shouldn't be confused with the spelling of (TV) programme. For item 7, you may wish to point out that app comes from the word application. |
Pupils read the article and write ‘J’ for James or ‘L’ for Libby. ANSWERS 1 J 2 L 3 L 4 J Pupils read the article again and choose the correct answer, A, B or C. ANSWERS 1 B (It's hard because you have to remember all your words.) 2 C (Plays in the theatre are fine, but millions of people see you when you're in a film.) 3 C (I started to program them when I was 10.) 4 A (I'm sure it'll be hard work but very interesting.) Pupils talk about you. ANSWERS 1 for sure 2 guess 3 play 4 drama school 5 whizz kid 6 program 7 app 8 company |
Descriptor: - read the article Total: 2 point Descriptor: - read the article - choose the correct answer Total: 3 point Descriptor: - talk about you 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: |
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Poster Success |
Short term plan: term 2
Unit 3 Our Countryside |
Lesson 33 |
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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 |
Grammar be going to Summative assessment for the unit 3 |
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Learning objectives |
6.2.6.1 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics 6.6.10.1 use present continuous forms with present meaning on a limited range of familiar general and curricular topics |
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Lesson objectives |
Learners will be able to: - comprehend short talk that contains unfamiliar language and compensate lack of understanding when listening |
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Value links |
Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others. |
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Plan |
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 planning for Tomorrow! |
Pictures worksheet Student’s book |
Middle of the lesson Presentation part. 30 min |
Ex:1 P:39 • Explain to students that they are going to tick the correct sentences, underline the mistakes in the incorrect sentences and write the correct form in the gaps. Remind them that they don't have to rewrite the whole sentence, only the correct form of the incorrect part. Check answers orally and/or by writing them on the board Ex: 2 P: 39 • Explain to students that they are going to use the word in each of the items to form questions and use the phrases in brackets to answer the questions. • Check answers orally and/or by writing them on the board Ex: 3 P: 38 • Ask students to read the text and to complete the gaps using one word only in each gap. When students have finished, check their answers together. Ask students to read the text aloud. |
Pupils tick (✔) the correct sentences. Underline the mistake in the incorrect sentences and write the correct form. ANSWERS 1✓ 2 I going to learn everything I can about computers. (am going/'m going) 3 Are they going sell a lot of CDs? (to sell) 4✓ 5 What are you go to do after the lesson? (going 6✓ 7 Alec isn't going go to drama school next year. go) 8 Who you going to tell about your idea? (are you going) Pupils read the information and write questions and answers using be going to. ANSWERS 2 Q: What are you going to do this evening? A: I'm/I am going to watch TV. 3 Q: What is Tina going to do tomorrow? A: She's/She is going to study for a test. 4 Q: Who are you and your family going to see this weekend? A: We're/We are going to see our grandma. 5 Q: Where is Mike going to stay on holiday? A: He's/He is going to stay in a hotel. 6 Q: What are you going to study at university? A: I'm/I am going to study computers. Pupils write one word in each gap to complete the interview. Meet The Y. ANSWERS Students own answer |
Descriptor: - tick (✔) the correct sentences. Total: 2 point Descriptor: - read the information read the information - choose the correct answer Total: 3 point Descriptor: - talk about you 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: |
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Poster Success |
Short term plan: term 2
Unit 3 Our Countryside |
Lesson 34 |
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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 |
Wordpower! |
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Learning objectives |
6.1.6.1 organise and present information clearly to others 6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 6.4.2.1 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - comprehend short talk that contains unfamiliar language and compensate lack of understanding when listening |
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Value links |
Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others. |
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Plan |
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 planning for Tomorrow! |
Pictures worksheet Student’s book |
Middle of the lesson Presentation part. 30 min |
Ex:1 P:41 • Explain to students that they are going to tick the correct sentences, underline the mistakes in the incorrect sentences and write the correct form in the gaps. Remind them that they don't have to rewrite the whole sentence, only the correct form of the incorrect part. Check answers orally and/or by writing them on the board Ex: 2 P: 41 • Ask students to read the text and complete each gap with an appropriate quantity phrase from exercise 1. Go round the class helping students where necessary. Remind students that the numbers in brackets are there to help them decide which quantity phrase they should use. Ask or assign a student or students to read the text aloud and ask students to check their answers as they listen. Ex: 3 P: 41 • Explain to students that they are going to listen to three teenagers talking about what they're going to do. • Explain to students that there is one activity that none of the teenagers will talk about. • Ask students to match the correct activities with the speakers as they listen to the conversation. |
Pupils write the correct phrase to show how much of the circle is blue ANSWERS 2 almost all of 3 most of 4 half of 5 almost half of 6 a third of 7 a quarter of 8 none of Pupils write one word in each gap to complete the interview. Meet The Y. 1 all of 2 almost all of 3 none of 4 half of 5 almost half of 6 most of Pupils listen and repeat these sentences. ANSWERS Speaker 1 b (We're going to see my grandparents this weekend,...) Speaker 2 a (...I'm going to meet some of my friends...) Speaker 3 d (...I'm going to tidy my room this evening.) |
Descriptor: - write the correct phrase Total: 2 point Descriptor: - write one word in each gap to complete the interview. Total: 3 point Descriptor: - listen and repeat these sentences. 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: |
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Poster Success |
Short term plan: term 2
Unit 3 Our Countryside |
Lesson 35 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Speaking |
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Learning objectives |
6.1.8.1 develop intercultural awareness through reading and discussion 6.3.4.1 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics 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 |
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Lesson objectives |
Learners will be able to: - demonstrate flexibility and adaptability in intercultural communication -create short conversations in routine context on topics of interest/discussed issues |
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Value links |
Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others. |
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Plan |
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 planning for Tomorrow! |
Pictures worksheet Student’s book |
Middle of the lesson Presentation part. 30 min |
Ex:1 P:42 • Ask students to look at the phrases in exercise 1 and tick the things they plan to do in the next seven days. • Explain to them that if there are any other plans they can think of, they can add them Ex: 2 P: 42 • Ask students to form pairs. • Ask students to complete the table by writing the days of the week in the first column and their plans in the second column. • Explain that they will complete the third column shortly. Ex: 3 P: 42 • Go through the Phrase Bank! with students before you ask students to do exercise 3. • Point out that we use these phrases to talk about future plans. • Ask students to use their notes from exercise 2 and the phrases in the Phrase Bank!. One student should asl his/her partner about their plans. • Ask students to write their partner's plans in the third column. • Explain to them that they can use the model in the exercise to help them. • When one student finishes asking questions, they should swap roles. Soundpot • Ask students to look at the picture and answer the question, How many answers did the student get right? (all of them). • Ask students to look at the phrases in exercise 1. • Play the recording and ask students to repeat the sentences as they hear them. • Encourage them to pay special attention to the weak pronunciation of of in each sentence. • Pause the recording if you need to give students more time to say the sentences. |
Pupils tick (✔) the things you plan to do in the next seven days. Write any other plans you have. Use your imagination! ANSWERS Students own answer Pupils write the days of the week. Then write your plans next to the days. ANSWERS Students own answer Pupils in pairs, ask and answer questions about your plans. Write your partner’s plans above. ANSWERS Students own answer Pupils listen and repeat these sentences ANSWERS Students own answer |
Descriptor: - tick (✔) the things you plan to do - write any other plans you have Total: 2 point Descriptor: - write the days of the week Total: 3 point Descriptor: - work in pairs - ask and answer questions about your plans 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: |
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Poster Success |
Short term plan: term 2
Unit 3 Our Countryside |
Lesson 36 |
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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 |
Grammar 2 will |
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Learning objectives |
6.1.8.1 develop intercultural awareness through reading and discussion 6.3.4.1 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics 6.6.15.1 use common verbs followed by infinitive verb / verb + ing patterns on a limited range of familiar general and curricular topics |
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Lesson objectives |
Learners will be able to: - demonstrate flexibility and adaptability in intercultural communication -create short conversations in routine context on topics of interest/discussed issues |
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Value links |
Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others. |
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Plan |
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 planning for Tomorrow! |
Pictures worksheet Student’s book |
Middle of the lesson Presentation part. 30 min |
