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Lesson plan "Excel 6" Term 3
Short term plan: term 3
Unit: 5 Our Health |
Lesson 49 |
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School |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Vocabulary: illnesses / ailments |
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Learning objectives |
6.1.9.1 use imagination to express thoughts, ideas, experiences and feelings 6. 2. 1.1 Comprehension with support of unlimited instructions in class 1; 6. 3. 1. 1 providing basic information about oneself and others at the discussion level within the framework of general topics; |
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Lesson objectives |
Learners will be able to: - present illnesses/ailments - discuss illnesses/ailments |
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Value links |
"Law and Order" Know the basics of the legal system and human rights |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson 5 min. Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead – In Ex:1 P:53 Draw Ss' attention to the pictures. Play the recording. Ss listen and repeat chorally or individually. Elicit the L1 equivalents. DR |
Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture Learners answer the questions Learners listen and repeat. Say these words in your language ANSWERS Students own answer |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job! Descriptor: -Listen and repeat - . Say the words in your languag |
Pictures worksheet Picture |
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Ex: 2 P: 53 Explain/Elicit the meanings of any unknown words and read out the example exchange, then Ss talk in pairs about the illnesses/ailments referring to the pictures and using the phrases. Monitor the activity around the class and then ask some pairs to report back to the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. |
Learners discuss in pairs, as in the example. Answer the question ANSWERS 2 A: What's wrong with Damir? B: He's got a stomach ache. 3 A: What's wrong with Sanzhar? B: He's got a cough. 4 A: What's wrong with Nurgul? B: She's got a headache. 5 A: What's wrong with Ulan? B: He's got a cold. A: What's with Akbota? B: She's got a temperature. 7 A: What's wrong with Kenje? B: She's got a rash. 8 A: What's wrong with Mira? B: She's got an earache. |
Descriptor: - discuss in pairs, - complete the task Total: 6 point -Make CCQ questions Yes / No |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success |
Short term plan: term 3
Unit 5 Our Health |
Lesson 50 |
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School |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Reading: Home remedies |
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Learning objectives |
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; |
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Lesson objectives |
Learners will be able to: - introduce the topic, to listen and read for gist - read for specific information |
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Value links |
"Law and Order" Observance of norms and rules of order and justice understand the need |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. The teacher sets the Warming up Ask a few pupils to stand up and stand in a row. Ask the rest of the class questions to revise the ordinals. Lead – In
Ex:1 P:54 Direct Ss to the title of the article and the pictures. Elicit what remedies Ss think someone might find at home. Play the recording. Ss listen and follow the text in their books to find out. |
Students of the class are listed. Students' attention is drawn to the lesson. Determines the topic and purpose of the lesson Learners remember previous lesson vocabulary Students say different words from the picture Answer the question. Pupils read the title of the article and look at the pictures ANSWERS People can find remedies for a headache, a toothache, a stomach ache, sore throats and a cough at home. |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job!
Descriptor: - read the title - look at the pictures Total: 2 point |
Pictures |
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Ex: 2 P: 54 Give Ss time to read the text again and complete the task. Check Ss' answers. Tell Ss to check any words they are unsure of in their dictionaries. Differentiation: «Verbal support» method is used to help Ss use new words in the Ex: 3 P: 55 Explain the task. Ss complete it. Check Ss' answers. Ex: 4 P: 55 Ask Ss to read the text again and make notes about the home remedies. Give Ss time to use their notes to prepare a PowerPoint or other format of digital presentation with images and a short text about each one. Ask Ss to give their presentations in front of the class. |
Pupils read again and choose the correct word. ANSWERS 1 relieve 2 toothache 3 teaspoonful 4 ingredient Pupils fill the gaps. ANSWERS 1 cough 2 lemon 3 stomach 4 sore 5 good 6 nasty Pupils create a digital presentation ANSWERS Ss' own answers |
Descriptor: - read again - choose the correct Total: 2 point Descriptor: - fill the gaps Total: 1 point Descriptor: - read the text again - create a digital presentation Total: 2 point -Make CCQ questions Yes / No Total: 1 point |
