Материалдар / Laser 6 grade 2-3-4 term ҚМЖ жинағы.docx

Laser 6 grade 2-3-4 term ҚМЖ жинағы.docx

Материал туралы қысқаша түсінік
Laser 6 grade 2-3-4 term ҚМЖ жинағы
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Автор материалды ақылы түрде жариялады. Сатылымнан түскен қаражат авторға автоматты түрде аударылады. Толығырақ
10 Қазан 2024
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5 рет жүктелген
1500 ₸
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+75 бонус
беріледі
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Short term plan: term 2

Unit: 3 Our Countryside


Lesson 25

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

On the Farm!

Learning objectives


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

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

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

Lesson objectives

Learners will be able to:

- familiarise students with names for animals and their young

- learn the names of young animals


Value links

People live close with animals, that is why people must care for animals and protect them.

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



Poster Success








Short term plan: term 2

Unit 3 Our Countryside

Lesson 26

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Grammar 1 Present simple

Learning objectives


6.1.7.1 develop and sustain a consistent argument when speaking or writing

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

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

Value links

People live close with animals, that is why people must care for animals and protect them.

Lesson objectives

Learners will be able to:

- facilitate students' understanding of the functions and usage of the present simple

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


Poster Success








Short term plan: term 2

Unit 3 Our Countryside

Lesson 26

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Vocabulary

Learning objectives


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

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

6.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics

Lesson objectives

Learners will be able to:

- develop students' topic vocabulary

- to give practice in listening for gist and specific information

Value links

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

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min





Pre-learning

«Brainstorming» method

7 min.









Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

revise the vocabulary from the previous

Lead – In

.

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

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

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners remember previous lesson vocabulary



Determines the topic and purpose of the lesson





Students say different words from the picture


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!


Descriptor:

- can tell the time

Point 1



Assessment criteria

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





Pictures











worksheet








Picture

Middle of the lesson

Presentation part.

30 min













Ex:1 P: 33

Ask students 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:




Poster Success



Short term plan: term 2

Unit 3: Our Countryside

Lesson 28

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Speaking

Learning objectives


6.1.6.1 organise and present information clearly to others

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

Lesson objectives

Learners will be able to:

- give practice in talking about daily activities

- introduce the topic of daily schedules

Value links

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

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min






Pre-learning

«Brainstorming» method

7 min.





Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

revise the language from the previous lesson

Lead – In

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

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

Students of the class are listed.

Students' attention is drawn to the lesson.


Learners talk about daily routines previous lesson vocabulary



Determines the topic and purpose of the lesson


Students say different words from the picture


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about daily routines

Point 1


Assessment criteria

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




Pictures











worksheet








Student’s book

Middle of the lesson

Presentation part.

30 min














Ex:1 P:34

Ask students to 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

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Grammar 2 Adverbs of frequency

Learning objectives


6.1.9.1 use imagination to express thoughts, ideas, experiences and feelings 6.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics.

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

Lesson objectives

Learners will be able to:

- introduce the use of adverbs to describe frequency

- consider events that occur often, sometimes or never

Value links

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

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min






Pre-learning

«Brainstorming» method

7 min.







Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Revise the vocabulary from the previous lesson

Lead – In

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

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

Students of the class are listed.

Students' attention is drawn to the lesson.





Learners talk about days of the week previous lesson vocabulary


Determines the topic and purpose of the lesson


Students say different words from the picture


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about days of the we

Total: 1 point


Assessment criteria

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




Pictures











worksheet





picture

Middle of the lesson

Presentation part.

30 min













Ex:1 P:35

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:



Poster Success











Short term plan: term 2


Unit 3 Our Countryside

Lesson 30

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Project: writing an informal email

Learning objectives


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

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

Lesson objectives

Learners will be able to:

- familiarise students with the concept of informal emails

Value links

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

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min






Pre-learning

«Brainstorming» method

7 min.







Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Revise the language of the previous lesson.

Lead – In

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

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

Students of the class are listed.

Students' attention is drawn to the lesson.


Determines the topic and purpose of the lesson


Learners talk about favourite dayprevious lesson vocabulary




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


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about favourite day

Total: 1 point


Assessment criteria

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



Poster Success









Short term plan: term 2


Unit 3 Our Countryside

Lesson 31

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Culture Spot: Open-Air Museum

Learning objectives


6.1.3.1 respect differing points of view

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

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

Lesson objectives

Learners will be able to:

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

- use simple transitional phrases (firstly, secondly…, in conclusion, then, but)

Value links

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

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min






Pre-learning

«Brainstorming» method

7 min.







Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Revise the language of the previous lesson.

Lead – In

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

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

Students of the class are listed.

Students' attention is drawn to the lesson.


Determines the topic and purpose of the lesson


Learners talk about favourite dayprevious lesson vocabulary




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


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about favourite day

Total: 1 point


Assessment criteria

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




Pictures











worksheet








Student’s book

Middle of the lesson

Presentation part.

30 min












Ex:1 P: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:



Poster Success

















Short term plan: term 2


Unit 3 Our Countryside

Lesson 32

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Planning for Tomorrow!

Learning objectives


6.1.5.1 use feedback to set personal learning objectives

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

Lesson objectives

Learners will be able to:

- show control of their own learning

- pronounce words and phrases correctly

Value links

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

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min






Pre-learning

«Brainstorming» method

7 min.







Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Revise the language of the previous lesson.

Lead – In

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

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

Students of the class are listed.

Students' attention is drawn to the lesson.


Determines the topic and purpose of the lesson


Learners talk about favourite dayprevious lesson vocabulary




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


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about favourite day

Total: 1 point


Assessment criteria

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



Poster Success


Short term plan: term 2


Unit 3 Our Countryside

Lesson 33

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Grammar be going to

Summative assessment for the unit 3

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

Lesson objectives

Learners will be able to:

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

Value links

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

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min






Pre-learning

«Brainstorming» method

7 min.







Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Revise the language of the previous lesson.

Lead – In

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

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

Students of the class are listed.

Students' attention is drawn to the lesson.


Determines the topic and purpose of the lesson


Learners talk about favourite dayprevious lesson vocabulary




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


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about favourite day

Total: 1 point


Assessment criteria

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



Poster Success



Short term plan: term 2


Unit 3 Our Countryside

Lesson 34

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Wordpower!

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

Lesson objectives

Learners will be able to:

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

Value links

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

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min






Pre-learning

«Brainstorming» method

7 min.







Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Revise the language of the previous lesson.

Lead – In


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

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

Students of the class are listed.

Students' attention is drawn to the lesson.


Determines the topic and purpose of the lesson


Learners talk about favourite dayprevious lesson vocabulary




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


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about favourite day

Total: 1 point


Assessment criteria

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



Poster Success







Short term plan: term 2


Unit 3 Our Countryside

Lesson 35

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Speaking

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

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

Value links

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

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min






Pre-learning

«Brainstorming» method

7 min.







Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Revise the language of the previous lesson.

Lead – In

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

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

Students of the class are listed.

Students' attention is drawn to the lesson.


Determines the topic and purpose of the lesson


Learners talk about favourite dayprevious lesson vocabulary




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


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about favourite day

Total: 1 point


Assessment criteria

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



Poster Success


Short term plan: term 2


Unit 3 Our Countryside

Lesson 36

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Grammar 2 will

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

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

Value links

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

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min






Pre-learning

«Brainstorming» method

7 min.







Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Revise the language of the previous lesson.

Lead – In

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

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

Students of the class are listed.

Students' attention is drawn to the lesson.


Determines the topic and purpose of the lesson


Learners talk about favourite dayprevious lesson vocabulary




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


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about favourite day

Total: 1 point


Assessment criteria

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



Poster Success


Short term plan: term 2


Unit 3 Our Countryside

Lesson 37

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Project: writing an informal email

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

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

Value links

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

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min






Pre-learning

«Brainstorming» method

7 min.







Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Revise the language of the previous lesson.

Lead – In

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

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

Students of the class are listed.

Students' attention is drawn to the lesson.


Determines the topic and purpose of the lesson


Learners talk about favourite dayprevious lesson vocabulary




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


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about favourite day

Total: 1 point


Assessment criteria

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



Poster Success

Short term plan: term 2


Unit 3 Our Countryside

Lesson 38

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Culture Spot: Talented Kazakhstan

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

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

Value links

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

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min






Pre-learning

«Brainstorming» method

7 min.







Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Revise the language of the previous lesson.

Lead – In

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

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

Students of the class are listed.

Students' attention is drawn to the lesson.