Ex:1 P:43 • Explain to students that they are going to read the sentences, tick the correct sentences, underline the mistakes in the incorrect ones and write the correct words in the gaps. • Remind them that they only have to write the incorrect words in the gaps, not rewrite the whole sentence. • When students have finished, check the answers together. Ex: 2 P: 43 • Explain to students that they are going to write sentences and questions by reordering the words in each item, as in the example. • When students have finished, check the answers together orally. Ex: 3 P: 43 • Ask students to complete the text by writing a verb from the box in each gap using will or won't. • Remind students to use short forms where appropriate. • When students have finished, check the answers together. • Assign students to read out the text. Time permitting repeat with as many students as possible. Ex: 4 P: 43 • Explain what a fortune-teller is (a person who can see the future) and say that the students should imagine they are going to visit one. • Ask students to think of five questions to ask the fortune-teller. • Go round the class and check to see if students are using will in their questions and writing their questions prope |
Pupils tick (✔) the correct sentences. Underline the mistake in the incorrect sentences and write the correct word(s). ANSWERS 1 We'll to have a lot of fun at the weekend! (have) 2 Will you are at school tomorrow? (be) 3 Ralph will does well in the future. (do) 4 ✔ 5 Does Ben will win the match on Friday? (Will Ben win) 6 ✔ Pupils reorder the words to make sentences and questions. ANSWERS 2 He'll win after so much practice. 3 Jack won't be successful because he's lazy. 4 Will the band be a success? 5 I think she'll love it. 6 It'll be very hot in Spain. 7 I won't enjoy being on a plane. 8 Yes, but it won't be easy Pupils write a verb from the box with will or won’t in each gap. ANSWERS 1 will happen 2 will have 3 won't stay 4 will work 5 Will, make 6 will go 7 will try 8 won't spend Pupils you are going to visit a fortune-teller. Write five questions that you want to ask about your future. ANSWERS Students own answer |
Descriptor: - tick (✔) the correct sentences - underline the mistake in the incorrect sentences - write the correct word( - Total: 2 point Descriptor: - reorder the words to make sentences and questions Total: 3 point Descriptor: - write a verb from the box with will or won’t Total: 3 point Descriptor: - Write five questions that you want to ask about your future. 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: |
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Poster Success |
Short term plan: term 2
Unit 3 Our Countryside |
Lesson 37 |
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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 |
Project: writing an informal email |
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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 6.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts 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 |
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Lesson objectives |
Learners will be able to: - demonstrate flexibility and adaptability in intercultural communication -create short conversations in routine context on topics of interest/discussed issues |
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Value links |
Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others. |
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Plan |
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 planning for Tomorrow! |
Pictures worksheet Student’s book |
Middle of the lesson Presentation part. 30 min |
Ex:1 P:44 • Ask students to read the parts of the email which are in jumbled order. • Tell them to match the parts of the email with the part numbers listed at the top of the page. • Check answers together orally when students have finished. Ex: 2 P: 44 • Ask students to read the email again and to choose the correct answers, A or B. • Encourage them to underline where they found their answers in the email. • Check answers orally together when students have finished. Ex: 3 P: 44 • Explain to students that they are going to write an emai similar to Skye's. • Explain to them that they are going to imagine they are in a competition like Pop Factor. • Ask them to make notes to answer the questions in the task. • Give them two to three minutes to do this before moving on to exercise Ex: 4 P: 44 • Explain to students that they are going to complete the Planner B on page 125. • Point to the first column and explain that these are the different parts of the email. • Point to the second column and explain that this is useful information about each part. • Ask the students to write as much information as they can (in note form) in the third column. • Encourage them to use their imagination. • Check their planners before moving on to exercise 5. |
Pupils put the parts of this email into the correct order. ANSWERS Part 1 h Part 2 d Part 3 c Part 4 a Part 5 f Part 6 e Part 7 b Part 8 g Pupils read the email again and choose the correct answers. ANSWERS 1 B (Now I have to go to London... And my family are going to come too!) 2 B (Now I have to go to London and sing in front of some other people Pupils imagine you are in a competition like Pop Factor. Make notes to answer the questions. ANSWERS Students own answer Pupils you’re going to write an email to a friend. Use your imagination to complete the planner B on page 125. ANSWERS Students own answer |
Descriptor: - put the parts of this email into the correct order. - Total: 2 point Descriptor: - read the email again - choose the correct answers Total: 3 point Descriptor: - imagine you are in a competition like Total: 3 point Descriptor: - use your imagination to complete the planner B 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: |
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Poster Success |
Short term plan: term 2
Unit 3 Our Countryside |
Lesson 38 |
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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 |
Culture Spot: Talented Kazakhstan |
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Learning objectives |
6.1.8.1 develop intercultural awareness through reading and discussion 6.3.4.1 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics 6.4.2.1 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - demonstrate flexibility and adaptability in intercultural communication -create short conversations in routine context on topics of interest/discussed issues |
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Value links |
Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others. |
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Plan |
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 planning for Tomorrow! |
Pictures worksheet Student’s book |
Middle of the lesson Presentation part. 30 min |
Ex:1 P:45 • Put students into pairs, or allow them to choose a partner. • Ask students to answer the questions in pairs. • Invite students to share their ideas with the class Ex: 2 P: 45 • Ask students to silently and individually read the tex Encourage them to ignore all unknown vocabulary this stage. • When students have finished, ask them to answer the question. • Introduce words from Glossary and ask students to write down words in their notebooks Ex: 3 P: 45 • Ask students to read the text again. Tell students they should decide whether each statement is true (T) or false (F). Check answers together when students have finished |
Pupils discuss your ideas in pairs. Answer the questing ANSWERS Students own answer Pupils read the text about Daneliya Tuleshova. What is her talent? ANSWERS Students own answer Pupils read the text again and decide if the sentences below are true or false. ANSWERS 1F 2T 3F 4T |
Descriptor: - discuss your ideas in pairs - answer the questing Total: 2 point Descriptor: - read the text - answer the questing Total: 3 point Descriptor: - read the text - decide if the sentences below are true or false. 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: |
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Poster Success |
Short term plan: term 3
Unit: 3 Our Health |
Lesson 49 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Lucky Escapes! |
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Learning objectives |
6.1.9.1 use imagination to express thoughts, ideas, experiences and feelings 6.2.1.1 understand a sequence of supported classroom instructions 6.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics |
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Lesson objectives |
Learners will be able to: - learn words of topical vocabulary. -introduce the topic of different styles: news reporting and useful information |
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Value links |
People live close with animals, that is why people must care for animals and protect them. |
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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. Lead – In |
The aim: To develop pupils speaking skills and create friendly atmosphere Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions What do you see in this picture? What kind of animals do you see? Do they farm animals or wild animals? |
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 |
Pictures worksheet Picture |
Middle of the lesson Presentation part. 30 min |
Ex:1 P: 57 • Choose a student to read each paragraph of the first article aloud. • Choose another student to read the second newspaper article aloud. • Give students a short time to answer the questions about the articles. Ex: 2 P: 57 • Before students complete the table in exercise 2, ask them to guess which article contains reperting about an accident (Article A) or useful informations on health issues (Article B). • Give them a short time to complete the exercise by ticking the boxes in the appropriate column. • Encourage students to underline in the text where they find the answer. Ex: 3 P: 57 • Ask students to imagine they are one of the celebrities in the article, Beyoncé or Jay-Z, and tell the story of what happened from that celebrity's point of view. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Wordpawer • Tell students that all the answers are in the news articles they have read. • Ask them to try unscrambling the words and phrases to complete each sentence without referring back to the text, but explain that they can if they need to. • Remind them to be careful with their spelling. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the two newspaper articles and choose the correct answer, A or B. ANSWERS 1 B 2 B 3 A • Learners which article mentions the following information? Tick (✔) the boxes. ANSWERS 2 (... you should use a thermometer) 3 (... infections e.g. flu,...) 4 (She was travelling with her husband...) 5 (She asked her driver tostop the car outside Harrods) 6 (some medications) 7 (... Harrods, the famous London department store.) 8 (Beyoncé and Jay-Z were driving through London to a Japanese restaurant...) 9 (... take a regular bath... drink a lot of water) • Learners imagine you are Beyoncé or Jay-Z. Tell the story of what happened ANSWERS Students own answer • Learners rearrange the letters to find the words. ANSWERS Students own answer 1 lucky 2 escape 3 crash 4 get out 5 knocked 6 Extremely 7 upset 8 sunburn 9 food poisoning 10 teething |