Card Worksheet Students book |
End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success |
Short term plan: term 3
Unit 5 Our Health |
Lesson 51 |
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School |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Vocabulary: health |
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Learning objectives |
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 educational topics, including the words mustn't (prohibition), need (necessity), should (recommendation); |
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Lesson objectives |
Learners will be able to: - prepare a digital presentation summarising the text - consolidate new vocabulary - listen and read for specific information |
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Value links |
"Law and Order" Ensuring the protection and safety of society understand the importance of law and order as |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead – In Ex:5 P: 55 Explain the task and go through the words in the list. Explain the meanings of any unknown words or ask Ss to look them up in their dictionaries and then give Ss time to complete the task. |
Students of the class are listed. Students' attention is drawn to the lesson. Determines the topic and purpose of the lesson Students say different words from the picture Pupils complete the sentences with the words. ANSWERS 1 exercise 2 balanced 3 lose 4 take 5 sugary 6 stay 7 junk |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job! Descriptor: - complete the sentences Total: 1 point |
Pictures |
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Ex: 6 P: 55 Explain the task and give Ss time to complete it. Check Ss' answers. Ex: 7 a P: 55 Read out the questions in the rubric. Play the recording. Ss listen and read the dialogue to find out the answers. Check Ss' answers. Ex: 7 b P: 55 Explain the task. Remind Ss that they can use the dialogue in Ex. 7a as a model. Ss complete the task in closed pairs. Monitor the activity around the class and then ask some pairs to act out their dialogues in front of the class. Ex: 8 P: 55 Explain the task and give Ss time to complete it. Remind Ss to include the points in the list and then check Ss' answers around the class. |
Pupils complete the text message ANSWERS 1 cold 2 hot 3 get rid 4 sore 5 help 6 drink 7 better Pupils listen and read to find out. Answer the question ANSWERS Sam has a headache. Ann advises him to drink some lemon juice with warm water. Pupils in pairs use the ideas below to act out. ANSWERS A: Hi, Nurlan. Are you OK? B: Hello, Dina. I don't feel very well. A: What's wrong? B: I have a terrible cough. A: Poor you! Why don't you take some cough syrup? A: Hi, Nurlan. Are you OK? B: Hello, Dina. I don't feel very well. A: What's wrong? B: I have a terrible sore throat. Pupils write a message to your English friend ANSWERS Hi Dilnaz, I'm sorry to hear that you have a stomach ache. Why don't you try drinking some ginger tea? Can I come and visit you at your house |
Descriptor: - complete the text message Total: 1 point
Descriptor: - listen and read - answer the question Total: 2 point Descriptor: - in pairs use the ideas below - act out Total: 3 point Descriptor: - write a message to your English friend Total: 3 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet |
End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success |
Short term plan: term 3
Unit 5: Our Health |
Lesson 52 |
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School |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Use of English: have to / don’t have to |
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Learning objectives |
6. 5. 5. 1 use of arguments supported by examples and justification in some familiar general and academic topics; 6. 6. 12. 1 use various adverbs, including too, not enough, quite, rather, adverbs expressing |
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Lesson objectives |
Learners will be able to: - present the modal verb have to - practise the affirmative and negative forms of have to - present the interrogative form of have to and short answers |
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Value links |
"Law and Order" Know the basics of the legal system and human rights |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead – In Ex:1 P:56 Ss close their books. Present have to. Say, then write on the board: I have to go early today. Explain that this modal verb is in the affirmative. Point to a S and say: You have to wear a uniform at school. Point to a male S and say: He has to wear a uniform at school. Present all persons in the same way. Say then write on the board: I don't have to work on Sundays. Explain that this is the negative form. Point to a S and say: You don't have to go to school on Sundays. Present all persons in the same way. |
Students' attention is drawn to the lesson. Learners talk about daily routines previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils read the table and the rules. ANSWERS Students own answer |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job!
