Материалдар / Lesson plan "English plus 6" Term 3

Lesson plan "English plus 6" Term 3

Материал туралы қысқаша түсінік

3 тоқсанға арналған сабақтың қысқа мерзімді жоспары

ЖИ арқылы жасау

Бұл бетте материалдың қысқаша нұсқасы ұсынылған. Материалдың толық нұсқасын жүктеп алып, көруге болады

Short term plan

Unit 5: Our health		lesson 49
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Activities in and out of school
Learning objectives	6. 2. 1. Comprehension with support of unlimited instructions in class 1; 6. 5. 6. 1 logically combine sentences into paragraphs with little support using basic connectives on various familiar topics;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn vocabulary for school and free-time activities. - Do a general knowledge quiz. - Learn how to talk about school routines. - Write sentences about your routines.
Value links	"Law and Order" Know the basics of the legal system and human rights

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, ask students: What do you usually do at the weekend? Elicit ideas and write them on the board.

Ask: What activities do you do at school? Elicit some ideas and write them on the board.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:56

Point out the full forms of PE and ICT.

Ask students to match the words individually, then compare their answers in pairs.

Check answers, and check understanding of the remaining words in the box. Drill the pronunciation of

any unfamiliar words

Students match eight of the words in the box with photos. Then listen and check.

ANSWERS:

1 football

2 ICT

3 maths

4 chess

5 art

6 science

7 geography

8 drama

Descriptor:

- match eight of the words

- use words in the box

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:56

In a weaker class, allow students to do the quiz in pairs.

If you have time to extend this activity, you can let them look up answers they do not know.

Check answers with the class. Find out

Learners do the Test your knowledge quiz on page 57. Who got the most answers right?

ANSWERS:

1 a

2 c

3 a

4 c

5 b

6 b

7 c

8 b

Descriptor:

- do the quiz in pairs.

Total: 2 point

Task. III

(Task for understanding)

Ex: 3 P:56

Students use their dictionaries to check the meanings.

Point out that several combinations are possible. Students must think carefully about meaning and make logical combinations.

Differentiation: A less motivated student completes the sentences with support

Learners check the meaning of phrases 1-6. Match other words in exercise 1 with the words in blue.

ANSWERS:

1 dance/basketball

/music/chess/football practice

2 maths/science/

history/geography/French/music/ICT test

3 maths/science/

history/geography/French/music/ICT/art homework

4 ICT/PE/drama/

maths/science/history/geography/French/ dance/art/music class.

5 maths/science/

history/geography/French/art/music

Descriptor:

- check the meaning of phrases

- match other words

Total: 2 point

Task. IV

(Task for understanding)

Ex: 4 P:56

Read the task with the class, and allow students time to read through all the questions. In a stronger class, encourage students to think about the kind of information they might expect to hear for each gap, and write their ideas on the board.

Point out that students should listen both for the specific information to answer the questions, and for a general piece of information about Luke and Emily’s favourite day.

They may find it helpful to listen to the CD all the way through first to identify the day, then listen again and answer the questions

Learners listen to Alan and Jessica talk about activities. Complete the sentences. What is their favourite day?

ANSWERS:

1 drama

2 test

3 maths

4 science

5 practice

6 matches

7 classes

Their favourite day is Saturday.

Descriptor:

- listen to Alan and Jessica

- complete the sentences

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 5: Our health		lesson 50
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	School life.
Learning objectives	6. 2. 5. 1 Supportive understanding of specific information and sections in a long conversation on general and academic topics 6. 3. 1. 1 providing basic information about oneself and others at the discussion level within the framework of general topics; 6. 4. 5. 1 identify the main idea from the context within some familiar general and reading topics, including long texts;
Lesson objectives (assessment criteria)	Learners will be able to: - Read about life at a boarding school. - Read for specific information. - Talk about your school and give your opinion about boarding schools.
Value links	"Law and Order" Observance of norms and rules of order and justice understand the need

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Write the word boarding school on the board and elicit or explain that it is a school where children also live during term time.

Ask students if they would like to go to a boarding school.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:58

Discuss the questions with the class and write their ideas on the board.

Background

There are hundreds of boarding schools in Britain. Most are private, for which parents pay fees, but there are also a few state boarding schools. Boarding schools were declining in popularity, but have enjoyed a revival following the success of the Harry Potter books and films

Students answer the question. What do you know about Bilim Innovation Lyceums? How are they different to other schools?

ANSWERS:

Students’ own answers

Descriptor:

- answer the question

- discuss the questions

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:58

Ask students to read the text quickly and count the number of paragraphs (seven).

Then ask them to read through the questions. Explain that seven of these will match the paragraphs. Check students understand the questions. You may need to pre-teach homesick and typical.

Learners read about Beibit's school. Match questions a-h with paragraphs 1-7. There is one extra question. Then listen and check.

ANSWERS:

a 2 b 6 c 1

d not used

e 3 f 7 g 4 h 5

Descriptor:

- read about Beibit's school

-match question

Total: 2 point

Task. III

(Task for understanding)

Ex: 3 P:58

In a weaker class, tell students to underline the parts of the text where they find the answers. Ask students to compare their answers in pairs, then check with the class

Differentiation: A less motivated student completes the sentences with support

Learners read the text again and answer the questions.

ANSWERS:

1 8.30

2 Three times a week.

3 In a break before they do their homework.

4 To the swimming pool. 5 His two best friends.

6 Three times a year in the holidays.

Descriptor:

- read the text

- answer the questions.

Total: 2 point

Task. IV

(Task for understanding)

Ex: 4 P:58

Ask students to find the verbs in the text and work out the meanings of the phrases.

Point out that they can look for the expressions in the questions from exercise 2 as well as the text.

Check understanding of the words and expressions, for example by asking students to use them in their own sentences

Learners find words in the text that go with the words in 1-6

ANSWERS:

1 be homesick

2 share a room

3 have a break

4 chat with friends

5 be busy

6 work abroad

Descriptor:

- find words in the text

- use the words and expressions

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 5: Our health		lesson 51
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Language Focus. Can for ability and permission.
Learning objectives	6. 3. 7. 1 use subject-specific vocabulary and syntax within a number of general and educational topics; 6. 5. 8. 1 correctly write some common and frequently used words in educational topics; 6. 6. 13. 1 use modal forms on many familiar general and academic topics, including mustn't (prohibition), need (necessity), should (recommendation);
Lesson objectives (assessment criteria)	Learners will be able to: - Learn the form and use of can for ability and permission. - Write sentences about your abilities using can. - Learn how to request, give and refuse permission. - Practise a dialogue in which you ask for permission. .
Value links	"Law and Order" Ensuring the protection and safety of society understand the importance of law and order as

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Ask individual students questions using can, for example: Can you swim? Can you play the guitar?

Ask students to find examples of can in the text on page 50. Discuss the examples with the class and elicit that we use can to talk about abilities or permission

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:59

Ask students to read the sentences carefully, then answer the questions. Make sure that students understand the meaning, for example by asking them to translate the sentences into their own language

Students look at the sentence and answer the question

ANSWERS:

1 a and d

3 can’t

2 b, c and e

4 No, we don’t.

Descriptor:

- look at the sentence

- answer the question

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:59

Students identify the use of can in the sentences individually. In a weaker class, check understanding by doing the first item together as an example.

Ask students to compare their answers in pairs before you check with the class

Learners look at the sentences and write P (permission) or A (ability)

ANSWERS:

1 A

2 P

3 A

4 P

5 P

6 A

Descriptor:

- look at the sentences

- write P (permission) or A (ability)

Total: 2 point

Task. III

(Task for understanding)

Ex: 3 P:59

Read the example with the class and elicit one or two more examples of sentences using can for ability.

Go through the ideas in the box and check understanding. In a stronger class ask students to write more sentences, using their own ideas.

Students write their sentences individually. In a weaker class, check students’ answers at this point before they go on to ask and answer.

Differentiation: A less motivated student completes the sentences with support

Learners write sentences about your ability. Use the ideas in the box. Then ask and answer with a partner.

ANSWERS:

Students’ own answers

Descriptor:

- write sentences about your ability

- use the ideas in the box

Total: 2 point

Task. IV

(Task for understanding)

Ex: 4 P:59

Read the example with the class and elicit one or two more examples. Elicit or explain that these sentences all cover permission, rather than ability.

Students write their sentences individually then compare their answers in pairs.

Learners write about things you can or can't do at your school. Use the phrases below and your own ideas.

ANSWERS:

Students’ own answers

Descriptor:

- write about things

- use the phrases

Total: 2 point

Task. V

Ex: 5 P:59

Look at the photo with the students and ask for ideas about what students think is happening (a boy is asking his mum for permission to do something).

Students study the key phrases, then read the dialogue.

Tell them not to worry about the blue words or the gaps at this stage.

Learners look at the key phrases. Complete the dialogue. Then listen and check.

ANSWERS:

1 you can’t

2 Why not

3 Is it OK

4 can I

5 you can

Descriptor:

- look at the key phrases

- complete the dialogue

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 5: Our health		lesson 52
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Food and drink.
Learning objectives	6. 2. 5. 1 understand with support most of the specific information and sections in a long conversation on general and academic topics; 6. 3. 1. 1 providing basic information about oneself and others at the discussion level within the framework of general topics; 6. 5. 6. 1 logically combine sentences into paragraphs with little support using basic connectives on various familiar topics;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn vocabulary for food and drink. - Listen to a report about healthy eating in schools. - Practise extending vocabulary. .
Value links	"Law and Order" Know the basics of the legal system and human rights

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Ask individual students what they have for lunch when they are at school.

If there is a school canteen, ask if the meals are healthy.

Ask students if they make an effort to eat healthy food.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:60

Students work in pairs to match the words with the pictures. Point out that not all the words in the box are needed.

Play the CD for students to check their answers.

Check that students understand the meaning of all the words. Play the CD again and get students to repeat.

Students match in the photos with words in the box.

ANSWERS:

1 soup

2 water

3 fish

4 rice

5 salad

6 cheese

7 meat

8 beans

9 ice cream

10 fizzy drink

11 chips

12 burger

13 sweets

14 juice

15 sandwiches

16 crisp

Descriptor:

- match the photos

- use words in the box

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:60

Remind students that a useful way to learn vocabulary is to put new words in groups and list them in their vocabulary notebooks.

Check students understand the first word in each group.

Students copy the word groups and add two more words to each group. They can use dictionaries for this. In a stronger class, tell them to find four more words.