Descriptor: - read the two newspaper articles - choose the correct answer, Total: 2 point
Self assessment Descriptor: - complete the table - Tick (✔) the boxes. Total: 2 point Descriptor: - tell the story Total: 1 point Descriptor: - rearrange the letters - find the words Total: 1 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 |
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Poster Success |
Short term plan: term 3
Unit 3 Our Health |
Lesson 50 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Grammar 1 Past continuous |
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Learning objectives |
6.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics 6.4.5.1 deduce meaning from context in short texts on a limited range of familiar general and curricular topics 6.5.5.1 link without support sentences using basic coordinating connectors |
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Value links |
People live close with animals, that is why people must care for animals and protect them. |
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Lesson objectives |
Learners will be able to: - give practice in the use of the past continuous for giving an eye witness account - give students additional practice with the past continuous |
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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:58 • Ask students to choose the correct word or phrase. • Check answers together orally Ex: 2 P: 58 •Give students a short time to complete exercise by matching each sentence with a diagram. • Check answers together orally. . Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 58 •Remind students that when is often used to describe a situation that was in progress at a particular time in the past. • Give students a short time to complete exercise 3 by putting the verbs into the past continuous. • Check answers together orally. . Ex: 4 P: 58 • Give students a short time to complete exercise 4 by putting each verb into the correct tense, past simple or past continuous. • Ask or assign students to read the paragraphs aloud while students check their answers. . Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Pupils choose the correct word or phrase ANSWERS 1 saw 2 were you doing 3 No, he wasn't. 4 broke 5 were dancing • Pupils match each sentence with a diagram. ANSWERS 1 b 2 a • Pupils put the verbs into the past continuous ANSWERS 1 was riding 2 was cutting 3 were playing 4 were you fishing 5 wasn't travelling, was travelling 6 weren't walking • Pupils put the verbs into the correct form, past simple or past continuous. ANSWERS 1 were enjoying 2 jumped 3 were sailing 4 happened 5 were watching 6 came 7 went 8 was happening/happened 9 were |
Descriptor: - choose the correct word - check answers together Total: 2 point Self assessment Descriptor: - match each sentence - check answers together Total: 2 point Descriptor: - put the verbs into the correct form Total: 2 point Descriptor: - put the verbs into the correct form. - read the paragraphs 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 |
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Poster Success |
Short term plan: term 3
Unit 5 Our Health |
Lesson 51 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Vocabulary |
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Learning objectives |
6.6.13.1 use might may could to express possibility on a limited range of familiar general and curricular topics 6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 6.5.8.1 spell most high-frequency words accurately for a limited range of general topics |
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Lesson objectives |
Learners will be able to: - develop students' topic vocabulary - give practice in listening for gist and specific information |
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Value links |
Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else. |
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Plan |
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: 59 • Ask students to look through the pictures and notice that all of them involve some sort of movement. • Give them a short time to choose the correct word or phrase for each picture. Say that all the words and phrases identify ways that people move. • You may also wish to refer students to the Vocabulary database on page 128. • Check answers together orally. Ex: 2 P: 59 • Ask students to look at the same pictures again and think of what the people in the pictures might be saying. • Give them some time to match the pictures with the sentences. • Check answers together orally. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 1 P: 59 • Explain to students they will be listening to five peopl talking. • Ask students to listen for words that describe ways people move. • Give them a short time to write a word or phrase fror Wordpower! exercise 1 . • Play the CD track once all the way through. Repeat i necessary Ex: 2 P: 59 • Explain to students that they will listen to the recording again. • Go through the items in the task and ask students to predict what the speakers might talk about. • Ask students to choose the correct answer, A, B or C, as they listen to the speakers. Play the CD track once all the way through. Repeat if necessary. • Check answers together orally. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils choose the correct word or phrase for each picture.. ANSWERS 1 nod your head 2 shake your head 3 wave 4 point 5 shake hands 6 kiss •Pupils match each picture in exercise 1 with a sentence ANSWERS 1 d 2 f 3 b 5 c 4 a 6 e •Pupils listen to five people talking. For each speaker, write a word or phrase from Wordpower! exercise 1. ANSWERS 1 wave 2 point 3 shake hands 4 nod your head 5 kiss •Pupils listen again. For each question, choose the correct answer ANSWERS 1 B (I was walking down the street my friend Ron.) when I saw 2 A (...I hit a man who was standing next to me!) 3 A (They shook hands... he had food all over his hands. The woman's hand was really dirty!) 4 B (My grandpa... was eating,...) 5 C(...he had a problem with his teeth.) |
Descriptor: - choose the correct word Total: 1 point
Descriptor: - match each picture Total: 1 point
Descriptor: - listen to five people talking - describe ways people move Total: 1 point Descriptor: - listen again - choose the correct answer -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet |
End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success |
Short term plan: term 3
Unit 5: Our Health |
Lesson 52 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Speaking |
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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: - to give practice in telling simple stories - to introduce the topic of funny stories |
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Value links |
Honesty – You may highly value telling people the truth. This one gets tricky when being honest can be hurtful to others. So, a person who really puts honesty first might be the sort of person who will tell the truth even if it hurts to do so. |
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Plan |
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:60 • Put students into pairs or allow them to choose their own partners. • They may wish to mark or underline examples as they go through the questions. • Give them a short time to answer the questions in exercise 1. • Check answers together orally. Ex: 2 P: 60 • Still in pairs, students should tell each other made-up stories using the three prompts shown. • Go through the Phrase Bank! with students and talk about the style of speaking used when telling simple stories. • Remind them to use the past continuous tense when telling their stories. • Encourage them to use their imagination to invent the details of the story. • Go round the class helping students where necessary Ex: 3 P: 60 • Ask students to think of their own true funny situation. • Ask them to refer to the prompts in exercise 2 for guidance and write a sentence of their own which summarises their funny situation Ex: 4 P: 60 • Ask students to tell the class their stories. This time the details of their stories should be true. • Remind them to use the past continuous tense when telling their stories. • Give them feedback on how well they used the past continuous tense to tell their stories SoundSpot •Ask students to read the words for each question. Don't correct any pronunciation errors they may make. • Play the recording and ask students to circle the words they hear. • Check answers together orally. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils read the text quickly. In pairs, ask and answer the questions. ANSWERS 3 last Sunday 4 Someone knocked on the door. 5 Her dad opened the door. 6 The woman who lives next door. 7 They shook hands. 8 that he had food all over his hands 9 The woman's hand was really dirty. They both laughed about it. •Pupils choose a situation and use your imagination about who, when and what happened. In pairs, tell your story using the past simple and past continuous ANSWERS Students own answer •Pupils think of your own funny situation. Write one sentence to say what happens. ANSWERS Students own answer •Pupils tell the class your story. ANSWERS Students own answer. •Pupils listen and circle the word you hear. ANSWERS 1 fight 2 riding 3 niece 4 seat 5 while |
Descriptor: - read the text quickly - answer the questions Total: 2 point
Descriptor: - choose a situation - tell your story Total: 2 point Descriptor: - Write one sentence to say what happens. Total: 2 point
Descriptor: - tell the class your story. Total: 1 point Descriptor: - listen and circle the word you hear 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 |
Short term plan: term 3
Unit: 5 Our Health |
Lesson 53 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Grammar 2 Short answer forms |
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Learning objectives |
6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 6.6.2.1 use quantifiers many, much, a lot of ,a few on a limited range of familiar general and curricular topics 6.3.2.1 ask simple questions to get information about a limited range of general topics |
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Lesson objectives |
Learners will be able to: - to facilitate students' understanding of when and how to use short answer forms - to give practice responding in short answer form |
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Value links |
Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others. |
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Plan |