Descriptor: - read the table - use the rules. Total: 2 point |
Pictures |
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Ex: 2 P: 56 Explain the task. Ss complete the task. Check Ss' answers, Ex: 3 P: 56 Ss close their books. Say then write on the board: Do I have to work? Yes, I do./Do you have to work? No, you don't./Does he have to work? No, he doesn't. Explain that we use Do I/you we/you/they and Does he/she/it to form questions with have to. Focus Ss' attention on the position of Do/Does (before the personal pronoun). We answer in the short form with Yes/No, I/you/we/they/do/don't and Yes/No, he/she/it/does/doesn't. Ask questions to check Ss' understanding. Ex: 4 P: 56 Explain the task and read out the prompts and the example. Ss complete the task in pairs. Monitor the activity around the class. Ex: 6 P: 56 Explain the task. Ss complete the task. Check Ss' answers, Ex: 7 P: 56 Explain the task. Ss complete the task. Check Ss' answe |
Pupils put the verbs in brackets into the correct form ANSWERS 2 don't have to meet 3 have to eat 4 doesn't have to go 5 have to cook Pupils read the table. Answer the question ANSWERS T: Do you have to make your bed every morning? S1: Yes, I do./No, I don't. T: Does your mum have to go to work? S2: Yes, she does./No she doesn't. etc Pupils ask and answer. Use the prompts. ANSWERS A: Do you have to tidy your room? B: Yes, I do./No, I don't. A: Do you have to cook dinner? B: Yes, I do./No, I don't. A: Do you have to iron the clothes? B: Yes, I do./No, I don't. Pupils complete with must or mustn’t ANSWERS 1 mustn't 2 mustn't 3 must 4 must 5 must Pupils choose the correct item ANSWERS 1 have to 2 must 3 have to 4 must |
Descriptor: - put the verbs in brackets - put the verbs in brackets Total: 2 point Descriptor: - read the table - answer the question Total: 2 point
Descriptor: - ask and answer - use the prompts Total: 2 point Descriptor: - complete with must or mustn’t - choose the correct item Total: 1 point -Make CCQ questions Yes / No Total: 1 point |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!
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Poster Success |
Short term plan: term 3
Unit: 5 Our Health |
Lesson 53 |
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School |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Use of English: countable and uncountable nouns |
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Learning objectives |
6. 5. 5. 1 use of arguments supported by examples and justification in some familiar general and academic topics; 6. 6. 12. 1 use various adverbs, including too, not enough, quite, rather, adverbs expressing quantity on most of the familiar general and educational topics; |
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Lesson objectives |
Learners will be able to: - To present can/can't/could, may/might, should/shouldn't, ought to/oughtn't to and consolidate through translation -To present countable/uncountable nouns and quantifiers -To identify countable/uncountable nouns |
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Value links |
"Law and Order" Observance of norms and rules of order and justice understand the need |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead – In Ex:8 P:57 Ask various Ss around the class to read out an example and give the L1 equivalent. (Ss' own answers) Elicit examples from the text on p.54. |
Students' attention is drawn to the lesson. Learners talk about days of the week previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils read the examples. Find examples in the text. ANSWERS it might help with the pain, you should drink some ginger, honey may help sore throats |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job!
Descriptor: - read the examples - find examples in the text. Total: 3 point |
Pictures |
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Ex: 9 P: 57 To practise modal verbs Explain the task. Ss complete the task. Check Ss answers. Ex: 10 P: 57 Ss' books closed. Explain that some nouns can be counted (e.g. egg, car, apple etc) and these are countable and some nouns can't be counted (e.g. milk, water, coffee etc). These are uncountable nouns. Explain that we use a/an with countable nouns and some with uncountable nouns. Ss' books open. Go through the table with Ss and elicit the L1 equivalents for the examples Ex: 11 P: 57 To identify countable/uncountable nouns Explain the task and elicit answers from Ss around the class. Ex: 12 P: 57 Explain the task and give Ss time to complete it. Check Ss' answers around the class. |
Pupils rewrite the sentences using appropriate modal verbs. ANSWERS 1 You can't swim after you have eaten lunch. 2 You shouldn't/oughtn't to eat too much junk food. 3 Can I bring you some hot tea? 4 Can/May I go home early? I don't feel well. 5 We might order takeaway later Pupils read the table. Say the examples in your language. ANSWERS Students own
answer. Pupils fill in a/an or some. Then mark the nouns C (countable) and U (uncountable). ANSWERS 1 an C 2 some U 3 some U 4 a C Pupils choose the correct item. ANSWERS 1 a few 2 How many 3 Not many 4 some 5 a little 6 How much |
Descriptor: - rewrite the sentences - use appropriate modal verbs Total: 2 point Descriptor: - read the table - Say the examples in your language Total: 2 point Descriptor: - fill in a/an or some - mark the nouns C or U Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Vocabulary card |