Learners think of two more words to add to each group

ANSWERS:

Students’ own answers

Descriptor:

- put new words in groups

- use dictionaries

Total: 2 point

Task. III

(Task for understanding)

Ex: 3 P:60

Explain that students are going to listen again for specific information. Allow them time to read the sentences and the multiple choice options. Play the CD twice. Students answer the questions while they listen.

Differentiation: A less motivated student completes the sentences with support

Learners ask and answer the questions with a partner. Then read the key.

ANSWERS:

1 Some

2 many

3 There are a lot of

4 eat

5 isn’t much

Descriptor:

- read the sentences

- answer the questions

Total: 2 point

Task. IV

(Task for understanding)

Ex: 4 P:60

Refer students back to the lunch boxes and text above exercise 1. Explain that they are now going to listen to a radio programme about school lunches. Refer them to the introductory paragraph ‘School lunch’ and allow them time to read it

Learners look at the school lunches in the photos and read the text. Which lunch is very healthy and which is very unhealthy? Listen and check.

ANSWERS:

The lunch from Japan is very healthy. The lunch from the USA is very unhealthy.

Descriptor:

- look at the school lunches

- identify healthy and unhealthy lunch

Total: 2 point

Task. V

Ex: 5 P:60

Learners listen to the programme again and choose the correct answers.

ANSWERS:

1 Some

2 many

3 There are a lot of

4 eat

5 isn’t much

Descriptor:

- listen to the programme

- choose the correct answers.

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 5: Our health		lesson 53
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Language Focus. Countable and uncountable nouns.
Learning objectives	6. 3. 2. 1 asking simple questions to get information on general topics; 6. 5. 7. 1 use a format appropriate to the text level for a variety of written genres in a range of familiar general and subject areas with some support;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn about countable and uncountable nouns. - Learn the difference between a / an, the, some, any, much, many and a lot of. - Write about what you usually eat and drink. .
Value links	"Law and Order" Observance of norms and rules of order and justice understand the need

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Ask students what kinds of foods they like. Elicit some words and write them on the board, for example: bread, chips, vegetables, fish, meat.

Point out that some words are in the singular and some are plural. Elicit that some are countable nouns and some are uncountable

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:61

Read the rules with the class, and allow students time to read through the text quietly.

Students work individually to match the words from the text to the rules, then compare their answers in pairs.

Students study the rules and match the words in blue.

ANSWERS:

a shop rule 1

a sandwich rule 2

the school cafeteria rule

3 the shop rule 4

Descriptor:

- study the rules

- match the words in blue

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:61

Students now put the rules into practice by completing the text.

In a weaker class, allow students to do this in pairs.

Check answers with the class. Encourage students to explain their choices, making reference to the rules.

Learners complete the text with a / an and the

ANSWERS:

1 a

2 the

3 a

4 a

5 a

6 a

7 the

8 the

Descriptor:

- complete the text

- use a / an and the

Total: 2 point

Task. III

(Task for understanding)

Ex: 3 P:61

Refer students to the pictures and elicit that they are made of different foods. Identify some of the foods as a class before they start.

Students complete the table. In a stronger class, ask if students can think of more food for each category

Differentiation: A less motivated student completes the sentences with support

Learners look at the pictures and complete the table with the words in the box.

ANSWERS:

1 rice

2 cheese

3 water

4 vegetables

5 pears

6 crisps

Descriptor:

- look at the pictures

- complete the table

Total: 2 point

Task. IV

(Task for understanding)

Ex: 4 P:61

In a weaker class, work through the activity together, making reference to the sentences in exercise 3. Give students example sentences for each point, and encourage them to write these in their notebooks. For example, for item 1, say: There is some water (singular verb,

uncountable noun). For item 2, say: There isn’t much pasta (much, uncountable noun).

Learners look at the sentences in exercise 3 and choose the correct words in the rules.

ANSWERS:

1 singular

2 much

3 many

4 negative

Descriptor:

- look at the sentences

- choose the correct words

Total: 2 point

Task. V

Ex: 5 P:61

Point out to students that they often need to use the meaning of the sentence to choose the right quantifier.

Allow weaker students to work in pairs.

Learners choose the correct words and then answer the quiz with your partner

ANSWERS:

1 much, b

2 a lot of, a

3 any, b

4 many, a

5 some, a

Descriptor:

- choose the correct words

- answer the quiz

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 5: Our health		lesson 54
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Making, accepting and refusing invitations
Learning objectives	6. 2. 5. 1 understand with support most of the specific information and sections in a long conversation on general and academic topics; 6. 3. 1. 1 providing basic information about oneself
Lesson objectives (assessment criteria)	Learners will be able to: - Listen to a conversation about making, accepting and refusing invitations. - Learn key phrases for making, accepting and refusing invitations. .
Value links	"Law and Order" Ensuring the protection and safety of society understand the importance of law and order as

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Refer students to the photograph and ask: What do you think Jake and Tina are talking about?

Suggest that they might be arranging to meet, and then ask: What do you think they are saying? Elicit some phrases they might be using to invite each other to do something.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:62

In a weaker class, read through the questions with the class and check understanding before they ask and answer.

Allow students a few minutes to talk, then

Students answer the question with a partner

ANSWERS:

Students’ own answers

Descriptor:

- answer the question

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:62

Read the task with the class and explain that they should listen to answer the general question.

When students have listened to the CD, ask the question for the class to answer.

Learners listen to the dialogue. Can Tina go to the shopping centre on Saturday?

ANSWERS:

Yes, she can.

Descriptor:

- listen to the dialogue

- answer the general question

Total: 2 point

Task. III

(Task for understanding)

Ex: 3 P:62

Read through the key phrases and check understanding.

Students can use the main dialogue as a guide to help them complete the gapped dialogue.

After they have listened to the CD to confirm the answers, students

Differentiation: A less motivated student completes the sentences with support

Learners complete the dialogue with the key phrases.

ANSWERS:

1 Are you busy

2 Do you want

3 No, sorry; I can’t.

4 That’s a pity.

5 Sounds good

Descriptor:

- complete the dialogue

- use the key phrases

Total: 2 point

Task. IV

(Task for understanding)

Ex: 4 P:62

Tell students to read through the questions and answers.

Remind them not to worry about the blue words at this stage.

Play the CD twice. Students listen and identify the questions and answers they hear.

Check answers with the class. Elicit and model the remaining question and answer (4 a).

Learners listen to three dialogues. Answer the question.

ANSWERS:

1 b 2 c 3 d

Descriptor:

- listen to three dialogues

- answer the question

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 5: Our health		lesson 55
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	An email about school
Learning objectives	6. 4. 5. 1 identify the main idea from the context within some familiar general and reading topics, including long texts; 6. 5. 1. 1 planning, writing, correcting and checking text-level works on various general and academic topics with the support of the teacher;
Lesson objectives (assessment criteria)	Learners will be able to: - Study a model email. - Learn key phrases for writing emails. - Learn about giving examples. - Write an email about your school.
Value links	"Law and Order" Know the basics of the legal system and human rights

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Ask students: Do you send emails? Who do you send them to? Elicit some ideas.

Ask: What kind of language do you use in emails? Elicit that we use informal language.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:63

Refer students to the email and ask: Who is the email from? What greeting does the writer use? (Hi!) What ending does the writer use? (Bye for now.)

In a weaker class, students can answer the questions in pairs.

Students read the model text and answer the questions

ANSWERS:

1 To give her exchange student some information about her school.

2 The email is informal

3 Paragraph 3

4 Paragraph 4

5 Five: English, maths, science, geography, and French.

Descriptor:

- read the model text

- answer the questions

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:63

Read through the key phrases with the class.

Ask students to find the phrases in the email and complete them.

Ask students to translate the phrases into their own language.

Model pronunciation, and ask students to repeat the phrases

Learners complete the key phrases for giving information.

ANSWERS:

1 some; about

2 starts; there are

3 classes; long

4 All; can

5 after

Descriptor:

- complete the key phrases

- find the phrases in the email

Total: 2 point

Task. III

(Task for understanding)

Ex: 3 P:63

Elicit examples from the model text.

Students complete the sentences with their own ideas.

Ask some students to read out their sentences to the class.

Point out that we use a comma before such as and for example, but not before like

Differentiation: A less motivated student completes the sentences with support

Learners use like, for example and such as to give examples. Find examples of these in the text.

ANSWERS:

... subjects like geography and French. There are clubs after school, for example,drama ... ... snack food, such as sandwiches and pizza ...

Descriptor:

- read the model text

- find examples of these in the text

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 5: Our health		lesson 56
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	My Country. Almaty Marathon.
Learning objectives	6. 2. 5. 1 understand with support most of the specific information and sections in a long conversation on general and academic topics; 6. 4. 5. 1 identify the main idea from the context within some familiar general and reading topics, including long texts;
Lesson objectives (assessment criteria)	Learners will be able to: - Read a text about the Almaty Marathon - Revise and learn nationality words - Learn how to use something, anything, nothing, ever and every - Make a video about fitness training
Value links	"Law and Order" Observance of norms and rules of order and justice understand the need

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Books closed. Put students into small groups. Ask them to discuss what sports they do and whether they do any extra fitness training. Ask the groups to feedback what they found out about each other and who does the most exercise / training.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:64

Students quickly read the text and find the country words. Tell them to write a list in their notebooks with the nationality word next to it in English. Students may need to use their dictionaries for any new nationalities such as Norwegian

Students listen and read the text quickly. Which nationalities run in the Almaty Marathon

ANSWERS:

Russia – Russian Kyrgystan – Kyrgyzstani The UK – British Italy – Italian Spain – Spanish Denmark –Danish Norway –

Descriptor:

- listen and read the text

- use their dictionaries

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:64

Focus students’ attention on the questions. Give them a minute to read them before playing the recording for students to listen to while they read. Students check their answers in pairs. Check answers as a class.

Learners read the text again and choose the correct answers.

ANSWERS:

1 a

2 b

3 c

4 a

5 b

Descriptor:

- read the text aga

- choose the correct answers.

Total: 2 point

Task. III

(Task for understanding)

Ex: 3 P:64

Draw students’ attention to the blue words in the text. Ask them to read out the sentences they are in and write them on the board. Tell students to look at the sentences and in pairs look at the rules 1–4.

-Go through the answers with the class. Make sure they understand that anything is used in questions and negative - not affirmative - sentences. Also point out that in English a double negative = a positive. For example, I don’t have nothing means I have something.

Differentiation: A less motivated student completes the sentences with support

Learners look at the words in blue in the text. Complete the rules

ANSWERS:

1 something I need something to eat.