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:61 • Ask students to look at the cartoon. • Give students a short time to choose the correct answers based on what is happening in the picture. • Check answers together orally. Ex: 2 P: 61 • Ask students to look at the picture exercise • Give students a short time to write answers questions • answers together orally Ex: 3 P: 61 • Put students in pairs, and ask them to ask and answer questions about the two pictures in exercises 1 and 2. • Remind them to use the past simple and past continuous Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Pupils look at the picture and choose the correct answer. ANSWERS 1 Yes, it is. 2 No, he hasn't. 3 Yes, he is. 4 Yes, she can 5 No, he can't. 6 Yes, it is. 7 No, it isn't. • Pupils look at the picture and write short answers. ANSWERS 2 wasn't 3 he 4 they 5 she 6 wasn't 7 wasn't 8 didn't • Pupils in pairs, ask and answer questions about the two pictures. Use the past simple and past continuous. ANSWERS Students own answer |
Descriptor: - look at the picture - choose the correct answer. Total: 2 point Descriptor: - look at the picture - write short answers. Total: 2 point Descriptor: - work Pupils in pairs - ask and answer questions - use the past simple and past continuous. Total: 3 point -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: |
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Poster Success |
Short term plan: term 3
Unit 5 Our Health |
Lesson 54 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Project: writing a story |
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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: - to develop skills necessary to write a story - to encourage students to think up ideas to start building an original story |
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Value links |
Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others. |
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Plan |
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 an informal email |
Pictures worksheet Student’s book |
Middle of the lesson Presentation part. 30 min |
Ex:1 P:62 • Ask students to read the story. Encourage them to take note of the sentences and phrases at the beginning of the story that describe what was happening, when it was happening, and what the writer was doing at the time. • Give students a short time to read the story again and make notes to answer the questions. • Tell them that notes can be written as words or short phrases. Ex: 2 P: 62 • Explain to students that they're going to write an original story. • Ask them to use their imagination and answer the questions to complete the table. • Explain that they will use this information to begin writing their stories. Ex: 3 P: 62 • Explain to students that they are going to complete the Planner on page 126. • Point to the first column and explain that these are the different parts of a story. • Point to the second column and explain that this is where they will decide on an interesting title as well as the details of the story, eg what happened, who was there, what each person did or said, etc. • Ask students to write as much detail as they can (in note form) in the third column to help expand on their story. • Check their planners before moving on to exercise 4. Ex: 4 P: 62 • Explain them that using notes not cheating and it's important make detailed plan before you start writing. • Invite them look back at the story Writing exercise 1A Wii Accident |
Pupils read the story and make notes to answer the questions. ANSWERS 2 his brother (Sam) 3 in the living room 4 playing a dancing game (on the Wii) 5 their dog Bessie 6 Bessie suddenly jumped up and jumped on Sam. 7 Sam fell over, and hit the TV. 8 The TV fell off the table and fell on the floor. 9 He started laughing. 10 because it was so funny 11 Their dad came into the room. 12 He was angry (about the TV). 13 He thought it was funny Pupils you are going to write a story. Use your imagination to complete the information. ANSWERS Students own answer Pupils complete the planner on page 126. ANSWERS Students own answer Pupils write your story. Use the ideas in your planner and draw a picture to go next to your story ANSWERS Students own answer |
Descriptor: - read the story - answer the questions. Total: 2 point Self assessment Descriptor: - write a story - use your imagination to complete the information Total: 3 point Descriptor: - complete the planner Total: 1 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: |
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Poster Success |
Short term plan: term 3
Unit 5 Our Health |
Lesson 55 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Culture Spot: Kazakh Rules of Hospitality |
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Learning objectives |
6.4.5.1 deduce meaning from context in short texts on a limited range of familiar general and curricular topics 6.5.1.1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics |
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Lesson objectives |
Learners will be able to: -to introduce Kazakh rules of hospitality and to encourage students to share their ideas |
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Value links |
Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others. |
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Plan |
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 Kazakh Rules of Hospitality |
Pictures worksheet Student’s book |
Middle of the lesson Presentation part. 30 min |
Ex:1 P:63 • Ask students to answer the question in pairs. You may ask students to answer individually, or work together as a class Ex: 2 P: 63 • Ask students to silently and individually read the text. Encourage them to ignore all unknown vocabulary at this stage. • When students have finished, introduce words from Glossary. • Ask students to write down words from Glossary in their notebooks. • Match the types of guests with the names in English. Ex: 3 P: 63 • Ask students to read the text again. Tell students they should decide whether each statement is true or false and to circle T or F. Check answers together when students have finished Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils answer the question. What rules of hospitality do know? Discuss your ideas in pairs. ANSWERS Students own answer Pupils read the text. Match the types of guests with the names in English: ANSWERS a 2 b 1 c 3 Pupils read the text again and decide if the sentences below are true or false ANSWERS 1T 2T 3T 4F |
Descriptor: - answer the question - discuss your ideas in pairs. Total: 2 point Self assessment Descriptor: - read the text - match the types of guests Total: 2 point Descriptor: - read the text again -mark the statements 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: |
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Poster Success |
Short term plan: term 3
Unit 5 Our Health |
Lesson 56 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Looking Ahead! |
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Learning objectives |
6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 6.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics 6.6.2.1 use quantifiers many, much, a lot of ,a few on a limited range of familiar general and curricular topics |
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Lesson objectives |
Learners will be able to: -to learn and use phrases related to time |
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Value links |
Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others. |
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Plan |
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 |
Pictures worksheet Student’s book |
Middle of the lesson Presentation part. 30 min |
Vocabulary • Ask students to look at the answer choices and ask them some questions about the choices, eg What are most of these numbers in the answer choices? (years), What about 21st? (a particular day), In answer choice b, how many years between the two numbers are there? (10), What about in answer choice h? (100), And in answer choice f? (1000) • Give students a short time to choose the correct answer. • Check answers together orally. Ex:1 P:64 • Ask students to silently and individually read the text. Encourage them to ignore all unknown vocabulary at this stage. • Ask students some very general and simple questions about the text, eg What kind of text is it? (an article), Who is the writer? (a reporter), What is the text about? (Kirstie Walker and her predictions about her life) • Ask students to look at the pictures and say which picture is probably most recent (c) and which picture is the distant future (b and/or d). • Check answers together orally. Ex: 2 P: 64 • Encourage students to do this task quickly but carefully (to help develop their scanning skills). • Tell students they should decide which statements Kirstie is sure of and tick them. Encourage students to underline in the text where they find the answer. When they have finished, discuss the answers together. Encourage students to justify their answers by giving reasons. |
Pupils match ANSWERS 1d 2 g 3 a 4 e 5 b 6 h 7 f 8 c Pupils read the article and match each paragraph with a picture. ANSWERS 1 c 2 f 3 a 4 e 5 b 6 d Pupils read the article again and tick (✔) the statements Kirstie is sure of. ANSWERS 1✓ (In a month? ... It'll be the summer holidays...) 4✓ (If I haven't got a driving licence when I'm eighteen, I'll be upset!) 6✓ (Look at what life was like a hundred years ago. It was totally different from now |
Descriptor: - match the numbers Total: 2 point Self assessment Descriptor: - read the article - match each paragraph with a picture Total: 2 point Descriptor: - read the article again - tick (✔) the statements 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: |
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Poster Success |
Short term plan: term 3
Unit 5 Our Health |
Lesson 57 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Grammar 1 First conditional |
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Learning objectives |
6.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics 6.4.5.1 deduce meaning from context in short texts on a limited range of familiar general and curricular topics 6.5.1.1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics |
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Lesson objectives |
Learners will be able to: -to learn and use phrases related to time - to learn how to talk about possible situations in the future and the results of those situations using the |
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Value links |
Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others. |
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Plan |
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 |
Pictures worksheet Student’s book |
Middle of the lesson Presentation part. 30 min |
Ex:1 P:66 • Ask students to choose the correct word or phrase. Check answers orally and ask students to justify their answers, eg 1 If it rains tomorrow, I'll stay home. because we use the present simple in the if clause. Ex: 2 P: 66 • Explain to students that they have to complete the gaps with the correct form of each verb. • Check answers orally and/or by writing them on the board. Ex: 3 P: 66 • Explain to students that each of the phrases in bold is incorrect. • Ask students to write the correct form of each of the phrases in bold on the line. • Check answers orally and/or by writing them on the board. Ex: 4 P: 66 • Ask students to read the sentences in each item carefully, then make a new sentence using the first conditional and both of the sentences. • When students have finished, check their answers together by asking them to read the sentences aloud. |