End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success |
Short term plan: term 3
Unit 5 Our Health |
Lesson 54 |
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School |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Speaking: Paul’s menu |
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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. 5. 1 identify the main idea from the context within some familiar general and reading topics, including long texts; |
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Lesson objectives |
Learners will be able to: - consolidate new vocabulary - listen and read for gist. |
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Value links |
"Law and Order" Ensuring the protection and safety of society understand the importance of law and order as |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead – In Ex:1 P:58 Ask Ss to look at the pictures. Play the recording. Ss listen and repeat chorally and/or individually. Elicit the L1 equivalent for each word. (Ss' own answers |
Students' attention is drawn to the lesson. Determines the topic and purpose of the lesson Learners talk about favourite dayprevious lesson vocabulary Students say different words from the picture and count one to hundred Pupils look at the menu. Listen and repeat. Answer the question. ANSWERS Students own answer. |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job! Descriptor: - look at the menu - answer the question Total: 2 point |
Pictures |
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Ex: 2 P: 58 To consolidate new vocabulary Ask various Ss around the class to choose items from the menu according to their taste. Ex: 3 P: 58 To listen and read for gist Play the recording. Ss listen and follow the text in their books to find out about typical British takeaways. Ex: 4 P: 59 To read for specific information Give Ss time to read the text again and complete the sentences. Check Ss' answers. |
Pupils answer the question. Choose from the menu and say. ANSWERS I'd have kebab for a main meal. I'd have chicken salad as a side dish. I'd have ice cream as a dessert. I'd have cola as a drink. Pupils read and listen to find out. Answer the question. ANSWERS Typical British takeaways are Chinese food, Indian food and kebabs Pupils read again and complete the sentences ANSWERS 1 a hundred years ago 2 noodles with bean sprouts 3 boiled rice 4 night time |
Descriptor: - choose from the menu - answer the question Total: 2 point Descriptor: - read and listen - answer the question. Total: 2point Descriptor: - read again - complete the sentences Total: 2point -Make CCQ questions Yes / No |
Students book |
End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success |
Short term plan: term 3
Unit 5: Our Health |
Lesson 55 |
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School |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Listening: order |
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Learning objectives |
6. 3. 7. 1 use subject-specific vocabulary and syntax within a number of general and educational topics; 6. 6. 13. 1 use modal forms on many familiar general and educational topics, including the words mustn't (prohibition), need (necessity), should (recommendation); |
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Lesson objectives |
Learners will be able to: - listen for specific information. - check meanings of unknown words |
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Value links |
"Law and Order" Know the basics of the legal system and human rights |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson 5 min
Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead – In
Ex:5 P:59 Tell Ss to lookup the meanings of any words in the text they can't understand in their dictionary. Help Ss while they are looking up the unknown words. As an extension, ask Ss to make sentences using the unknown words. |
Students' attention is drawn to the lesson. Learners write the numbers from previous lesson Determines the topic and purpose of the lesson Students say different words from the picture Pupils use dictionary to check the meanings. ANSWERS Students own answer. |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job! Descriptor: - use dictionary - check the meanings. Total: 2 point |
Pictures |
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Ex: 6 P: 59 Ask various Ss around the class to share their personal preference with the rest of the class. (Ss' own answers) Ex: 7 P: 59 Explain the task and play the recording. Ss listen and complete the gaps with the correct answers. Check Ss' answers around the class. Ex: 8 P: 59 Ask Ss to work in pairs, take roles and act out dialogues. Remind Ss that they can use the menu in Ex. 1, the dialogue from the listening task in Ex. 7 as a model as well as any ideas from the useful language boxes to help them complete the task. Ss complete the task in pairs. Monitor the activity around the class and ask some pairs to act out their dialogues in front of the class. |
Pupils answer the question. ANSWERS Students own answer. Pupils listen and complete the order. ANSWERS 1 vegetable 2 chicken 3 mineral water 4 16.85 5 358 Pupils work in pairs. Use the menu in ex 1 ANSWERS A: This is Paulo's. Can I take your order? B: Yes, I'd like to order noodles with bean sprouts, please. A: Certainly, is there anything else? B: Yes. I'd also like spring rolls and a bottle of cola. A: Right. Would you like a dessert? B: No, thank you. That's all. |