2 anything, nothing I didn’t do anything. I’ve got nothing to do.

3 every Every Monday evening I go to music school.

4 each We give food to each of the

Descriptor:

- look at the words

- complete the rules

Total: 2 point

Task. IV

(Task for understanding)

Ex: 4 P:64

Students do the exercise individually and check their answers in pairs.

Check answers as a class

Learners complete the sentences with something, anything, nothing, each and every

ANSWERS:

1 Nothing

2 anything

3 anything

4 each

5 Every

6 something

Descriptor:

- complete the sentences

- use something, anything, nothing

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 5: Our health		lesson 57
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	CLIL. Physical Education: Rules of a game.
Learning objectives	6. 2. 5. 1 understand with support most of the specific information and sections in a long conversation on general and academic topics; 6. 4. 5. 1 identify the main idea from the context within some familiar general and reading topics, including long texts; 6. 3. 1. 1 providing basic information about oneself and others at the discussion level within the framework of general topics;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn vocabulary for talking about the rules of a game. - Read a text about basketball. - Practise talking about the rules of a game.
Value links	"Law and Order" Ensuring the protection and safety of society understand the importance of law and order as

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, ask students: What’s your favourite game? Elicit a few ideas and write them on the board.

Point to one of the games and ask: How do you play this game? Elicit some ideas.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:65

Students work in pairs to match the verbs with the actions in the pictures. If students find this difficult, remind them to look closely at the arrows for clues if necessary.

Check answers by calling out the picture numbers at random and asking students to say the verbs

Students match the verbs in the box with actions

ANSWERS:

1 kick

2 catch

3 pass

4 bounce

5 shoot

6 score

7 throw

Descriptor:

- match the verbs

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:65

Refer students to the photo and the title of the text, and elicit that it is about basketball.

Read the question with the class, then play the CD and ask students to read and listen for the information to answer this gist task.

Elicit the answer to the question

Learners read and listen to the text. how many players are there on the court in a basketball game?

ANSWERS:

There are ten players on the court

Descriptor:

- read and listen to the text

- answer to the question

Total: 2 point

Task. III

(Task for understanding)

Ex: 3 P:65

Students work individually to read the text again more closely and answer the questions.

Ask students to compare their answers in pairs, and check any answers they disagree on.

Check that students understand the use of can / can’t for permission when talking about rules.

Differentiation: A less motivated student completes the sentences with support

Learners read the text again and answer the questions.

ANSWERS:

1 It’s from North America.

2 Substitutes change with others during the match.

3 Forty-eight minutes long.

4 You can use one hand to bounce the ball.

5 No, you can’t kick the ball.

6 The other team gets the ball.

Descriptor:

- read the text

- answer the questions

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 5: Our health		lesson 58
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Review 5 p66 Summative assessment for the unit “Our Health”
Learning objectives	6. 3. 3. 1 to express one's opinion in sentences with elements of reasoning within the framework of various general and educational topics; 6. 5. 6. 1 logically combine sentences into paragraphs with little support using basic connectives on various familiar topics;
Lesson objectives (assessment criteria)	Learners will be able to: - Use vocabulary for school and free-time activities - Write sentences using can or can’t
Value links	"Creativity and Innovation" Ability to find optimal ways to solve educational tasks to use new and already familiar algorithms combining, using them in solving non-standard problems

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, ask students: What do you usually do at the weekend? Elicit ideas and write them on the board

Ask: What activities do you do at school? Elicit some ideas and write them on the board

Ask individual students questions using can, for example: Can you swim? Can you play the guitar?

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:66

Ask students to match the words individually, then compare their answers in pairs.

Check answers, and check understanding of the remaining words in the box. Drill the pronunciation of any unfamiliar words

Students match the words in the box with sentences

ANSWERS:

1 chess

2 history

3 ICT

4 PE

5 break

6 maths

7 exam

8 music

Descriptor:

- match the words in the box

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:66

Students do the exercise individually and check their answers in pairs.

Learners complete the list with the words in the box.

ANSWERS:

1 basketball

2 French

3 class

4 juice

5 chips

6 pears

Descriptor:

- complete the list

- use words in the box

Total: 2 point

Task. III

(Task for understanding)

Ex: 3 P:66

In a stronger class ask students to write true sentences, using can or can’t

Students write their sentences individually. In a weaker class, check students’ answers at this point before they go on to ask and answer.

Differentiation: A less motivated student completes the sentences with support

Learners write true sentences with can or can’t

ANSWERS:

Student’s own answer

Descriptor:

- write true sentences

- use can or can’t

Total: 2 point

Task. IV

(Task for understanding)

Ex: 4 P:66

Students do the exercise individually and check students’ answers at this point before they go on to ask and answer.

Learners choose the correct words.

ANSWERS:

1 any

2 much

3 a lot of

4 some

5 a

6 the

7 many

8 a lot of

Descriptor:

- choose the correct words

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 5: Our health		lesson 59
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Project: My Dream school.
Learning objectives	6.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics 6.4.5.1 deduce meaning from context in short texts on a limited range of familiar general and curricular topics
Lesson objectives (assessment criteria)	Learners will be able to: - Create a poster about a dream school. - Follow the steps in a project checklist. - Discuss your school.
Value links	"Creativity and Innovation" Use of various cognitive tools, knowledge about the world be able to collect (linguistic, reading culture, information, service in the digital environment)

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, ask students to list three positive points about their school. Discuss these as a class, then ask for students’ ideas about any ways they could change their school. Do not go into too much detail at this stage, but write their ideas on the board

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:67

Put students into groups of four or five. Read through the questions with them and check understanding. Remind students to use the questions to help them focus their discussion.

It will be helpful if they make notes at this stage. You might like to nominate one person in each group to make notes.

Students work in groups and answer the question.

ANSWERS:

Students’ own answers

Descriptor:

- work in groups

- answer the question.

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:67

Students read through the text individually, then discuss the question in their groups. You could ask for feedback at this stage to find out how many of the ideas in the text had been covered in the students’ discussions.

In a weaker class, help with any vocabulary in the text that students find hard, or refer them to a dictionary

Learners read the text. answer the question

ANSWERS:

Students’ own answers

Descriptor:

- read the text

- discuss the question

Total: 2 point

Task. III

(Task for understanding)

Ex: 3 P:67

Tell students that they are now going to make a similar poster about their own dream school.

Go through the points in the project checklist. Check students understand each of these.

It may help if students use the mind map model from unit 1 to help them structure their initial ideas. They can write My dream school in the middle of a piece of paper, and use the points listed as the different headings. They

can then write words or make simple notes under each one, before they form the short texts to use on their poster.

Learners make a poster about your dream school.

ANSWERS:

Students’ own answers

Descriptor:

- make a poster

- write My dream school

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 6: Travel and leisure		lesson 60
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Travel equipment
Learning objectives	6. 2. 5. 1 understand with support most of the specific information and sections in a long conversation on general and academic topics; 6. 3. 3. 1 to express one's opinion in sentences with elements of reasoning within the framework of various general and educational topics; 6. 5. 8. 1 correctly write some common and frequently used words in educational topics;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn vocabulary for travel equipment. - Do a Rainforest Survival quiz. - Learn about imperatives.
Value links	"Creativity and Innovation" Monitoring, measuring, conducting experiments and experiments ability;

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, write the word rainforest on the board and elicit the meaning.

Teach the words expedition, survival and survive.

Ask students what they think it is like on an expedition in a rainforest. Ask what they think the dangers are, and if it is difficult to survive. Ask: What do you need to take with you when you go to the rainforest? Elicit some ideas and write them on the board.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:68

Ask students to match the words individually, then compare their answers in pairs.

Check answers, and check understanding of the remaining words in the box. Drill the pronunciation of any unfamiliar words

Students match the equipment with photos. Which four things are not in the photos?

ANSWERS:

1 tent

2 sleeping bag

3 rucksack

4 stove

5 waterproof clothes

6 torch

7 first aid kit

8 satellite phone

9 compass

10 map

11 sunscreen

12 insect repellent

Not in the photos: rope, sunglasses, gloves, helmet

Descriptor:

- match the equipment

-identify four things are not in the photos

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:68

Students do the quiz individually. In a weaker class, they can work in pairs.

Ask them to work in pairs to add up their scores and read the key. Ask them to discuss whether or not they agree with the key.

Learners do the Rainforest Survival quiz

ANSWERS:

Students’ own answers.

Descriptor:

- do the quiz individually

- do the Rainforest Survival quiz

Total: 2 point

Task. III

(Task for understanding)

Ex: 3 P:68

Students complete the table individually, then answer the question.

Differentiation: A less motivated student completes the sentences with support

Learners complete the table with imperatives from the quiz.

ANSWERS:

Affirmative: go back, look, watch, stay, wear, be quiet, shine, light, get in, eat, use, call, give, go Negative: don’t worry, don’t eat We use imperatives for instructions.

Descriptor:

- complete the table

- answer the question.

Total: 2 point

Task. IV

(Task for understanding)

Ex: 4 P:68

Read the example with the class and tell students to think about whether to use the affirmative or negative in each sentence.

Check answers by asking individual students to read out the completed sentences. If they make a mistake, ask other students to correct it

Learners complete the sentences with the affirmative or negative imperative form of the verbs in the box.

ANSWERS:

1 Don’t swim

2 Wear

3 Don’t use

4 Look

5 Make

6 Don’t forget

Descriptor:

- complete the sentences

-use verbs in the box.

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 6: Travel and leisure		lesson 61
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	An adventure story
Learning objectives	6. 3. 3. 1 to express one's opinion in sentences with elements of reasoning within the framework of various general and educational topics; 6. 4. 8. 1 independently use familiar digital or print resources to test meaning and expand understanding
Lesson objectives (assessment criteria)	Learners will be able to: - Read about a jungle wildlife holiday. - Read for general meaning and specific detail. - Talk about your holiday experiences
Value links	"Creativity and Innovation" Ability to find optimal ways to solve educational tasks to use new and already familiar algorithms combining, using them in solving non-standard problems

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, ask students who they think travels to the jungle and why.

Elicit that scientists go there to study the animals and plants, and many students or other people go there for adventure holidays.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:70

Discuss as a class where the people in the photos are and what they are doing. Discuss all the photos around the text, and elicit as much detail as possible.

In a weaker class, accept answers in students’ own language if necessary. Elicit some ideas from the class but do not

Students look at the photos. Where are the people? What are they doing?

ANSWERS:

Students’ own answers

Descriptor:

- look at the photos

- discuss all the photos

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:70

Pre-teach stupid if necessary. Read the three titles and point out that students should choose the best title, and identify what it was that Carol and Peter did that was stupid.