Pupils choose the correct word or phrase. ANSWERS 1 rains 2 doesn't 3 won't go 4 isn't 5 's Pupils put the verbs into the correct form. ANSWERS 1 will move 2 will go 3 will make 4 won't be 5 will have 6 won't study 7 won't pass 8 won't get Pupils each of the phrases in bold is incorrect. Rewrite them correctly. ANSWERS 1 continues 2 have 3 aren't 4 isn't 5 is Pupils write sentences using the first conditional. ANSWERS 2 If it snows tomorrow, I'll go skiing. 3 If my sister buys a new mobile phone, she'll give me her old one. 4 If our teacher doesn't come to school tomorrow, we won't have a test. 5 If my mum lets me get a dog, I'll call it Lucky. 6 If my grandparents visit us this weekend, we'll play cards together |
Descriptor: - choose the correct word or phrase Total: 2 point Self assessment Descriptor: - put the verbs into the correct form Total: 2 point Descriptor: - write the correct form of each of the phrases in bold Total: 2 point Descriptor: - write sentences using the first conditional. 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: |
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Poster Success |
Short term plan: term 3
Unit 5 Our Health |
Lesson 58 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Vocabulary |
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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 6.5.6.1 link, with some support, sentences into a coherent paragraph using basic connectors on a limited range of familiar general topics |
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Lesson objectives |
Learners will be able to: -to develop students' ability to recognise and use phrases for asking and giving directions |
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Value links |
Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others. |
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Plan |
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 |
Pictures worksheet Student’s book |
Middle of the lesson Presentation part. 30 min |
Ex:1 P:67 • Ask students to match each phrase from the box with a picture. • You may also wish to refer students to the Vocabulary database on page 128. • Check the answers together orally. Ex: 2 P: 67 • Ask students to read the text and complete each gap with a word from exercise 1. • Go round the class helping students where necessary. Ask or assign a student or students to read the text aloud and ask students to check their answers as they listen. Ex: 1 P: 67 • Explain to students that they are going to listen to someone giving directions to someone else. • Ask students to look at the items in the exercise and predict what the speakers might say for a few of the items, eg Go straight on Earth Street for Earth Street, Turn left at the museum for museum, etc. • Play the CD track once all the way through. • Ask students to circle the correct options as they listen.. • Repeat the CD track if necessary. Ex: 2 P: 67 • Explain students that they will listen to recording again • Ask them to take out piece of paper and explain they are going to draw a map and show on the where the man should • Play the CD track againPause when you hear the place on the map This the corner of Earth Street and Roadand ask students to draw two streets on their of paperlabel them Earth Street and Sun Road and a small picture of man to show where the man is |
Pupils write a phrase from the box below each picture. ANSWERS 1 turn right 2 turn around, turn round, turn back (in any order) 3 go straight on, go straight ahead (in either order) 4 turn left 5 cross the road 6 go past Pupils write a word from exercise 1 in each gap. ANSWERS 1 turn 2 go 3 Turn 4 turn 5 Go 6 cross 7 go Pupils listen to someone giving directions and choose the things they mention. ANSWERS 1 Earth Street 2 Sun Road 3 crossroads 4 museum 5 Mars Street 6 supermarket 7 theatre 8 traffic lights 9 shopping centre 10 the Moon Pupils listen again and draw where the man will go. ANSWERS Students own answer |
Descriptor: - write a phrase - match each phrase from the box with a picture Total: 2 point Self assessment Descriptor: - write a word from Total: 2 point Descriptor: - listen to someone giving directions - choose the things they mention Total: 2 point Descriptor: - listen again - draw where the man will go. 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: |
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Poster Success |
Short term plan: term 3
Unit 5 Our Health |
Lesson 59 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Speaking |
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Learning objectives |
6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 6.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics 6.4.5.1 deduce meaning from context in short texts on a limited range of familiar general and curricular topics |
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Lesson objectives |
Learners will be able to: - provide practice in talking about future possibilities |
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Value links |
Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others. |
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Plan |
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 |
Pictures worksheet Student’s book |
Middle of the lesson Presentation part. 30 min |
Ex:1 P:68 • Explain to students that they are going to listen to the dialogue that they can see in exercise 1. • Play the CD track. • Then ask students to form pairs and read out the dialogue together. • When they have finished, they should swap roles Ex: 2 P: 68 • Go through the Phrase Bank! with students before you ask students to do exercise 2. • Ask students to remain in pairs and ask each other about their weekend plans. • Encourage them to give two or three possibilities Ex: 3 P: 68 • Explain to students that, for this task, they are going to imagine what their life will be like in two years' time. • Ask them to make notes on the lines provided. • Encourage them to use their imagination Ex: 2 P: 68 • Ask students to tell the class what they imagine their life might be like in two years' time. Explain to them that they may use their notes from exercise 3 and phrases they learned from the Phrase Bank! for assistance |
Pupils listen. Then, in pairs, read the dialogue. ANSWERS Students own answer Pupils in pairs, ask about your weekend plans. Give two or three possibilities each. ANSWERS Students own answer Pupils what will your life be like in two years’ time? Make notes. ANSWERS Students own answer Pupils tell the class what your life might be like in two years’ time. ANSWERS Students own answer |
Descriptor: - listen and read - read the dialogue Total: 2 point Self assessment Descriptor: - work in pairs - give two or three possibilities Total: 2 point Descriptor: - make notes on the lines provided. Total: 2 point Descriptor: - tell the class what they imagine their life might be 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: |
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Poster Success |
Short term plan: term 3
Unit 5 Our Health |
Lesson 60 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Grammar 2 Adverbs of degree |
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Learning objectives |
6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 6.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics 6.4.5.1 deduce meaning from context in short texts on a limited range of familiar general and curricular topics |
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Lesson objectives |
Learners will be able to: -to facilitate students' understanding of the functions and usage of adverbs of degree |
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Value links |
Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others. |
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Plan |
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 |
Pictures worksheet Student’s book |
Middle of the lesson Presentation part. 30 min |
Ex:1 P:69 • Explain to students that they are going to rewrite each of the sentences in the exercise using the word in bold • Ask them to look at the example (item 1) and explain why a changes to an (because extremely starts with a vowel sound). Remind them to be very careful with the indefinite article as they might need to change a to an, or vice versa. • Refer them to the grammar box where they can see the position of the adverbs. • When students have finished, check the answers togeth Ex: 2 P: 69 • Ask students to read the text and choose the correct word or phrase to complete the sentences. • When students have finished, check the answers together orally by asking or assigning a student to read the text aloud. Ex: 3 P: 69 • Ask students to read the notes in exercise 3 and complete them with their own information using an adverb of degree. Go round the class helping students where necessary. When students have finished, ask a few students to read out their answers. |
Pupils rewrite the sentence using the word or phrase in bold ANSWERS 2 That's a really old computer. 3 That's a very interesting question. 4 You're almost an adult. 5 Driving a flying car is quite difficult. 6 Let's walk really quickly to get there in time. 7 I think about the future a lot. 8 It's nearly time for lunch Pupils choose the correct word or phrase ANSWERS 1 a lot 2 nearly 3 quite important 4 really 5 an extremely 6 a lot 7 very much 8 very Pupils write about you ANSWERS Students own answer |
Descriptor: - rewrite the sentence - use the word or phrase in bold Total: 2 point Self assessment Descriptor: - choose the correct word or phrase - complete the sentences Total: 2 point Descriptor: - make notes on the lines provided. Total: 2 point -Make CCQ questions Yes / No Total: 1 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: |
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Poster Success |
Short term plan: term 3
Unit 5 Our Health |
Lesson 61 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Project: writing an article Summative assessment for the unit 5 |
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Learning objectives |
6.1.3.1 respect differing points of view 6.2.5.1 understand most specific information and detail of short, supported talk on a wide range of familiar topics 6.5.1.1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics |
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Lesson objectives |
Learners will be able to: -to develop the skills necessary to produce an article |
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Value links |
Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others. |
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Plan |
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 What would you do, if you were a famous? |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job! Descriptor: - talk about favourite day Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Student’s book |
Middle of the lesson Presentation part. 30 min |