Descriptor: - answer the question. Total: 1 point Descriptor: - listen and complete the order Total: 2 point Descriptor: - work in pairs - Use the menu Total: 2 point -Make CCQ questions Yes / No |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success |
Short term plan: term 3
Unit 5: Our Health |
Lesson 56 |
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School |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Everyday English: Asking / Talking about health |
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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. 4. 1 independent reading of some short simple texts in fiction and non-fiction literature |
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Lesson objectives |
Learners will be able to: -To present situational language -To learn synonymous phrases -To act out a dialogue |
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Value links |
"Law and Order" Observance of norms and rules of order and justice understand the need |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead-in Ex:1 P:60 To present situational language Play the recording. Ss listen and repeat chorally and/or individually Ex: 2 P: 60 To listen and read for specific information Play the recording. Ss listen and follow the text in their books to answer the questions in the rubric. Elicit answers from Ss around the class. Refer Ss to the Word List to look up the words in the Check these words box. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Students say different words from the picture Pupils listen and repeat. ANSWERS Students own answer. Pupils listen and read the dialogue. Answer the dialogue ANSWERS Jenny's advice is to take a painkiller and see a dentist. John is going to go to the dentist |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job! Descriptor: - listen and repeat Total: 2 point Descriptor: - listen and read the dialogue - answer the dialogue Total: 2 point |
Pictures |
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Ex: 3 P: 60 To learn synonymous phrases Read out the phrases. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class. Ex: 4 P: 60 • To act out a dialogue Play the recording again. Then, ask Ss to work in pairs and take roles and read out the dialogue. ORA Monitor the activity around the class and ask some pairs to read out the dialogue in front of the class Ex: 5 P: 60 • To practise role-playing Explain the situation. Remind Ss that they can use the dialogue in Ex. 2 as a model as well as any ideas of their own to complete the task. Ss complete the task in pairs. To help Ss, draw the following diagram on the board and elicit appropriate phrases Ss should use. Write them on the board. Ss can refer to the diagram while doing the task |
Pupils find sentences in the dialogue which mean. ANSWERS A You don't look well. BI feel terrible. C What's wrong? D I suppose you're right Pupils listen and read the dialogue. Take roles and read it aloud ANSWERS Students own answer. Pupils act out a similar dialogue. Use the dialogue as a model. ANSWERS A: Are you OK? You don't look well B: I feel awful A: Oh dear! What's wrong? B: I've got a terrible headache. A: Why don't you take an aspirin? B: I suppose you're right |
Descriptor: - find sentences in the dialogue Total: 3 point Descriptor: - take roles and read the dialogue -Make CCQ questions Yes / No Total: 10 point |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success |
Short term plan: term 3
Unit 5: Our Health |
Lesson 57 |
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School |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Across cultures: Health services around the world |
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Learning objectives |
6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 6. 4. 5. 1 identify the main idea from the context within some familiar general and reading topics, including long texts; |
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Lesson objectives |
Learners will be able to: - To introduce the topic and predict the content of a text - To consolidate comprehension of a text |
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Value links |
"Law and Order" Ensuring the protection and safety of society understand the importance of law and order as |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead-in
Ex:1 P:61 Direct Ss' attention to the pictures, title and subheadings and elicit their guesses as to what the texts are about. Play the recording. Ss listen and follow the texts in their books and check. |
Students' attention is drawn to the lesson. Determines the topic and purpose of the lesson Students say different words from the picture Pupils look at the pictures, the title and headings ANSWERS The texts are about the Royal Flying Doctors Service of Australia and the Health Trains of Kazakhstan. |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job! s Descriptor: - look at the pictures -answer the question Total: 2 point |
Pictures |