Play the CD. Students read and listen to the text, and answer the questions.

Discuss the answers with the class. Encourage them to give reasons for their answers.

Learners read and listen to Carol’s story and choose the best title. What stupid thing did Carol and Peter do?

ANSWERS:

The best title is b, because it includes the word ‘lost’. Carol and Peter went walking without a map and without telling anyone

Descriptor:

- read and listen to Carol’s story

- choose the best title

Total: 2 point

Task. III

(Task for understanding)

Ex: 3 P:70

Remind students to read the sentences

very carefully and compare them with

the relevant parts of the text. Tell

them to correct the false sentences.

In a weaker class do the first sentence

with the class as an example.

Differentiation: A less motivated student completes the sentences with support

Learners read the text again and write true or false. Correct the false sentences.

ANSWERS:

1 False. Carol was with eight people: her brother, the guide Juan, and six others.

2 True.

3 False. They wanted to take photos of monkeys.

4 True.

5 False. They weren’t far from the campsite when they got lost.

6 True.

Descriptor:

- read the text

- write true or false

Total: 2 point

Task. IV

(Task for understanding)

Ex: 4 P:70

Ask students to find the adjectives in the text and work out the meanings.

Check understanding of the adjectives, for example by asking students to translate them into their own language.

In a weaker class, write two headings, Positive and

Negative on the board, and ask the class to decide which adjectives go under each heading.

Learners find these adjectives in the text. Write sentences about your experiences using the adjectives.

ANSWERS:

Positive feelings: lucky, excited Students’ own answers.

Descriptor:

- find these adjectives

- write sentences about your experiences

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 6: Travel and leisure		lesson 62
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Language Focus to be going to will / won't
Learning objectives	6. 3. 3. 1 to express one's opinion in sentences with elements of reasoning within the framework of various general and educational topics; 6. 5. 1. 1 planning, writing, correcting and checking text-level works on various general and academic topics with the support of the teacher; 6. 6. 8. 1 use the future tense "will" to make promises, suggestions, and predictions about many familiar general and academic topics;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn the affirmative, negative and questions forms of be going to. - Use be going to to talk about plans
Value links	"Creativity and Innovation" Use of various cognitive tools, knowledge about the world be able to collect (linguistic, reading culture, information, service in the digital environment)

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Refer students back to the text on page 80. Ask students to look at the second paragraph and find the sentence: I’m not going to walk further.

Ask students whether this sentence refers to the past, the present, or the future (the future).

Ask students to find other examples of be going to in the text.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:71

Read all the examples and elicit what parts of the sentences are missing.

Look at the words in the box and point out that these are needed to complete the sentences.

Check the answers to the first stage of the exercise before students complete the rules

Students with the words in the box. Then complete the rules

ANSWERS:

1 to take 2 ’s 3 aren’t 4 going

Rules 1 future 2 be, pronoun

Descriptor:

- complete the rules

- use words in the box

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:71

In a weaker class, tell students to circle the subject to help them choose the correct option.

Ask students to compare their answers in pairs, then check answers with the class

Learners choose the correct words.

ANSWERS:

1 is

2 aren’t

3 aren’t

4 have

5 ’m not

6 wear

Descriptor:

- choose the correct words

Total: 2 point

Task. III

(Task for understanding)

Ex: 3 P:71

Ask students to read through the text

quickly. To check comprehension, ask the

class: Where is Ray going to travel to?

(The USA.)

In a weaker class, do the first item as an example, and remind students to use the affirmative or negative forms as specified in the wordpool. Students can work in pairs.

In a stronger class, students should complete the text individually. Ask students to swap with a partner and see if they can find any mistakes in their partner’s sentences.

Differentiation: A less motivated student completes the sentences with support

Learners complete the text with the verbs in the box and the correct form of be going to.

ANSWERS:

1 isn’t going to travel

2 isn’t going to see

3 ’s going to phone

4 ’m going to learn

5 ’m going to see

6 ’m going to meet

7 is going to eat

8 isn’t going to take

9 are going to read

10 ’s going to write

Descriptor:

- complete the text

- use verbs in the box

Total: 2 point

Task. IV

(Task for understanding)

Ex: 4 P:71

Read the task and example sentence with the class.

Read through the prompts with the class and make sure students understand everything.

Students write their questions individually, then ask and answer in pairs.

Ask some students to perform their exchanges for the class

Learners write questions about Ray Fines. Then ask and answer with a partner.

ANSWERS:

1 How many kilometres is he going to walk? He’s going to walk

5,000 kilometres.

2 Where is he going to start his journey? He’s going to start his

journey in New York.

3 Where is he going to finish? He’s going to finish in Los

Angeles.

4 Is he going to sleep in cheap hotels? Yes, he is.

5 What is he going to see? He’s going to see some fantastic

countryside.

6 Who is he going to meet? He’s going to meet a lot of

different people.

7 Is he going to take any camping equipment? No, he isn’t.

8 What is he going to write every night? He’s going to write a

blog

Descriptor:

- write questions

- answer with a partner

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 6: Travel and leisure		lesson 63
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Weather conditions
Learning objectives	6. 2. 5. 1 understand with support most of the specific information and sections in a long conversation on general and academic topics; 6. 3. 7. 1 use subject-specific vocabulary and syntax within a number of general and educational topics;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn adjectives to describe the weather. - Practise talking about the weather. - Learn how to change nouns to adjectives.
Value links	"Creativity and Innovation" Monitoring, measuring, conducting experiments and experiments ability;

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, write the word weather on the board.

Ask the class: What’s the weather like today? Elicit some ideas. Ask: What’s the weather like in summer / winter? Elicit some ideas. Ask: What weather do you like / dislike?

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:72

Students match the words to the pictures in pairs.

Play the CD and ask students to check their answers.

Check that students understand all the adjectives in the box, and drill pronunciation of any new words.

Students match six of the words in the box with the photos. Then listen and check.

ANSWERS:

1 snowy

2 sunny

3 rainy

4 stormy

5 foggy

6 icy

Descriptor:

- match six of the words in the box

- listen and check.

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:72

Read the task with the class and do an example. In a weaker class, this can be done as a whole class activity. Encourage students to use a variety of actions and expressions. Monitor while students are speaking, and ask individuals to mime to the class at the end

Learners work in pairs. Mime and guess weather words in exercise 1

ANSWERS:

Students’ own answers.

Descriptor:

- work in pairs.

- mime and guess weather

Total: 2 point

Task. III

(Task for understanding)

Ex: 3 P:72

Students match the adjectives from

exercise 1 with the nouns, and answer

the question

Differentiation: A less motivated student completes the sentences with support

Learners match the nouns with adjectives in exercise 1. Which word doesn’t change

ANSWERS:

sunny – sun,

cold – cold,

foggy – fog,

windy – wind,

icy – ice, .

snowy – snow,

hot – heat,

rainy – rain,

cloudy – cloud,

stormy – storm

‘cold’ doesn’t change

Descriptor:

- match the nouns

- use adjectives in exercise 1

Total: 2 point

Task. IV

(Task for understanding)

Ex: 4 P:72

Refer students to the photo and the sentences.

Elicit that the conversation is about an explorer who is going on an expedition.

Play the CD. Students listen and choose the correct answer.

Learners look at the photo and listen to an interview with

Ken Ford

ANSWERS:

Descriptor:

- look at the photo

- listen to an interview

Total: 2 point

Task. V

(Task for understanding)

Ex: 5 P:72

Allow students time to read through the sentences and make sure they understand them. Remind them that some of these are false, so they may hear information which is similar but different.

Play the CD again. Students listen, and write true or false.

Ask students to compare their answers in pairs. Remind them to correct the false sentences.

Learners listen again and write true or false. Correct the false sentences.

ANSWERS:

1 True.

2 True.

3 True.

4 False. It will be very cold in November. The average

temperature will be minus 50 degrees Celsius.

5 True.

6 False. He’s going to take his satellite phone.

Descriptor:

- listen again

- write true or false

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 6: Travel and leisure		lesson 64
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Language Focus will / won't
Learning objectives	6. 3. 2. 1 asking simple questions to get information on general topics; 6. 5. 1. 1 planning, writing, correcting and checking text-level works on various general and academic topics with the support of the teacher; 6. 6. 8. 1 use the future tense "will" to make promises, suggestions, and predictions about many familiar general and academic topics;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn the affirmative, negative and question forms of will. - Ask and answer questions using will. - Write predictions about the future.
Value links	"Creativity and Innovation" Ability to find optimal ways to solve educational tasks to use new and already familiar algorithms combining, using them in solving non-standard problems

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, ask students what they want to do when they are older. They should just say the activity, do not encourage them to use the form be going to.

Write their ideas on the board.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:73

Refer students back to page 82 to complete the sentences.

Check answers with the class, then ask students to answer the questions. In a weaker class,

Students complete the sentences and answer the questions

ANSWERS:

1 is going to

2 won’t

3 will

4 will

5 ’s going to

1 Sentences 1 and 5 are plans.

2 Sentences 2, 3 and 4 are predictions.

3 won’t

Descriptor:

- complete the sentences

- answer the questions

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:73

Tell students to study the pronouns and the verb forms carefully when matching.

Check answers by asking individual students to read out the question and the matching answer.

Students complete the rules. In a weaker class, do this together as a group. In a stronger class, ask individual students to read out the completed rules. If they make any mistakes, ask another student for the correct answer.

Learners match the questions with the answers. Complete the rules.

ANSWERS:

1 b

2 c

3 a

Rules

1 will

2 No

3 won’t

Descriptor:

- match the questions .

- complete the rules.

Total: 2 point

Task. III

(Task for understanding)

Ex: 3 P:73

Read the task and the example with

the class and check understanding.

Students write the sentences

individually

Ask students to compare their answers

In pairs and correct any mistakes.

Differentiation: A less motivated student completes the sentences with support

Learners write sentences with will and won’t and the verbs in brackets.

ANSWERS:

1 won’t use

4 won’t get

2 will be

5 ’ll see

3 ’ll phone

6 won’t rain

Descriptor:

- write sentences

- use will and won’t

Total: 2 point

Task. IV

(Task for understanding)

Ex: 4 P:73

Refer students to the situations and allow them time to read the information.

Students write their sentences individually, then compare with a partner.

In a stronger class, ask students to think of two more similar situations and write sentences using will and won’t in the same way.

Learners read situations and make sentences with the phrases in brackets. Use will and won’t.