Determines the topic and purpose of the lesson


Learners talk about favourite dayprevious lesson vocabulary




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


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about favourite day

Total: 1 point


Assessment criteria

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



Poster Success



Short term plan: term 3

Unit: 3 Our Health


Lesson 49

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Lucky Escapes!

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

Lesson objectives

Learners will be able to:

- learn words of topical vocabulary.

-introduce the topic of different styles: news reporting and useful information

Value links

People live close with animals, that is why people must care for animals and protect them.

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



Poster Success

Short term plan: term 3


Unit 3 Our Health

Lesson 50

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Grammar 1 Past continuous

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

Value links

People live close with animals, that is why people must care for animals and protect them.

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

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


Poster Success















Short term plan: term 3


Unit 5 Our Health

Lesson 51

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Vocabulary

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

Lesson objectives

Learners will be able to:

- develop students' topic vocabulary

- give practice in listening for gist and specific information

Value links

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

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min





Pre-learning

«Brainstorming» method

7 min.









Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

revise the vocabulary from the previous

Lead – In

.

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

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

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners remember previous lesson vocabulary



Determines the topic and purpose of the lesson





Students say different words from the picture


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!


Descriptor:

- can tell the time

Point 1


Assessment criteria

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





Pictures











worksheet








Picture

Middle of the lesson

Presentation part.

30 min













Ex:1 P: 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:




Poster Success

Short term plan: term 3

Unit 5: Our Health

Lesson 52

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Speaking

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

Lesson objectives

Learners will be able to:

- to give practice in telling simple stories

- to introduce the topic of funny stories

Value links

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

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min






Pre-learning

«Brainstorming» method

7 min.





Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

revise the language from the previous lesson

Lead – In

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

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

Students of the class are listed.

Students' attention is drawn to the lesson.


Learners talk about daily routines previous lesson vocabulary



Determines the topic and purpose of the lesson


Students say different words from the picture


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about daily routines

Point 1


Assessment criteria

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




Pictures











worksheet








Student’s book

Middle of the lesson

Presentation part.

30 min














Ex:1 P: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

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Grammar 2 Short answer forms

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

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

Value links

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

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min






Pre-learning

«Brainstorming» method

7 min.






Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Revise the vocabulary from the previous lesson

Lead – In

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

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

Students of the class are listed.

Students' attention is drawn to the lesson.





Learners talk about days of the week previous lesson vocabulary


Determines the topic and purpose of the lesson


Students say different words from the picture


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about days of the we

Total: 1 point


Assessment criteria

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




Pictures











worksheet





picture

Middle of the lesson

Presentation part.

30 min













Ex:1 P: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:


Poster Success





















Short term plan: term 3


Unit 5 Our Health

Lesson 54

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Project: writing a story

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

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

Value links

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

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min






Pre-learning

«Brainstorming» method

7 min.







Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Revise the language of the previous lesson.

Lead – In

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

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

Students of the class are listed.

Students' attention is drawn to the lesson.


Determines the topic and purpose of the lesson


Learners talk about favourite dayprevious lesson vocabulary




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


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about favourite day

Total: 1 point


Assessment criteria

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



Poster Success





Short term plan: term 3


Unit 5 Our Health

Lesson 55

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Culture Spot: Kazakh Rules of Hospitality

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

Lesson objectives

Learners will be able to:

-to introduce Kazakh rules of hospitality and to encourage students to share their ideas

Value links

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

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min






Pre-learning

«Brainstorming» method

7 min.







Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Revise the language of the previous lesson.

Lead – In

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

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

Students of the class are listed.

Students' attention is drawn to the lesson.


Determines the topic and purpose of the lesson


Learners talk about favourite dayprevious lesson vocabulary




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


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about favourite day

Total: 1 point


Assessment criteria

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



Poster Success



















Short term plan: term 3


Unit 5 Our Health

Lesson 56

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Looking Ahead!

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

Lesson objectives

Learners will be able to:

-to learn and use phrases related to time

Value links

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

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min






Pre-learning

«Brainstorming» method

7 min.







Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Revise the language of the previous lesson.

Lead – In

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

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

Students of the class are listed.

Students' attention is drawn to the lesson.


Determines the topic and purpose of the lesson


Learners talk about favourite dayprevious lesson vocabulary




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


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about favourite day

Total: 1 point


Assessment criteria

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




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:



Poster Success







Short term plan: term 3


Unit 5 Our Health

Lesson 57

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Grammar 1 First conditional

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

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

Value links

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

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min






Pre-learning

«Brainstorming» method

7 min.







Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Revise the language of the previous lesson.

Lead – In

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

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

Students of the class are listed.

Students' attention is drawn to the lesson.


Determines the topic and purpose of the lesson


Learners talk about favourite dayprevious lesson vocabulary




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


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about favourite day

Total: 1 point


Assessment criteria

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




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:



Poster Success


Short term plan: term 3


Unit 5 Our Health

Lesson 58

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Vocabulary

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

Lesson objectives

Learners will be able to:

-to develop students' ability to recognise and use phrases for asking and giving directions

Value links

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

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min






Pre-learning

«Brainstorming» method

7 min.







Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Revise the language of the previous lesson.

Lead – In

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

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

Students of the class are listed.

Students' attention is drawn to the lesson.


Determines the topic and purpose of the lesson


Learners talk about favourite dayprevious lesson vocabulary




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


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about favourite day

Total: 1 point


Assessment criteria

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




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:



Poster Success


Short term plan: term 3


Unit 5 Our Health

Lesson 59

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Speaking

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

Lesson objectives

Learners will be able to:

- provide practice in talking about future possibilities

Value links

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

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min






Pre-learning

«Brainstorming» method

7 min.







Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Revise the language of the previous lesson.

Lead – In

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

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

Students of the class are listed.

Students' attention is drawn to the lesson.


Determines the topic and purpose of the lesson


Learners talk about favourite dayprevious lesson vocabulary




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


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about favourite day

Total: 1 point


Assessment criteria

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




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:



Poster Success













Short term plan: term 3


Unit 5 Our Health

Lesson 60

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Grammar 2 Adverbs of degree

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

Lesson objectives

Learners will be able to:

-to facilitate students' understanding of the functions and usage of adverbs of degree

Value links

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

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min






Pre-learning

«Brainstorming» method

7 min.







Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Revise the language of the previous lesson.

Lead – In

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

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

Students of the class are listed.

Students' attention is drawn to the lesson.


Determines the topic and purpose of the lesson


Learners talk about favourite dayprevious lesson vocabulary




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


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about favourite day

Total: 1 point


Assessment criteria

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




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:



Poster Success


















Short term plan: term 3


Unit 5 Our Health

Lesson 61

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Project: writing an article

Summative assessment for the unit 5

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

Lesson objectives

Learners will be able to:

-to develop the skills necessary to produce an article

Value links

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

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min






Pre-learning

«Brainstorming» method

7 min.







Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Revise the language of the previous lesson.

Lead – In

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

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

Students of the class are listed.

Students' attention is drawn to the lesson.


Determines the topic and purpose of the lesson


Learners talk about favourite dayprevious lesson vocabulary



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


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:



Poster Success



Short term plan: term 4

Unit 8: Our neighbourhood


Lesson 81

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Friends and Family!

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

Lesson objectives

Learners will be able to:

- learn and use phrases to talk about getting on with friends and family

- develop students' topic vocabular

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.

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

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Grammar 1 can and could

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

Lesson objectives

Learners will be able to:

- facilitate students' understanding of the functions and usage of can and could

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.

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

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Vocabulary

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

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

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.

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

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Speaking

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

Lesson objectives

Learners will be able to:

- provide practice in asking for, giving and refusing permission

- introduce students to basic phrases and questions

Value links

Hospitality: Traditionally a nomadic culture, hospitality has always been an important part of Kazakh culture.

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

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Grammar 2 should, must and have to

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

Lesson objectives

Learners will be able to:

- consider how we talk about obligation, lack of obligation and giving advice

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.

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

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Project: writing a set of household rules

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

Lesson objectives

Learners will be able to:

- develop the skills necessary to write a set of rules

- familiarise students with the concept of rules

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.

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

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Culture Spot: Daily Duties Now and in the Past

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

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

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.

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

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Animal Magic!

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

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

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.

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

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Grammar 1

Regular and irregular plurals

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

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

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.

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

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Vocabulary

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

Lesson objectives

Learners will be able to:

- develop students' topic vocabulary

- give practice in listening for gist and specific information

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.

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

Teacher name:


Date:


Grade: 6

Number present:

absent:

Lesson title

Speaking

Summative Control work 7 for Unit 8.

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

Lesson objectives

Learners will be able to:

- give practice in giving simple instructions

- give students additional practice with giving instructions

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.

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



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