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Ex: 2 P: 61 Allow Ss some time to read the texts and answer the questions. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box, then check Ss' answers. Ex: 3 P: 61 To consolidate comprehension of a text Give Ss some time to consider their answers and then elicit answers from Ss around the class. DRA Ex: 4 P: 61 Explain the task and ask Ss to copy the headings into their notebooks. Then give Ss time to research information about a health service from their country or another country and make notes under the headings. Tell Ss to use their notes to write a short text and pay attention to correct spelling. Ask various Ss to present the health service to the class. |
Pupils read the texts again and answer the question ANSWERS 1 The RFDSA is in Australia. 2 The RFDSA started in 1928. 3 The Health Trains help people living in the remote communities of northern Kazakhstan. 4 There are three health trains. Pupils answer the question ANSWERS The RFDSA in Australia and the Health Trains in Kazakhstan give people in isolated areas access to medical care. They probably feel safer and less afraid because they know they will get help in an emergency, and that the services will take them to hospital if they need. Pupils collect information about other health services in your country. ANSWERS name: National Rural Health Mission Boat Ambulances who the service helps: 40 villages in the state of Madhya Pradesh in India as well as some parts of Gujarat and Maharashtra what the service does: provides emergency care and transportation for people in remote villages, helps sick people and pregnant women to get to hospital |
Descriptor: - read the texts - answer the dialogue Total: 2 point Descriptor: - read the texts Total: 1 point Descriptor: - collect information about other health services Total: 1 point -Make CCQ questions Yes / No Total: 1 point |
Card Worksheet Students book |
End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success |
Short term plan: term 3
Unit 5: Our Health |
Lesson 58 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Across the curriculum: PSHE |
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Learning objectives |
6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 6.4.5.1 deduce meaning from context in short texts on a limited range of familiar general and curricular topics 6.5.6.1 link, with some support, sentences into a coherent paragraph using basic connectors on a limited range of familiar general topics |
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Lesson objectives |
Learners will be able to: - To introduce the topic and predict the content of the text - To understand the use of must/mustn't |
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Value links |
"Creativity and Innovation" Monitoring, measuring, conducting experiments and experiments ability; |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead-in
Ex:1 P:62 Read the statements (1-4) aloud and ask Ss to decide with their partner which ones they think are true about germs. Play the recording. Ss listen and follow the text in their books and check if their guesses were correct. Direct Ss to the Word List to look up the meanings of the words in the Check these words box. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils listen, read the text and check ANSWERS 1 T 2 T 3 T 4 F |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job! Descriptor: - listen, read the text and check Total: 2 point |
Pictures |
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Ex: 2 P: 62 • Read the Note box aloud and explain that must/ mustn't comes before the verb and is used to express necessity or prohibition. Read out the example and give Ss time to complete the task. Check Ss' answers. Ex: 3 P: 62 Explain the task and ask Ss to write the headings into their notebooks. Allow and compl Ss time to read the text again and complete the task and check Ss' answers around the class |
Pupils use the words. Complete the sentences. ANSWERS 2 You must eat a lot of fruit and vegetables. 3 You mustn't go swimming after a meal. 4 You must drink a lot of water in the summer. 5 You mustn't put lots of salt in the soup. 6 You must cook food well. Pupils list the information in the text under the headings. ANSWERS You must clean your hands with soap and water before cooking. You must clean all kitchen surfaces. You must use clean pots, pans and dishcloths. You must keep fish, meat, cooked food and dairy products in the fridge. You must store food in different containers in the fridge. You must always cook food well. You must re-heat food only once. / You mustn't re-heat food more than once. You must keep raw meat away from cooked food. |
Descriptor: - use the words - complete the sentences Total: 2 point Descriptor: - list the information in the text Total: 1 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success |
Short term plan: term 3
Unit 5: Our Health |
Lesson 59 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Writing: An email giving advice Summative assessment for the unit 5 |
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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. 8. 1 correct spelling of some common and frequently used words in study topics |
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Lesson objectives |
Learners will be able to: - create a short oral text to tell about basic information - define the meaning of words using contextual clues |
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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 |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead-in
Ex:1 P:63 To read for specific information Give Ss time to read the email and answer the questions. Check Ss' answers.