ANSWERS:

1 He won’t eat hot food.

2 We’ll see in the dark.

3 She won’t be cold.

4 They’ll talk to friends.

5 You won’t burn in the sun.

6 I’ll get wet.

Descriptor:

- read situations

- make sentences

- use will and won’t

Total: 2 point

Task. V

(Task for understanding)

Ex: 5 P:73

Tell students to choose the correct verb to complete the sentences, then use the tick or cross to give affirmative or negative answers.

In a weaker class, match the verbs and the prompts together before students go on to form the questions and answers.

Learners write questions about the future using the verbs in the box. Then ask and answer with a partner.

ANSWERS:

1 Will the weather change in the future? Yes, it will.

2 Will polar bears become extinct? Yes, they will.

3 Will people live in the Arctic? No, they won’t.

4 Will scientists study the weather? Yes, they will.

5 Will all the Arctic ice melt in the next ten years? No, it won’t.

6 Will people kill all the mosquitoes? No, they won’t.

Descriptor:

- write questions about the future

- use the verbs in the box

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 6: Travel and leisure		lesson 65
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	How was your weekend
Learning objectives	6. 2. 5. 1 understand with support most of the specific information and sections in a long conversation on general and academic topics; 6. 3. 3. 1 to express one's opinion in sentences with elements of reasoning within the framework of various general and educational topics;
Lesson objectives (assessment criteria)	Learners will be able to: - Listen to a conversation about a trip. - Learn key phrases for talking about the weekend. - Practise talking about a recent past event.
Value links	"Creativity and Innovation" Use of various cognitive tools, knowledge about the world be able to collect (linguistic, reading culture, information, service in the digital environment)

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Tell students about a trip you went on recently. For example: I visited Paris last year. It was wonderful.

Invite some students to use the same verbs and tell the class about a trip that they went on: I went to Rome last month. It was exciting.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:74

Remind students that they can use photos to help them establish certain information before they read or listen to a text.

Students identify who has been on a trip, and give reasons. Do not confirm or deny their ideas at this stage.

Students look at the photo. Who is returning from a trip?

ANSWERS:

Student’s own answers

Descriptor:

- look at the photo

- read or listen to a text.

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:74

In a weaker class, allow students to complete the dialogue in pairs.

After students have listened to the CD to check their answers, find out how many students answered exercise 1 correctly.

Learners complete the dialogue. Then listen and check.

ANSWERS:

1 visited

2 travelled

3 were

4 there

5 was

6 wasn’t

Descriptor:

- complete the dialogue

- listen and check .

Total: 2 point

Task. III (Task for understanding)

Ex: 3 P:73

Read through the key phrases and the

responses with the class.

Encourage students to try to match

these from memory before listening to

the CD again.

Check answers before students move on to practise the dialogue in pairs.

Learners listen to the key phrases and reply with the correct responses

ANSWERS:

1 c

2 a

3 d

4 b

Descriptor:

- listen to the key phrases

- reply with the correct responses

Total: 2 point

Task. IV

(Task for understanding)

Ex: 4 P:74

Refer the class to the tables, and allow time for students to read them. In a weaker class, elicit or demonstrate a few examples.

Play the CD. Students listen and note down the questions and answers that they hear.

Play the CD again for them to check their answers.

Check answers with the class. Drill the pronunciation of some of the phrases.

Learners look at the tables and listen to three short conversations.

ANSWERS:

1 How was the trip?

2 The weather was really bad.

3 How was the party?

4 The people were very nice.

5 How was the match?

6 Manchester United were rubbish.

Descriptor:

- look at the tables

- listen short conversations

Total: 2 point

Task. V

(Task for understanding)

Ex: 5 P:74

Read the examples with the class. In a stronger class, ask a confident pair of students to model the exchange for the class. Then ask students to produce a further example using the phrases in exercise 4.

Tell students that there are no right and wrong answers to the questions, so they can use their imagination.

Learners work with a partner. Practice different questions and answers.

ANSWERS:

Student’s own answer

Descriptor:

- work with a partner

- practice different questions

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 6: Travel and leisure		lesson 66
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Writing: A blog.
Learning objectives	6. 4. 6. 1 identify the author's opinion or point of view in short texts on general and educational topics; 6. 5. 6. 1 logically combine sentences into paragraphs with little support using basic connectives on various familiar topics;
Lesson objectives (assessment criteria)	Learners will be able to: - Listen to a conversation about a trip. - Learn key phrases for talking about the weekend. - Practise talking about a recent past event.
Value links	"Creativity and Innovation" Monitoring, measuring, conducting experiments and experiments ability;

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Tell students about a trip you went on recently. For example: I visited Paris last year. It was wonderful.

Invite some students to use the same verbs and tell the class about a trip that they went on: I went to Rome last month. It was exciting.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:75

Remind students that they can use photos to help them establish certain information before they read or listen to a text.

Students identify who has been on a trip, and give reasons.

Students look at the photo. Who is returning from a trip?

ANSWERS:

Student’s own answers

Descriptor:

- look at the photo

- read or listen to a text.

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:75

In a weaker class, allow students to complete the dialogue in pairs.

After students have listened to the CD to check their answers, find out how many students answered exercise 1 correctly.

Learners complete the dialogue. Then listen and check.

ANSWERS:

1 visited

2 travelled

3 were

4 there

5 was

6 wasn’t

Descriptor:

- complete the dialogue

- listen and check .

Total: 2 point

Task. III (Task for understanding)

Ex: 3 P:75

Read through the key phrases and the

responses with the class.

Encourage students to try to match

these from memory before listening to

the CD again.

Check answers before students move on to practise the dialogue in pairs.

Learners listen to the key phrases and reply with the correct responses

ANSWERS:

1 c

2 a

3 d

4 b

Descriptor:

- listen to the key phrases

- reply with the correct responses

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 6: Travel and leisure		lesson 67
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	My Country. An adventure holiday
Learning objectives	6. 2. 4. 1 understand the main points in a long conversation on general and academic topics with limited support; 6. 3. 3. 1 to express one's opinion in sentences with elements of reasoning within the framework of various general and educational topics; 6. 4. 4. 1 independent reading of some short simple texts in fiction and non-fiction literature;
Lesson objectives (assessment criteria)	Learners will be able to: - Read a text about white-water rafting in Kazakhstan - Talk about different types of holiday - Learn how to talk about the future using could, may and might - Write about a holiday
Value links	"Creativity and Innovation" Ability to find optimal ways to solve educational tasks to use new and already familiar algorithms combining, using them in solving non-standard problems

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Books closed. Put students into groups and write Holidays on the board.

Give students two minutes to tell each other where they went on their last holiday and what they did

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:76

Focus students’ attention on the words in the box. Ask them to remember what people said about their holiday and to match the words to people in their group.

Elicit from the class what you do on each type of holiday, or explain if they don’t know.

Then students go back into their groups and discuss questions 2–4.

Monitor and give help where needed.

Get feedback by asking a few different students to tell you what their group discussed

Students look at the types of holiday in the box and answer the questions.

ANSWERS:

Student’s own answers.

Descriptor:

- look at the types of holiday

- answer the questions

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:76

Tell students to read the questions before you play the recording for them to listen to while they read the text. Check students understand all the vocabulary in the questions.

Students check their answers in pairs.

Check answers as a class. For question 4, ask students what clothes you should wear when you go white-water rafting and check they understand the meaning of the words in the text

Learners read and listen to the text and write true or false. Correct the false sentences.

ANSWERS:

1 False. Children can try it if they are with an adult.

2 True

3 False. You will get wet.

4 False. You should wear a swimming costume under your

clothes, such as shorts or tracksuit bottoms and a sweatshirt.

5 True

6 False. It is a more difficult river.

Descriptor:

- read and listen to the text

- write true or false

Total: 2 point

Task. III

(Task for understanding)

Ex: 3 P:76

Draw students’ attention to the speech

bubbles. Elicit what the verbs are (could fall,

might like, may want). Ask them how this form

is different in meaning to will fall, will like,

will want (they suggest the speakers aren’t

certain).

Point out that could has more of a sense of suggestion or possibility based on facts than the other two modals. Students fill in the rules and check their answers with their partners.

Check answers as a class. Elicit which word

you can’t use in negative sentences when

talking about an uncertain future (could

Differentiation: A less motivated student completes the sentences with support

Learners look at the speech bubbles. Complete the rules

ANSWERS:

1 might, may

2 could, may

3 could, may

Descriptor:

- look at the speech bubbles

- complete the rules

Total: 2 point

Task. IV

(Task for understanding)

Ex: 4 P:76

Put students in pairs. Focus their attention on the brackets at the end of each question. Tell them they have to respond to the question using the words in brackets and an appropriate modal (could, may or might).

Students ask and answer. They can take turns by asking alternate questions. Monitor and give help if needed. Tell them to add more words around the sentences to make them sound as natural as possible.

Learners work in pairs. Ask and answer the questions using could, may and might and the words in brackets.

ANSWERS:

1 We might / may / could go to Tabagon.

2 We might / may / could go and see a film.

3 I’m not sure, I might / may / could fall in.

4 The rocks might / may / could be dangerous if it rains.

5 I think, it might / may rain.

6 It might not / may not be too bad.

Descriptor:

- ask and answer the questions

- use could, may and might

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 6: Travel and leisure		lesson 68
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	CLIL. Natural science: Weather and climate
Learning objectives	6. 3. 7. 1 use subject-specific vocabulary and syntax within a number of general and educational topics; 6. 4. 6. 1 identify the author's opinion or point of view in short texts on general and educational topics;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn vocabulary for talking about the weather. - Read a text about the water cycle. - Read about climate, and study two weather charts. - Practise drawing weather charts.
Value links	"Creativity and Innovation" Use of various cognitive tools, knowledge about the world be able to collect (linguistic, reading culture, information, service in the digital environment)

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, write the word weather on the board.

Put students in pairs and give them two minutes to think of as many words as possible to do with the weather.

Elicit answers, and write the vocabulary on the board.

Write the phrase the water cycle on the board. Ask students what they understand by this phrase, and elicit some ideas. Do not accept

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:77

Refer students to the illustration and allow time for them to look at it. Elicit that it shows how water from the sea goes up into the atmosphere and falls again as rain. Students read the text and choose the correct answers.

Play the CD for students to check their answers and allow them time to correct any mistakes.

Check answers with the class, and make sure that students understand

Students read the text and choose the correct words. Then listen and check your answers.

ANSWERS:

1 sunny

2 water vapour

3 air

4 colder

5 clouds

6 Wind

Descriptor:

- read the text

- choose the correct words

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:77

Students read the text again and match the words with the labels. In a weaker class, allow them to work in pairs.