Ex:1 P:70 • Ask students to read the article silently and individually, then answer the questions. • Check answers together when students have finished. Ex: 2 P: 70 •Explain to students that they are going to write an article similar to the article from the writing section. • Explain to them that their article will be called If I become famous. • Ask them to look at the ideas in the exercise and to choose one. • Encourage them to choose their own idea if they wish, and write it on the line Ex: 3 P: 70 • Explain to students that they are going to complete the notes in the table. • Explain that in the first column they are going to write notes about how they and others will feel about them becoming famous. • Then explain that in the second column they are going to imagine what might happen because of the things they do after they become famous Summative assessment for the unit 5 |
Pupils read the article and match each paragraph with a statement. There are two paragraphs you will match with two statements ANSWERS 1 b, c 2 f 3 a 4 d, e Pupils are going to write an article called If I become famous. What will you do if you become famous? Choose a general idea from the list below ANSWERS Students own answer Pupils сomplete the notes ANSWERS Students own answer |
Descriptor: - read the article - match each paragraph Total: 2 point Self assessment Descriptor: - write an article - choose a general idea from the list Total: 2 point Descriptor: - сomplete the notes Total: 2 point -Make CCQ questions Yes / No Total: 1 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: |
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Poster Success |
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 |
Friends and Family! |
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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. 6.1.8.1 develop intercultural awareness through reading and discussion 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: - learn and use phrases to talk about getting on with friends and family - develop students' topic vocabular |
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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 |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson Warming-up
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. Lead – In |
The aim: To develop pupils speaking skills and create friendly atmosphere Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions What do you see in this picture? What kind of animals do you see? Do they farm animals or wild animals? |
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 |
Pictures worksheet Picture |
Middle of the lesson Presentation part. 30 min |
Ex:1 P: 98 • Ask students to silently and individually read the text. Encourage them to ignore all unknown vocabulary at this stage. • Ask students some very general and simple questions about the text, eg What kind of text is it? (a dialogue), Who are the speakers? (Phoebe and Lauren), What is the text about? (Lauren can't go to Phoebe's party). • Give students a few minutes to do exercise 1. • Check answers together with students. . Ex: 2 P: 99 • Encourage students to do this task quickly but carefully (to help develop their scanning skills). • Ask students to read the text again, decide whether each statement is true or false by circling 'T' or 'F. • When they have finished, discuss the answers together. Encourage students to justify their answers by giving reasons. Ex: 3 P: 99 • You can ask students to form pairs and ask and answer the questions in this task, or you can ask students to do the task individually and write their answers in their notebooks. Wordpower! Explain to students that all the answers appear in the dialogue they have read. • Ask students to try to complete the gaps without referring back to the text, but explain that they can if necessary. • Remind students that they should only write one letter in each gap and that the first letter has been given to help them. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the dialogue and write ‘L’ for Lauren or ‘P’ for Phoebe. ANSWERS 1P 2 L 3 P 4 P • Learners read the dialogue again and decide if the statements are true (T) or false (F). ANSWERS 1 F (Why are you frowning, Lauren?... I can't go to your party on Saturday, Phoebe.) 2 F (I get upset and they get angry. We start shouting and then I cry.) 3 T (Try to smile and explain to them how you feel without getting upset.) 4 T (They probably worry about you.) 5 F (How can I show them I'm old enough and they can trust me?) 6 T (Could you ask your dad for me?) • Learners talk about you. ANSWERS Students own answer • Learners write one letter in each gap to complete the words ANSWERS 1 fair 2 let 3 argue 4 permission 5 get on with 6 relationship 7 grow up 8 allow |
Descriptor: - read the dialogue - write ‘L’ for Lauren or ‘P’ for Total: 2 point
Self assessment Descriptor: - read the dialogue - mark the statements Total: 2 point Descriptor: - talk about you. Total: 1 point Descriptor: - write one letter - complete the words Total: 1 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 |
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 |
Grammar 1 can and could |
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Learning objectives |
6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 6.2.5.1 understand most specific information and detail of short, supported talk on a wide range of familiar topics 6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics |
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Lesson objectives |
Learners will be able to: - facilitate students' understanding of the functions and usage of can and could |
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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 |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson Warming-up
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. Lead – In |
The aim: To develop pupils speaking skills and create friendly atmosphere Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions What do you see in this picture? What kind of animals do you see? Do they farm animals or wild animals? |
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 |
Pictures worksheet Picture |
Middle of the lesson Presentation part. 30 min |
Ex:1 P: 100 • Explain to students that they have to write sentences about the pictures using can/can't and could/couldn't and the words below the pictures. • Check answers orally and/or by writing them on the board. Ex: 2 P: 100 • Ask students to choose the correct word or phrase. Check answers orally and ask students to justify their answers, eg 1 Yes, you can stay with Molly. because we use the bare infinitive after can. Ex: 3 P: 100 • Ask students to look at the words in each of these items and reorder them to make questions. • Check answers orally and/or by writing them on the board. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners write sentences using can/can’t and could/couldn’t ANSWERS 2 She could dance yesterday, but now she can't. 3 He could play basketball last Saturday, but now he can't. 4 She couldn't have a picnic this morning, but now she can • Learners choose the correct word or phrase. ANSWERS Students own answer • Learners reorder the words to make questions. ANSWERS 2 Could you drive me to the football match? 3 Can I go to the cinema tonight with Ben / with Ben tonight? 4 Can I stay at Lizzie's house tonight? 5 Could you ask Mr Turner to come in? 6 Could Rachel stay here on Friday night |
Descriptor: - write sentences using can/can’t Total: 2 point
Self assessment Descriptor: - choose the correct word Total: 2 point Descriptor: - reorder the words to make questions. Total: 1 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 |
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 |
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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 6.6.14.1 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: - develop students' ability to recognise and use words that describe facial gestures - give practice in listening for gist and specific information |
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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 |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson Warming-up
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. Lead – In |
The aim: To develop pupils speaking skills and create friendly atmosphere Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions What do you see in this picture? What kind of animals do you see? Do they farm animals or wild animals? |
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 |
Pictures worksheet Picture |
Middle of the lesson Presentation part. 30 min |
Ex:1 P: 101 • Ask students to look at the pictures and complete the emotions using the endings from the box. Encourage students to make a guess if they're not sure. You may also wish to refer students to the Vocabulary database on page 128. Check the answers orally and/or write answers on the board. Ex: 2 P: 101 • Ask students to read the short dialogues and complete each gap with an appropriate word from exercise 1. Go round the class helping students where necessary Listening Ex: 1 P: 101 • Ask or assign students to read the dialogues aloud and ask students to check their answers as they listen. Ex: 2 P: 101 • Explain to students that they are going to listen to a conversation. Go through the items in the task and ask students to predict what the person might say for each thing, eg Can I go to a party? for Item 1, I can study for the test on Sunday. for Item 2, etc. Accept all reasonable answers at this stage. Play the CD track once all the way through. Repeat if necessary. Ask students to choose the correct answer, A, B or C, as they listen to the conversation. |
• Learners complete the emotions using the endings from the box. ANSWERS 1 angry 2 confused 3 scared 4 surprised 5 upset 6 worried • Learners write a word from exercise 1 in each gap. ANSWERS 1 upset/angry2 angry/upset 3 worried 4 surprised 5 scared 6 confused • Learners listen to a conversation. As you listen, choose the correct answer, A, B or C ANSWERS 1 A (...there's a party at Oscar's house on Saturday.... Can I go?)2 C (And I can get ready for the test on Sunday.) 3 B (I couldn't stay at Paul's house last month...) 4 B (It starts at eight.... 11 o'clock. The party ends then.) • Learners listen again and circle the person who mentions these things. ANSWERS 1 Liam (Well, there's a party at Oscar's house on Saturday.) 2 Liam's dad (You've got a lot of homework at the moment,...) 3 Liam's mum (You're still very young, and we worry about you.) 4 Liam (I'm nearly 13!) 5 Liam (It starts at eight.) 6 Liam's dad (OK, but make sure you do your homework first |
Descriptor: - look at the pictures - complete the emotions using the endings Total: 2 point
Self assessment Descriptor: - read the short dialogues - complete each gap with an appropriate word Total: 2 point Descriptor: - read the dialogues - choose the correct answer Total: 1 point Descriptor: - listen to a conversation - circle the person Total: 1 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 |
Short term plan: term 4
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 |
Speaking |
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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 6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics |
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Lesson objectives |
Learners will be able to: - provide practice in asking for, giving and refusing permission - introduce students to basic phrases and questions |
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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 |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson Warming-up
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. Lead – In |
The aim: To develop pupils speaking skills and create friendly atmosphere Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions What do you see in this picture? What kind of animals do you see? Do they farm animals or wild animals? |
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 |
Pictures worksheet Picture |
Middle of the lesson Presentation part. 30 min |
Ex:1 P: 102 • Explain to students that they are going to listen to the dialogue in exercise 1. Play the CD track once all the way through. Repeat if necessary. Then, in pairs, ask students to read the dialogue. When they have finished reading the dialogue, they should swap roles Ex: 2 P: 102 • Go through the Phrase Bank! with students before you ask students to do exercise 2. Put students into pairs, or allow them to choose their own partner. Explain that they're going to do a role-play. Ask one student to pretend they are a teenager and the other student to pretend they are a parent. Ask students to use the information in the boxes to form questions and responses, and to use the phrases from the Phrase Bank!. Encourage them to use their imagination. SoundSpot Ex: 1 P: 102 • Ask students to look at the words can and can't in exercise 1 and to practise saying both words. Say them along with students if you like. Play the recording and ask students to say each word after they hear it on the recording Ex: 2 P: 102 • Explain to students that they are going to listen to the sentences in exercise 2 and ask them to circle the word they hear. Remind them to listen carefully for the difference between can and can't. |
• Learners listen. Then, in pairs, read the dialogue ANSWERS Student’s own answer • Learners in pairs, do the role-play. Follow the instructions and use your imagination. When you have finished, swap roles. ANSWERS Student’s own answer • Learners listen and repeat these words. ANSWERS Student’s own answer • Learners listen and choose the word you hear ANSWERS 1 can 2 can't 3 can't 4 can |
Descriptor: - listen to the dialogue - read the dialogue Total: 2 point
Self assessment Descriptor: - work in pairs - do a role-play. Total: 2 point Descriptor: - look at the words can and can't in exercise 1 - practise saying both words. Total: 1 point Descriptor: - listen and choose the word Total: 1 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 |
Short term plan: term 4
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 |
Grammar 2 should, must and have to |
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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: - consider how we talk about obligation, lack of obligation and giving advice |
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Value links |
National values begin with respect for the nation Kazakhstan is a multinational state. According to research, there are more than 130 nationalities in Kazakhstan. The formation of a nation as a nation begins primarily with the glorification of national values. |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson Warming-up
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. Lead – In |
The aim: To develop pupils speaking skills and create friendly atmosphere Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions What do you see in this picture? What kind of animals do you see? Do they farm animals or wild animals? |
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 |
Pictures worksheet Picture |
Middle of the lesson Presentation part. 30 min |
Ex:1 P: 103 • Ask students to look at the pictures and the table. Ask them to write sentences about Anna and Bobby using must or have to in the correct form. Explain that more than one answer may be possible for some of the items. When students have finished, check the answers together. Ex: 2 P: 103 • Ask students to look at the pictures again and write sentences about themselves. Go round the classroom assisting students where necessary. When students have finished, ask students to read out their sentences. You may wish to extend this task by asking students to close their books, and to repeat what they have to/don't have to/etc do. Ex: 3 P: 103 • Ask students to complete the exercise by writing advice on the second line of each item using should and shouldn't and a phrase from the box. When students have finished, check the answers together. Assign students to read out the dialogues. Time permitting, repeat with as many students as possible. |
• Learners write sentences about Anna and Bobby. Use must or have to in the correct form. ANSWERS 2 Anna must feed / has to feed the goldfish. Bobby doesn't have to feed the goldfish. 3 Anna doesn't have to cook dinner. Bobby doesn't have to cook dinner. 4 Anna doesn't have to empty the bin. Bobby must empty/has to empty the bin. 5 Anna must tidy / has to tidy her room. Bobby must tidy/has to tidy his room • Learners look at each picture in exercise 1 again and write sentences about you. ANSWERS Student’s own answer • Learners complete the advice. Use should or shouldn’t and a phrase from the box ANSWERS 1 You should ask your teacher to help you. 2 You shouldn't get upset with them. 3 You should tell her how you feel. 4 You should try to get on with him |
Descriptor: - write sentences about Anna and Bobby - use must or have to in the correct form. Total: 2 point
Self assessment Descriptor: - look at each picture - write sentences about you Total: 2 point Descriptor: - complete the advice. - use should or shouldn’t Total: 1 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 |
Short term plan: term 4
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 |
Project: writing a set of household rules |
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Learning objectives |
6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 6.3.7.1 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: - develop the skills necessary to write a set of rules - familiarise students with the concept of rules |
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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 |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson Warming-up
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. Lead – In |
The aim: To develop pupils speaking skills and create friendly atmosphere Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions What do you see in this picture? What kind of animals do you see? Do they farm animals or wild animals? |
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 |
Pictures worksheet Picture |
Middle of the lesson Presentation part. 30 min |
Ex:1 P: 104 • * Ask students to read the dialogue silently and individually, and then to answer the questions. Check answers together when students have finished Ex: 2 P: 104 • Ask students to read the set of rules and choose Yes or No to answer the questions. Check answers together when students have finished. Additionally, ask students if they have rules like these in their house. Encourage them to say what's similar, eg I have to tidy my room once a week too. and what's different, eg Rick has to feed the dog and the cat every day, but I don't. Ex: 3 P: 104 • Explain to students that they are going to choose six of the rules in exercise 3 that they will use for their own set of rules. Give them two minutes to complete the task before moving on to exercise 4. |
• Learners read the dialogue and answer the questions ANSWERS 1 No 2 No 3 to write some rules • Learners read this set of rules and choose Yes or No to answer the questions ANSWERS 1 Yes 2 No 3 No 4 Yes 5 Yes • Learners choose six of these to write rules about. ANSWERS Student’s own answer |
Descriptor: - read the dialogue - answer the questions Total: 2 point
Self assessment Descriptor: - read this set of rules - choose Yes or No to answer Total: 2 point Descriptor: - choose six of these to write rules Total: 1 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 |
Short term plan: term 4
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 |
Culture Spot: Daily Duties Now and in the Past |
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Learning objectives |
6.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics 6.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - introduce daily duties now and in the past, to give practice in reading and talking on the topic |
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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 |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson Warming-up
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. Lead – In |
The aim: To develop pupils speaking skills and create friendly atmosphere Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions What do you see in this picture? What kind of animals do you see? Do they farm animals or wild animals? |
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 |
Pictures worksheet Picture |
Middle of the lesson Presentation part. 30 min |
Ex:1 P: 105 • Ask students to answer the question. Invite students to make a list of duties and share their ideas in pair Ex: 2 P: 105 • Ask students to silently and individually read the text. When students have finished reading, introduce words from Glossary, ask students to write down words in their notebooks. Encourage students to make a list of household chores young people had in past. Check answers together when students have finished. Ex: 3 P: 105 • Ask students to read the text and their lists from exercise 1 again. Tell students they should work in pairs and decide who in their families performs each every duty. Encourage students to share their stories with the class |
• Learners answer the question. What are your daily chores and duties? Make a list and discuss your ideas in pairs. ANSWERS Student’s own answer • Learners read the text. Then make a list of household chores young people had in the past. ANSWERS Student’s own answer • Learners read the text and your list from exercise 1 again. Then work in pairs and decide who in your family performs each every duty. ANSWERS Student’s own answer |
Descriptor: - answer the question - discuss your ideas in pairs Total: 2 point
Self assessment Descriptor: - read the text - make a list of household chores Total: 2 point Descriptor: - read the text - work in pairs and decide Total: 1 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 |
Short term plan: term 4
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 |
Animal Magic! |
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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: - learn and use words for people and parts of the body - introduce the topic of strange animal facts |
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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 |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson Warming-up