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Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils look at the email. Answer the question. ANSWERS Miras is writing the email. Miras advises Sanjar to take short breaks when he feels tired and to exercise and eat healthily to boost his energy |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job! Descriptor: - look at the email - answer the question Total: 2 point |
Pictures |
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Ex: 2 P: 63 Explain the task and give Ss time to complete the gaps with the correct forms of the verbs in brackets. Ss compare their answers with their partner, then check Ss' answers around the class. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box. Ex: 3 P: 63 Go through the language box again and read out the example. Explain the task. Ss complete the task. Check Ss' answers. DR Ex: 4 P: 63 Go through the Study Skills box and tell Ss that this tip will help them to complete the task successfully. Ask Ss to write the headings into their notebooks and then play the recording. Ss listen and take notes. Summative assessment for the unit 5 |
Pupils read the email and complete the gaps. ANSWERS 1 to hear 2 sitting 3 to take 4 clear 5 to exercise Pupils use the prompts and the language in the box to give advice. ANSWERS 2 You should go on a diet. 3 It would be a good idea to do some exercise. 4 Why don't you go to bed earlier? Pupils listen to the dialogue between two friends about losing weight. ANSWERS advice: don't miss meals, eat a wide range of healthy food, don't eat takeaways and sugary drinks, exercise every day expected results: less likely to eat unhealthy snacks, improve health, have more energy, feel more confident |
Descriptor: - read the email - complete the gaps Total: 2 point Descriptor: - use the prompts - give advice Total: 1 point Descriptor: - use the prompts - complete the task Total: 1 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success |
Short term plan: term 3
Unit 5: Our Health |
Lesson |
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School |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Edutainment |
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Learning objectives |
6.3.3.1 give an opinion at sentence level on a limited range of general and curricular topics 6.2.5.1 understand most specific information and detail of short, supported talk on a wide range of familiar topics |
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Lesson objectives |
Learners will be able to: - give a limited response showing their opinion, preferences, agreement or disagreement - understand simple specific details through the keywords, style, intonation and repetition |
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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) |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead-in
Ex:1 P:64 Learn about the importance of healthy habits; to do a quiz and assess your lifestyle Read out the quotation and elicit Ss' comments. Then explain the task and give Ss time to do the quiz. Ask various Ss around the class to tell the rest of the class their results |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils do the quiz to find out. ANSWERS Students own answer |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job! Descriptor: - read out the quotation - do the quiz to find out. Total: 2 point |
Pictures |
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Ex: 3 P: 64 To test knowledge learnt in this module/to do a quiz Explain the task. Allow Ss some time to read the questions and decide if each statement is true or false. Alternatively, you may allow Ss to review the module and find the relevant information to mark the sentences correctly. Check Ss' answers Ex: 4 P: 64 • Explain the task and allow Ss time to work in pairs and look through the module and think of quiz questions. Tell Ss they can use the quiz in the previous task as a model. Offer an example Ss can swap their quiz with another pair and do it and then report back to the class. Ex: 5 P: 64 Read the definition aloud and play the recording. Ss listen and follow the song in their books. Elicit an answer to the question in the rubric from Ss around the class. |
Pupils do the quiz. Mark the sentences. ANSWERS 1 T 2 F 3 T 4 T Pupils look at the Module 5 and write T/F quiz of your own. ANSWERS 1 Lemon juice can help a headache. (T) 2 Chocolate can cure a stomach ache. (F) 3 The first Chinese restaurant in the UK was in London. (T) 4 Chicken Tikka Masala is a Turkish dish. (F) Pupils read and listen to the song. Answer the question. ANSWERS The singer likes skating, swimming, working out in the gym and playing tennis. |
Descriptor: - do the quiz - mark the sentences. Total: 2 point Descriptor: - look at the Module - write T/F quiz of your own. Total: 2 poin Descriptor: - use the prompts - complete the task Total: 1 point -Make CCQ questions Yes / No Total: 1 point |
Card Worksheet Students book |
End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success |
Short term plan: term 3
Unit 6 Travel and holidays |
Lesson 60 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Vocabulary: Types of holiday and activities |
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Learning objectives |
6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 6. 5. 8. 1 correct spelling of some common and frequently used words in study 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; |
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Lesson objectives |
Learners will be able to: -give a limited response showing their opinion, preferences, agreement or disagreement |
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Value links |
"Creativity and Innovation" Monitoring, measuring, conducting experiments and experiments ability; |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson 5 min . Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead-in
Ex:1 P:65 To present new vocabulary Draw Ss' attention to the pictures. Play the recording Ss listen and repeat chorally and/or individually. Elici the L1 equivalents. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils listen and repeat. Answer the question. ANSWERS Students own answer |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job! Descriptor: - listen and repeat - answer the question Total: 2 point |