Learners read the text again and match the words in the box with lables in the picture

ANSWERS:

1 evaporation

2 transpiration

3 precipitation

4 condensation

Descriptor:

- read the text

- match the words in the box

Total: 2 point

Task. III (Task for understanding)

Ex: 3 P:77

Ask students to read the text and study the weather charts carefully. Help them to interpret the data in the tables.

Make sure that students understand that the letters at the bottom of each chart refer to the months of the year.

Clarify that there are three mistakes in the text

where the information does not match the

weather chart. In a stronger class, ask students

Differentiation: A less motivated student completes the sentences with support

Learners look at the weather charts for the average precipitation and temperature in Almaty and read the text. Find three mistakes in the text.

ANSWERS:

1 False: It’s very cold and snowy in summer. (It’s very cold and snowy in winter.)

2 False: There’s more precipitation in winter than in summer (There’s more precipitation in summer than in winter.)

3 False: It’s colder in December than in any other month of the year. (It’s colder in January than in any

Descriptor:

- look at the weather charts

- find three mistakes

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 6: Travel and leisure		lesson 69
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Review 6. Summative Assessment for unit “Travel and holidays”
Learning objectives	6. 3. 3. 1 to express one's opinion in sentences with elements of reasoning within the framework of various general and educational topics; 6. 5. 6. 1 logically combine sentences into paragraphs with little support using basic connectives on various familiar topics;
Lesson objectives (assessment criteria)	Learners will be able to: - Use vocabulary for travel equipment. - Write adjectives to describe the weather - Identify the meaning and details of the reading texts
Value links	"Independence and patriotism", To the past, present and future of the people understand the relevance

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, write the word weather on the board.

Put students in pairs and give them two minutes to think of as many words as possible to do with the weather.

Elicit answers, and write the vocabulary on the board.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:78

Encourage students to read all the words carefully. Point out that four of them are not shown in the photo. Сheck that students understand all the vocabulary, and drill pronunciation of any words that are new to students.

Students match the words in the box with the definitions.

ANSWERS:

1 rucksack

2 torch

3 sunscreen

4 gloves

5 sunglasses

6 insect repellent

7 stove

Descriptor:

- read all the words carefully

- match the words in the box

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:78

Students match the adjectives with the nouns

Learners write the adjective form of these nouns

ANSWERS:

1 windy

2 sunny

3 foggy

4 snowy

5 cloudy

6 stormy

7 icy

8 rainy

9 hot

10 cold

Descriptor:

- using the correct form of be going to

- match the adjectives

Total: 2 point

Task. III (Task for understanding)

Ex: 3 P:78

Ask students to write affirmative and negative sentences using the correct form of be going to individually, then compare their answers in pairs.

Check answers, and check

Differentiation: A less motivated student completes the sentences with support

Learners write affirmative and negative sentences using the correct form of be going to

ANSWERS:

1 Emma isn’t going to take a tent. She’s going to sleep outside.

2 The students aren’t going to study. They’re going to explore

the rainforest.

3 He isn’t going to travel by boat. He’s going to fly.

4 We aren’t going to ask someone. We’re going to look at the

map.

5 You aren’t going to catch the frogs. You’re going to count

them.

6 They aren’t going to have any hot water. They’re going to

wash in the river.

Descriptor:

- write affirmative and negative sentences

- use the correct form of be going to

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P:78

Ask students to write questions using be going to. Then match the questions with the answers. Then compare their answers in pairs.

Check answers, and check

Learners write questions using be going to. Then match the questions with the answers. Then compare their answers in pairs

ANSWERS:

1 What equipment is Lucy going to take? c

2 Is it going to be hot there? d

3 Are you going to take photos? a

4 What are you going to do there? e

5 What are they going to see? h

6 What is Tim going to wear? b

7 Are they going to go by train? f

Descriptor:

- write questions

- use be going to

- match the questions

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 6: Travel and leisure		lesson 70
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Skills Round - up
Learning objectives	6. 2. 5. 1 understand with support most of the specific information and sections in a long conversation on general and academic topics; 6. 4. 5. 1 identify the main idea from the context within some familiar general and reading topics, including long texts;
Lesson objectives (assessment criteria)	Learners will be able to: - Listen to a conversation about friends camp - Learn vocabulary for talking about camping.
Value links	"Independence and patriotism", Assessment of the importance of loyalty to the motherland, the history of the country respect culture

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, write the word weather on the board.

Put students in pairs and give them two minutes to think of as many words as possible to do with the weather.

Elicit answers, and write the vocabulary on the board.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:79

Look at the photos with the class and elicit ideas about what the people are doing, and where they are

Students look at the photos. Where are the people? What are they going?

ANSWERS:

The people in each photo are camping, and the photos show the countryside/a river, a beach and the mountains.

Descriptor:

- look at the photos

- answer the question

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:79

Explain that students are going to listen to a conversation between two friends about a camping trip.

Play the CD. Students listen and identify the location.

Learners listen to a conversation. Where are the friends going to camp?

ANSWERS:

By the sea.

Descriptor:

- listen to a conversation.

- identify the location

Total: 2 point

Task. III (Task for understanding)

Ex: 3 P:79

Explain that students should listen again and complete the sentences with the specific information from the conversation.

Students listen again and complete the sentences.

ANSWERS:

1 sunny

2 year

3 swimming

4 food

5 stove

6 pasta

7 bus

8 rucksack, sleeping bag, torch

Descriptor:

- listen again

- complete the sentences

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P:79

Put students into groups of three. Tell them to use the questions to help them prepare their conversations. They should ensure they answer all of them.

Encourage them to add as much information as they can, using their own ideas.

Learners work in groups of three and prepare a conversation. Imagine you are planning a camping weekend.

ANSWERS:

Student’s own answer

Descriptor:

- work in groups

- prepare a conversation

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 7: Reading (we read with interest)		lesson 71
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Talking about books
Learning objectives	6. 2. 4. 1 understand the main points in a long conversation on general and academic topics with limited support; 6. 3. 5. 1 attempt to interact in a longer conversation on general and academic topics. 6. 4. 1. 1 to understand the main idea of simple short texts on general and educational topics;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn vocabulary for talking about books - Identify what people are talking about in a listening - Ask and answer questions about books - Write about favourite books
Value links	"Independence and patriotism" Respect the state symbols of Kazakhstan, understand the meaning of public holidays

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, ask around the class: How often do you read a book?

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:80

Draw students’ attention to the Book Quiz on p81. Students read the quiz carefully to identify the blue words and their meaning then match them to the descriptions in 1–8. You may wish to ask students to check their answers in pairs.

Students check the meaning of the words in blue in the Book Quiz. Match the words with the definitions

ANSWERS:

1 plot

2 comic book

3 paperback book

4 hardback book

5 novel

6 sequel

7 the blurb

8 fiction

9 non-fiction

Descriptor:

- check the meaning of the words

- match the words with the definitions

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:80

Explain to students that they are now going to do the quiz and that if they don’t know any answers they should guess. Allow them to check their answers with a partner and then ask individual students what their answers are for each question. Accept all answers.

Play the audio for students to listen and check.

Ask: Who got all the questions right? Who get one wrong? Etc. to find out who got the most answers right.

Learners work in pairs. Do the Book Quiz. Listen and check your answers.

ANSWERS:

1 b 130 million

2 c 1900s

3 c all three

4 a Jurassic World

5 c 823 words

6 c $30,802,500

7 1876

8 b they are both sequels to other books

Descriptor:

- work in pairs

- listen and check

Total: 2 point

Task. III (Task for understanding)

Ex: 3 P:80

Explain to students that they are going to hear five people talking about books. Students have to identify what aspect of books they are talking about.

Focus their attention on the words in the box and tell them they have to match the speakers to those words.

When you’ve gone through the answers ask a few questions about the items in the listening to reinforce the meaning of the key words, such as: Do you usually read paperbacks or hardbacks? Do you read non-fiction books

or do you look for information on line?

Students hear five people talking about books. Identify what aspect of books they are talking about

ANSWERS:

1 hardback books

2 the blurb

3 non-fiction

4 a sequel

5 comic book

Descriptor:

- hear five people

- identify what aspect of books

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P:80

Books closed write in and on on the board. Ask students if they can give you sentences about times and places using in and on. Right a few correct ones on the board.

Draw students’ attention to the grammar box and go through it, to make sure you have covered all the points.

Students do the exercise individually then check in pairs.

Learners look at the information about in and on. Then choose the correct prepositions in the sentences from the quiz.

ANSWERS:

1 in

2 in

3 in

4 in

5 on

Descriptor:

- look at the information

- choose the correct prepositions

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 7: Reading (we read with interest)		lesson 72
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Young writers
Learning objectives	6. 2. 8. 1 general and learning topics with support of long conversations, including stories 6. 3. 1. 1 providing basic information about oneself and others at the discussion level within the framework of general topics; 6. 4. 2. 1 understand special information in simple, short texts within a number of general and educational topics without the help of a teacher;
Lesson objectives (assessment criteria)	Learners will be able to: - Read a text about two young writers - Learn more vocabulary connected to books - Talk about books and video games
Value links	"Independence and patriotism", To the past, present and future of the people understand the relevance

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, revise the book vocabulary students learned last lesson. Ask questions including each of the words they have learned. You could use some of the quiz questions to see if the students remembered the answers. e.g. How many hardbacks do you read a year? When did paperbacks first appear?

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:82

Ask students to look at the photographs of the authors and ask them what kind of books they write and why. Accept all answers. Add supplementary questions, such as How old are the writers in the photos? and How old

Students look at the photos of two young authors. What kind of books do you think they write?

ANSWERS:

Students’ own answers

Descriptor:

- look at the photos

- answer the question

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:82

Play the recording for students to listen to while they read the text. Stop the recording after the first text and ask the questions again for students to give the correct ones. Then do the same for the text on Christopher.

Play the recording again for students who struggled, to see if they can hear the answers now they know what they are.

Learners read and listen to the text. Check your answers to exercise 1

ANSWERS:

The both write fantasy novels.

Descriptor:

- read and listen to the text

- check your answers

Total: 2 point

Task. III (Task for understanding)

Ex: 3 P:82

Students read the text again and do the exercise individually, before checking the answers with a partner.