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. Lead – In |
The aim: To develop pupils speaking skills and create friendly atmosphere Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions What do you see in this picture? What kind of animals do you see? Do they farm animals or wild animals? |
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 |
Pictures worksheet Picture |
Middle of the lesson Presentation part. 30 min |
Vocabulary Ask students to look at the picture and label each of the people and parts as shown. You may wish to refer students to the Vocabulary database on page 139. Review answers together orally. You may wish to point out other body parts that were not labelled and ask students to say what they are. Ex:1 P: 106 • Choose a few volunteers to read each paragraph of the magazine article aloud. Encourage them to ignore all unknown vocabulary at this stage. Start by reading the disclaimer in the pink box. Give students a short time to match each paragraph with a photo; explain to students that one photo won't be used. Review the answers together before moving on. Ex: 2 P: 107 • Give students a short time to make questions by choosing correct phrases from the list a-e. Check the answers together orally. Ex: 3 P: 107 • Ask students to quickly read through the statements and identify any unknown vocabulary (eg they may not know that stuck in number 5 is the past participle of the verb stick). Ask students to read the article again, this time to themselves Ex: 4 P: 107 • Ask students to think about the strange facts they learned from reading the article. Give them a short time to answer the question by noting down one thing they learned. |
• Learners label the picture. ANSWERS 1 adult (man) 2 mouth 3 tooth/teeth 4 tongue 5 adult (woman) 6 foot/feet 7 child • Learners read the article and match each paragraph with a photo. There is one photo you won’t use ANSWERS 1 c 2 a 3 e 4 b • Learners match to make questions. ANSWERS 1 c 2 a 3 e 4 b 5 d • Learners read the article again and decide if the statements are true (T), false (F) or doesn’t say (DS). ANSWERS 1 T (In fact, it seems that goldfish can remember things for at least three months.) 2 F (They don't use a mouth like we do. They use their feet!) 3 DS 4 DS 5 F (...it's stuck to the bottom of its mouth.) 6 T (Their teeth are very sharp (of course!) but they fall out all the time - even when they're adults.) 7 F (A crocodile usually has about 70 teeth in its mouth...) 8 DS 9 T (Did you know... that in real life Walt Disney was scared of mice?) |
Descriptor: - look at the picture - label the picture. Total: 2 point
Self assessment Descriptor: - read the article - match each paragraph with a photo Total: 2 point Descriptor: - match to make questions. Total: 1 point Descriptor: - read the article again - mark the statement Total: 1 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 |
Short term plan: term 4
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 |
Grammar 1 Regular and irregular plurals |
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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 recognise 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: - facilitate students' understanding of the formation and usage of the regular and irregular plurals - give practice using regular plurals to talk about animal groups |
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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 |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson Warming-up
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. Lead – In |
The aim: To develop pupils speaking skills and create friendly atmosphere Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions What do you see in this picture? What kind of animals do you see? Do they farm animals or wild animals? |
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 |
Pictures worksheet Picture |
Middle of the lesson Presentation part. 30 min |
Ex:1 P: 108 • Ask students to choose the correct word. Check answers orally and ask students to justify their answers, eg 1 cherries because nouns ending in a consonant + -y change to -ies. Ex: 2 P: 108 • Ask students to choose the correct form - regular or irregular - of the words in bold to fill in each gap. Check answers together orally. Ex: 3 P: 108 Put students into pairs, or allow them to choose a partner. Explain that they're going to look at the pictures together and ask each other the question What's happening in this picture? Students will take turns being Student A, the one who asks the question, and Student B, the one who provides short answers. |
• Learners choose the correct word. ANSWERS 1 cherries 2 watches 3 boxes 4 sheep 5 children • Learners write the words in bold in the plural to complete each question. ANSWERS 1 mice 2 children, lions 3 men, women, puppies 4 sheep, boxes 5 teeth, hands 6 flies, cherries 7 fish(es), boys • Learners in pairs, ask and answer about the pictures in exercise 2. ANSWERS 2 Four children are looking at two lions. 3 A man and two women are playing with two puppies. 4 Four sheep are jumping over two boxes. 5 A boy is holding a tooth in his hands. 6 Four flies are sitting on some cherries. 7 Five fish are swimming below two boys. |
Descriptor: - choose the correct word. Total: 2 point
Self assessment Descriptor: - choose the correct word. - complete each question. Total: 2 point Descriptor: - work in pairs - answer about the pictures Total: 1 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 |
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 |
Vocabulary |
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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: - develop students' topic vocabulary - give practice in listening for gist and specific information |
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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 |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson Warming-up
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. Lead – In |
The aim: To develop pupils speaking skills and create friendly atmosphere Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions What do you see in this picture? What kind of animals do you see? Do they farm animals or wild animals? |
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 |
Pictures worksheet Picture |
Middle of the lesson Presentation part. 30 min |
Ex:1 P: 109 • Tell students that all the words in bold describe the ways that people and animals move. Ask them to pay close attention to the names of animals as they try matching the sentences to the pictures. Explain they will use one of the pictures three times. Review answers together orally. Ex: 2 P: 109 • Give students a short time to review the cartoon and choose the correct word to describe what the people are doing. Review answers together orally. Ex: 1 P: 109 Explain to students they will be listening to someone describing two of the animals in the pictures. Ask students to look at the three pictures as they listen. As students listen, ask them to choose the correct picture for each animal that is described. Play the CD track once all the way through. Review answers orally together. Ex: 2 P: 109 Explain to students they will listen to the recording again. Ask students to fill in the gaps as they listen. Play the CD track once all the way through. Repeat if necessary. Review answers orally together. |
• Learners read the sentences and match them with the pictures. You will use a picture for three sentences. ANSWERS a 3 b1 c 4 d 2 e 6/7/8 f 5 • Learners look at the cartoon on the right and choose the correct word. ANSWERS 1 pull 2 picked 3 putting • Learners listen to someone describing two animals. Match each description with a picture. You will only use two of the pictures. ANSWERS 1 c 2 a • Learners listen again and write a word in each gap. ANSWERS 1 ears 2 mice 3 teeth 4 finger 5 pulls 6 humans 7 head 8 mouth |
Descriptor: - read the sentences - match them with the pictures Total: 2 point
Self assessment Descriptor: - match them with the pictures - choose the correct word Total: 2 point Descriptor: - listen to someone describing two animals - match each description with a picture Total: 1 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 |
Short term plan: term 4
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 |
Speaking 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 |
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Lesson objectives |
Learners will be able to: - give practice in giving simple instructions - give students additional practice with giving instructions |
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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 |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson Warming-up
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. Lead – In |
The aim: To develop pupils speaking skills and create friendly atmosphere Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions What do you see in this picture? What kind of animals do you see? Do they farm animals or wild animals? |
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 |
Pictures worksheet Picture |
Middle of the lesson Presentation part. 30 min |
Ex:1 P: 110 • Put students into pairs, or allow them to choose a partner. Explain that they're going to listen to a dialogue between a pet shop owner and a customer. Play the CD track once all the way through. Now ask each student pair to read the dialogue, with one student playing the role of the pet shop owner and one playing the role of the customer. When they have gone through the dialogue, they should swap roles Ex: 2 P: 110 • Students should remain in pairs to do the role-play. They will keep their roles as pet shop owner and customer, but this time the pet shop owner will give the customer instructions on how to care for a pet python. Encourage students to use the notes to help them in their role-play. •When they have finished, students can swap roles and repeat the exercise Ex: 1 P: 110 Encourage the students to say the words aloud, but don't correct their pronunciation at this stage. Explain to the students that as they listen, they should underline the correct syllable to show which part of the word is stressed the most. Play the recording and then check students' answers. Ex: 2 P: 110 Ask students to listen again to the recording and repeat the words. Remind them to be careful of which syllables they stress. |
• Learners listen. Then, in pairs, read the dialogue. ANSWERS Student’s own answer • Learners in pairs, do the role-play. Follow the instructions. When you have finished, swap roles ANSWERS Student’s own answer • Learners look at these words. Underline the syllable you think is stressed. Then listen and check. ANSWERS women python children gecko puppy kitten crocodile butterfly goldfish • Learners listen again and repeat the words in exercise 1. ANSWERS Student’s own answer |
Descriptor: - listen to a dialogue between a pet shop owner and a customer Total: 2 point
Self assessment Descriptor: - work in pairs - do the role-play Total: 2 point Descriptor: - listen again - repeat the words Total: 1 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 |