When you have been through the answers, ask students if they have heard of the authors or their books. If they have, ask students if they have read any of the books and whether they liked them

Students read the text again. Decide if each sentence is true for Helena (H), Christopher (C) or both (B)

ANSWERS:

1 B

2 B

3 B

4 H

5 C

6 H

Descriptor:

- read the text again

- Decide if each sentence is true

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P:82

Draw students’ attention to the words in blue in the text. Tell students to read the definitions carefully and match them to the blue words. Ask them to compare their answers with a partner when they have finished.

Learners find the words in blue in the text. Match them with the definitions.

ANSWERS:

1 bestseller

2 publisher

3 setting

4 series

5 character

Descriptor:

- find the words in blue

- match them with the definitions.

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 7: Reading (we read with interest)		lesson 73
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Language Focus. Present Perfect
Learning objectives	6. 3. 5. 1 attempt to interact in a longer conversation on general and academic topics. 6. 5. 3. 1 write about personal feelings and opinions on some familiar general and academic topics with the support of the teacher;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn the affirmative and negative forms of the present perfect. - Learn when we use the present perfect. - Learn some irregular past participles.
Value links	"Independence and patriotism", Assessment of the importance of loyalty to the motherland, the history of the country respect culture

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Put students in pairs and ask them what exciting activities they have done in the past year. Tell them to work in pairs to make a list of their favourite activities. For feedback invite a few students to read their list to the class. Don’t expect full, accurate sentences, but correct the names of any activities

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:83

In a stronger class, ask students to complete the sentences from memory.

Rules

Ask students to think about the sentences they have just completed and to choose the correct words in the rules, before going through the answers as a class.

Explain that the present perfect links the past to the future, without talking about when exactly events happened

Students complete the sentences about the text. Then choose the correct words in rules.

ANSWERS:

1 has

2 hasn’t

3 have

ANSWERS

A past

b don’t say

c have

d the same as

Descriptor:

- complete the sentences

- choose the correct words in rules

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:83

Show students where they can find the irregular verbs list in their Workbooks and focus their attention on the Study Strategy. Tell them that they need to learn the irregular verbs because there aren’t any rules governing the way they are spelled. Some past participles are the same as the simple past and others are different. Students use the verb list in the Workbook to complete the table.

Students look at the irregular verbs list on workbook. Complete the table with the irregular verbs past participles.

ANSWERS:

1 been

2 become

3 bought

4 had

5 made

6 read

7 seen

8 written

Descriptor:

- look at the irregular verbs list

- complete the table with the irregular verbs

Total: 2 point

Task. III (Task for understanding)

Ex: 3 P:83

Students complete the exercise individually then check their answers in pairs

Students complete the sentences with affirmative and negative forms of the present perfect

ANSWERS:

1 have read

2 has written

3 hasn’t become

4 have made

5 haven’t seen

6 haven’t played

Descriptor:

- complete the sentences

- use affirmative and negative forms of the present perfect

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P:83

Ask students if they would like to write a book, whether any of them write stories at home and if they would like to find a publisher for them. Focus their attention on the photo and say they are going to complete a text about a young writer.

Students complete their texts individually, before

checking in pairs.

Learners complete the text with the correct present perfect form of the verbs in the box.

ANSWERS:

1 have started

2 haven’t decided

3 have become

4 have given

5 has helped

6 has drawn

7 hasn’t stopped

8 haven’t found

Descriptor:

- complete the text

- use the correct present perfect form

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 7: Reading (we read with interest)		lesson 74
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Books and writers
Learning objectives	6. 3. 5. 1 attempt to interact in a longer conversation on general and academic topics. 6. 4. 8. 1 independently use familiar digital or print resources to test meaning and expand understanding
Lesson objectives (assessment criteria)	Learners will be able to: - Read two book reviews and understand the reviewers’ views. - Learn adjectives to describe the details of plots and stories. - Listen to an interview about a famous author. - Write about a writer.
Value links	"Independence and patriotism" Respect the state symbols of Kazakhstan, understand the meaning of public holidays

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

In pairs, students tell each other about the last book they read: what it was about, what was good about it and what not so good (if anything).

Get feedback by asking a few students to tell the class about their discussion.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:84

You may want selected students to read the texts aloud to the class, to give them practice in pronunciation and intonation. Alternatively, students read the reviews by themselves and check the meaning of the blue words in their dictionaries, or in the back of their Workbooks.

Go through the words with the class and ask students which book they would like to read and why.

Students read the two book reviews and check the meaning of the words in blue.

ANSWERS:

Descriptor:

- read the two book reviews

- check the meaning of the words

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:84

Students work individually before checking their answers in pairs.

Go through the answers a class. After you have finished ask a few questions using the adjectives to reinforce the vocabulary, for example: Have you ever read a dull book? Which authors do you think are imaginative?

Students choose the correct words to complete the sentences

ANSWERS:

1 fascinating

2 scary

3 appealing

4 funny

5 dull

6 moving

7 imaginative

8 exciting

Descriptor:

- complete the sentences

- choose the correct words

Total: 2 point

Task. III (Task for understanding)

Ex: 3 P:84

Books closed. Ask students if they have read My name is Kozha, or any other books by Berdibek Sokpakbaev. Did they enjoy it / them? Ask them what they would like to know about Berdibek Sokpakbaev and ask them to write three questions each in pairs. Focus their attention on the questions in exercise 3. Are any of their questions there?

Students listen and tick the questions they hear the interviewer asking, before conferring in pairs.

Students listen to an interview about Berdibek Sokpakbaev. Which questions does the interviewer ask?

ANSWERS:

Descriptor:

- listen to an interview

- tick the questions they hear the interviewer

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P:84

Play the audio again for students to choose the answers.

Learners listen again. Choose the correct answers to the questions.

ANSWERS:

1 c

2 b

3 a

4 b

Descriptor:

- listen again

- choose the correct answers

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 7: Reading (we read with interest)		lesson 74
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Language Focus. Present Perfect: Questions.
Learning objectives	6. 3. 5. 1 attempt to interact in a longer conversation on general and academic topics. 6. 4. 4. 1 independent reading of some short simple texts in fiction and non-fiction literature;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn how to form the present perfect: question form. - Learn and practise how to use the present perfect. - Talk about experiences .
Value links	"Independence and patriotism", To the past, present and future of the people understand the relevance

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Put students in pairs, and ask them what they can remember about the Berdibek Sokpakbaev from the interview.

Get feedback from the class by asking a few students to give a sentence each about the interview.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:85

Students work individually to match the sentences to the answers and then work out the rules

Students match the questions with the answers. Then choose the correct answers in the rules.

ANSWERS:

1 No, I haven’t.

2 Yes, it has.

Rules

1 past participle

2 have, has

3 don’t repeat

Descriptor:

- match the questions

- choose the correct answers

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:85

Students work individually and choose the correct answers, before checking in pairs

Students choose correct words in the questions and short answers.

ANSWERS:

1 Have, have

2 Has, hasn’t

3 Have, haven’t

4 Has, has

5 Have, have

Descriptor:

- work individually

- choose correct words

Total: 2 point

Task. III (Task for understanding)

Ex: 3 P:85

Focus students’ attention on the note about J.K. Rowling. Go through the first item on the list and elicit what the question would be. Write it on the board. Then elicit the answer.

Students then work in pairs and write questions and answers.

Students look at the information about J.K. Rowling, the author of the Harry Potter books. Write questions and answers about her.

ANSWERS:

1 Has she written lots of books? Yes, she has.

2 Has she become very rich? Yes, she has.

3 Have her books become films? Yes, they have.

4 Has she acted in one of her films? No, she hasn’t. 5 Has she had (any) children? Yes, she has.

6 Have her children become famous

Descriptor:

- look at the information

- write questions and answers

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P:85

Students work individually, before they check their answers in pairs.

Go through the answers as a class. Then ask students to read the dialogue in pairs.

Learners complete the questions and short answers in the dialogue.

ANSWERS:

1 have you finished

2 I have

3 Have you bought

4 I have

5 Have you heard

6 haven’t

7 Has he played

8 has

Descriptor:

- complete the questions and short answers

- use the dialogue

Total: 2 point

Task. V (Task for understanding)

Ex: 5 P:85

Focus students’ attention on the wordpool in exercise

5. You may want students to work in pairs to write their questions.

Learners write five questions to ask a classmate. Use the ideas in the box or your own ideas.

ANSWERS:

Have you read a book about Sherlock Holmes?

Have you seen a Spiderman film?

Have you written a poem?

Have you met a famous writer or actor?

Have you bought a hardback book?

Have you tried to write a novel?

Descriptor:

- write five questions

- use the ideas in the box

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 7: Reading (we read with interest)		lesson 75
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Asking for and giving opinions
Learning objectives	6. 3. 5. 1 attempt to interact in a longer conversation on general and academic topics 6. 4. 1. 1 to understand the main idea of simple short texts on general and educational topics;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn key phrases for asking and giving opinions. - Listen to a conversation in which people as for and give opinions. - Discuss films and books using the key phrases.
Value links	"Independence and patriotism" Respect the state symbols of Kazakhstan, understand the meaning of public holidays

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:86

Draw students’ attention to the photo and ask where the conversation is taking place, and what the people might be discussing. Ask students how they buy books, online or in a bookshop and how they choose a book. Do they ever choose one because someone has recommended it

Students look at the photo. Where are Ben, Jess and Ali?

Descriptor:

- look at the photo.

- answer the question

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:86

Refer students to the dialogue next to the photo. Check their understanding of real-life stories. The speakers mean stories set in the real world, rather than a fantasy world. They are still talking about fiction.

Students listen to the dialogue and check their answers. Do Jess and Ali like this book?

Answers:

(In a bookshop. Jess does but Ali hasn’t read it yet.)

Descriptor:

- listen to the dialogue

Total: 2 point

Task. III (Task for understanding)

Ex: 3 P:86

Play the CD. Students listen and repeat the key phrases.

Students find the key phrases in the dialogue and identify the responses. In pairs, they decide which are for asking someone’s opinion and which are for giving an opinion. ,

Go through the answers as a class. Then play the recording again for students to listen to the intonation of the phrases, before they practise the dialogue in groups of three

Students listen to the key phrases. Which are for asking for someone’s opinion and which are for given an opinion.

ANSWERS:

Answers:

Asking for opinions:

1 What do you think of this (book)?

4 What / How about you?

5 Do you agree?

Giving opinions:

2 I think (it’s brilliant).

3 I’d say (it’s quite funny).

6 I agree with you. 7 I’m not sure I agree.

Descriptor:

- listen to the key phrases

- identify the responses

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P:86

Students look at the first dialogue together. Ask them to find the first sentence (c).

They then continue putting the dialogue in order in pairs, before moving onto the next one.

Go through the answers with the class.

Students can then practise the dialogues in pairs. Tell them to imagine they are actors and to put some feeling into giving their opinions

Learners order the mini-dialogues. Listen and check.

ANSWERS:

1 c, a, d, b

2 d, c, a, b

Descriptor:

- look at the first dialogue

- listen and check

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 7: Reading (we read with interest)		lesson 76
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	An online book or film review.
Learning objectives	6. 3. 6. 1 in pairs, groups and working with the whole class to express one's thoughts clearly and concretely in a sentence in a discussion; 6. 4. 2. 1 understand special information in simple, short texts within a number of general and educational topics without the help of a teacher;
Lesson objectives (assessment criteria)	Learners will be able to: - Read a book review. - Learn how to structure a review. - Learn how to use adverbs. - Write a review.
Value links	"Independence and patriotism" Respect the state symbols of Kazakhstan, understand the meaning of public holidays

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Ask students if they read online reviews of

books or films. Does it have any influence on

whether they read the book or see the film? Ask

if any of them have written an online review and

what it was for

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:87

Invite a few students to read the text aloud to the class to practise pronunciation and help fluency.

Elicit whether it is a positive review or a negative one. Students then answer the questions individually before checking their answers in pairs.

Go through the answers as a class. Take some time to discuss the different opinions students have about

Students read the model text and answer the question.

ANSWER

1 paragraph

2 2 No

3 paragraph 1

4 paragraph 3

5 present

6 Students’

Descriptor:

- read the model text

- answer the question

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:87

Students look at the key phrases and try to complete them without referring to the text.

When they have completed them ask a few students for their suggestions without commenting, before telling them to look at the text to check the answers.

Ask a few students to confirm the answers. Then ask students to write their own sentences using

Students complete the key phrases with the words in the box. Then look at model text and check.

ANSWER

’ve just read / seen

The main character is … I loved this book / film because …

I would recommend it,

Descriptor:

- complete the key phrases

-use the words in the box

Total: 2 point

Task. III (Task for understanding)

Ex: 3 P:87

Read the rules as a class. Ask students what the adjectives are for the adverbs (kind, brave, good).

Ask students where they go in these sentences (after the object and after the verb) and what the function of this type of adverb is. (They say how something is done.) Students look for another example in the text.

Students read the rules and look at the example sentences. Then find one more adverb in the model text

ANSWER

He suffers badly

Descriptor:

- read the rules

- find one more adverb

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P:87

Students complete the exercise individually, before checking in pairs.

Go through the answers as a class

Learners complete the sentences with the adverb formed from the adjective in brackets.

ANSWER

1 slowly

2 beautifully

3 well

4 loudly

5 quickly

Descriptor:

- complete the sentences

- use the adverb formed from the adjective

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan: term 3

Unit of a long term plan: Unit 3 Fantasy world		Lesson 77
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	Summative control work for the 3^rd term
Learning objectives	6.2.8.1 Understand supported narratives including some extended talk, on a range of general and curricular topics 6.4.4.1 Read independently a limited range of short simple fiction and non-fiction texts 6.5.5.1 Develop with support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics 6.3.4.1 Respond with limited flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics
Lesson objectives	Learners will be able to: - summarize the main idea with the limited support of details they hear or write down -identify the details of a text - use simple transitional phrases (firstly, secondly…, in conclusion, then, but) -convey ideas and basic information (age, hobbies, interests, family and educational background)
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

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

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job

Middle of the lesson

Presentation part.

35 min

Tasks for the Summative Assessment for the term 3

Listening

Task. Listen to the conversation between the travel tour guide and the tourists twice. CD3. Tapescript 2. And transcript for listening task can be found after the mark scheme.

Put in order three places that the tour guide will visit first.

Reading

Task. Read the text about fast food.

Mark sentences as True or False

Write answers.

4. Who took the hamburger to the United States of America?

5. Why do people go to MacDonald’s?

Writing

Task. Choose ONE of the topics below.  Write answers in full sentences.  Give arguments supported by examples.  Link these sentences into a well-structured paragraph with some basic connectors.  Use future form ‘will’.

Topic 1. Our Health

What is it a healthy lifestyle?

What should you personally do to stay healthy?

How will you describe a healthy diet?

What will you do to stay healthy?

Speaking

Task. Work in pairs. Choose one of the cards and make a dialogue with a partner. Give own points of view on topics, ask questions to clarify the answers and get the needed information, explain and justify your positions and answer your partner’s questions. You have 1 minute to prepare and 2 minutes to talk.

Students listen to the recording and write the name of each room

Descriptor:

- write the names of each room.

Students Read the text and complete the sentences using the words from the box

Descriptor:

-read the text

-complete the sentences

Students describe the places and write using the following questions.

Descriptor:

- describe the places

Students choose one card to speak about the topic

Descriptor:

- speak using questions

- can write the names of each room.

Total: 5 point

-can read the text

Total: 5 point

-can describe the places

Total: 5 point

-can speak using questions

Total: 5 point

End of the lesson

5 min

FEEDBACK

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

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster

Short term plan

Unit 7: Reading (we read with interest)		lesson 78
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	My Country. A folktale
Learning objectives	6. 4. 1. 1 to understand the main idea of simple short texts on general and educational topics; 6. 5. 3. 1 write about personal feelings and opinions on some familiar general and academic topics with the support of the teacher;
Lesson objectives (assessment criteria)	Learners will be able to: - Read a traditional story - Learn how to use the expression feel / sound / smell / taste + adjective - Learn how to use the expression feel / sound / smell / taste + like + noun - Write a folktale
Value links	"Independence and patriotism" Respect the state symbols of Kazakhstan, understand the meaning of public holidays

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Focus students’ attention on the picture. Ask them what sort of story they think the text is. (A folk tale)

Ask them what sort of things usually happen in such stories. (There’s often romance, a search for something that involves a long journey, or a problem to be overcome. There is also often a sense of good versus bad.)

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:88

In pairs, students think about the stories they know and who the characters are. They tell each other which story is their favourite and who their favourite character is.

Get feedback from the class by asking a few students to say which story and character their partner likes best and why.

Students work in pairs. Make a list of the folktale names and the main characters. Which folktales do you know?

ANSWER

Students’ own answers

Descriptor:

- work in pairs

- Make a list of the folktale

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:88

Ask students if they know the story of Kyz-Zhibek and what they know about it. Focus students’ attention on the questions and give them a minute to read them before you play the recording for them to listen to while they read.

Students work through the answers in pairs.

Check answers as a class. Ask students what they think about the story and whether they prefer

Students read and listen to the story.

ANSWER

1 It was first told in the 16th century.

2 Bararbai and his wife had 11 children.

3 Tulgen went on a long journey because he wanted to meet and marry Kyz-Zhibek.

4 When Tulgen met Kyz-Zhibek they fell in love.

5 He wanted to marry Kyz-Zhibek and challenged Tulgen to a fight.

6 She killed herself..)

Descriptor:

- read and listen to the story

Total: 2 point

Task. III (Task for understanding)

Ex: 3 P:88

Focus students on the blue words in the text. Ask a couple of students to read them out.

Students complete the sentences in the exercise.

Draw students’ attention to the rules and make sure they are clear of the difference between following feel, look, etc with an adjective and with like + noun.

Students find the phrases in blue the story and complete the sentences. Then complete the rules.

ANSWER

1 north

2 war

3 son

4 thunder

5 goddess

Descriptor:

- find the phrases in blue

- complete the sentences

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P:88

Students do the exercise individually and then check their answers in pairs. Check they understand that in some cases more than one verb can be used depending on the meaning.

Check answers as a class.

Learners complete the sentences with look, smell, sound, test and like where necessary. Sometimes more than one answer is possible.

ANSWER

1 look / smell

2 looks / smells / tastes

3 sounds like

4 sounds

5 looks / sounds / smells like

6 tastes like

7 looked

Descriptor:

- complete the sentences

- use look, smell, sound, test and like

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 7: Reading (we read with interest)		lesson 79
School:
Teacher name:
Date:
Grade: 6		Number present:	absent:
Lesson title	CLIL. Myth and legends.
Learning objectives	6. 2. 8. 1 general and learning topics with support of long conversations, including stories 6. 3. 5. 1 attempt to interact in a longer conversation on general and academic topics
Lesson objectives (assessment criteria)	Learners will be able to: - Learn vocabulary for myths and legends. - Read a text about Norse myths. - Learn about the origins of the names of days of the week in English
Value links

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, write the words myth and legend on the board.

Elicit the meaning, and ask students if they know any myths and legends. Ask them to tell the class any stories they know.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:89

Look at the pictures with the class and elicit or explain that these are all elements from myths and legends. Students work in pairs to match the words with the pictures.

Check answers and check understanding of the words. Model and drill the pronunciation if necessary.

Students match the words in the box with pictures.

ANSWER

1 god

2 goddess

3 thunder

4 mountain

5 war

Descriptor:

- work in pairs

- match the words in the box

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P:89

Refer students to the title of the text and check that they understand the word Norse. In a weaker class, go through the first paragraph of the text together if they do not understand it.

Students read and listen to the text. Answer the question.

ANSWER

Monday, Saturday and Sunday are missing.

Descriptor:

- read and listen to the text

- answer the question

Total: 2 point

Task. III (Task for understanding)

Ex: 3 P:89

Students work individually to read the text again and choose the correct answers. Remind them to read through the questions and the multiple-choice options before reading the text again in detail, so they know what information to look for.

Ask students to compare their answers in pairs, and check any answers they disagree on.

Students read the text again. Choose the correct words.

ANSWER

1 north

2 war

3 son

4 thunder

5 goddess

Descriptor:

- read the text again

- choose the correct words

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P:89

Encourage students to think about what the pictures show, in order to help them complete this task. In a weaker class, remind students that the missing days were Monday, Saturday and Sunday. Write these on the board and see if students can guess any of the answers. Help them by prompting the words for the first two pictures: moon and sun.

Learners look at the pictures below. We use them for the other days of the week. Write the correct days.

ANSWER

1 Monday

2 Sunday

3 Saturday

Descriptor:

- look at the pictures

- write the correct days

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

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Lesson plan "English plus 6" Term 3

Химия пәні

Тарих пәні

Биология пәні

Ағылшын тілі пәні

География пәні

Информатика пәні

Мектепке дейінгі білім беру

«Қазақ тілі» жəне «Қазақ əдебиеті»

Дене шынықтыру

Білім алушылардың білім сапасын арттыру

Инклюзивті білім беру