Pictures |
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Ex: 2 P: 65 To talk about holiday activities Explain/Elicit the meanings of any unknown words and read out the example, then Ss talk in pairs about their holiday activities using the phrases. Monitor the activity around the class and then ask some pairs to report back to the class. . |
Pupils answer the question. ANSWERS I like safaris. I usually enjoy nature and take photographs. I like cruises. I usually sit by the pool, sunbathe, send postcards and relax. I like walking holidays. I usually stay in a tent, take photographs and enjoy nature. I like sightseeing holidays. I usually stay at a hotel, go sightseeing, take photographs, visit museums, buy souvenirs, send postcards and eat local dishes. I like skiing holidays. I usually stay at a hotel, go skiing and play in the snow. |
Descriptor: - answer the question. Total: 2 point -Make CCQ questions Yes / No Total: 1 point |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success |
Short term plan: term 3
Unit 6 Travel and holidays |
Lesson 61 |
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School |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Reading: Destination London |
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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. 7. 1 determine the characteristics of words |
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Lesson objectives |
Learners will be able to: - To stimulate interest in the text, and read for confirmation - To read for lexico-grammatical structure (multiple choice cloze) |
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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 |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead-in
Ex:1 P:66 Brainstorm with the class for questions about London and write five of them on the board. Ss read the text and check if their questions were answered. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils look at the text and read the subheadings. Think of five questions about it. Read the text and see if you can answer your questions. ANSWERS 1 What can you see there? (You can see famous landmarks such as Big Ben and Westminster Abbey.) 2 How many people live there? (Doesn't say.) 3 How many shops does London have? (Over 40,000.) 4 What's the best way to get around? (By tube.) 5 Where can you stay? (In luxurious hotels or bed and breakfasts.) |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job! Descriptor: - look at the text and read the subheadings - answer the question Total: 2 point |
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Ex: 2 P: 66 Allow Ss some time to read the text and complete the gaps. Explain that Ss should read the whole sentence before they decide on the best word to complete each gap. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box. Check Ss' answers. Ex: 3 P: 66 Read the Study Skills box aloud and then explain/ elicit the meaning of the purposes in the rubric. Ask questions to check Ss' understanding (e.g. Is the text full of names and numbers which give us information? Is the text amusing and/or entertaining? Does the text give reasons and use explanatory words/phrases such as 'due to''because' or 'the reason for this is'? Does the text encourage us to visit and emphasise only the positive aspects of the place? Is the text written in the first person as a narration of the writer's visit to London?) Elicit the writer's purpose and then give Ss time to think of alternative headings for the paragraphs. Check Ss' answers around the class. |
Pupils choose the correct word to complete the gaps. ANSWERS 1 B 2 C 3 C 4 B 5 A 6 C 7 B 8 A Pupils listen to and read the text. ANSWERS Things to see and do Shop till you drop Eating out Transport Places to stay |
Descriptor: - choose the correct word - complete the gaps Total: 2 point Descriptor: - listen to and read the text. Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success |
Short term plan: term 3
Unit 6 Travel and holidays |
Lesson 62 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Vocabulary: Tourists attractions |
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Learning objectives |
6. 2. 8. 1 general and learning topics with support of long conversations, including stories 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 |
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Lesson objectives |
Learners will be able to: - To present and practise new vocabulary - To consolidate new vocabulary |
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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) |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead-in
Ex:4 P:67 Explain/Elicit the meaning of any unknown words. Ss match the attractions (1-8) to the activities (A-H), then ask various Ss around the class to make sentences |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils match the attractions to what you can see and do there and make sentences from your answers. ANSWERS A 2 B 3 C 5 D 1 E 6 F 7 G 4 H 8 |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job! Descriptor: - match the attractions - make sentences from your answers Total: 2 point |
Pictures |
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Ex: 5 P: 67 Explain the task. Ss complete it. Check Ss' answers Ex: 6 P: 67 Explain the task and choose two Ss to read out the example. Ss act out their dialogues using ideas from the text in Ex. 1. Monitor the activity around the class and then ask some pairs to act out their dialogues in front of the class. Ex: 7 P: 6 Explain the task and explain/elicit what sort of information is missing from each gap. Play the recording. Ss listen and complete the task. Check Ss' answers. |
Pupils match the words in the two columns. ANSWERS 1 d 2 a 3 e 4 c 5 b 6 g 7 f Pupils imagine you are doing to spend your holiday in London. Act out your dialogue. ANSWERS A: What are you planning to do this summer? B: We're going to travel to London. A: Really? What are you going to do there? B: I'm going to stay at a luxurious hotel. A: Are you going to visit the Tower of London? B: Definitely. I'm also going to visit Buckingham Palace and see the Changing of the Guard. I can't wait. Etc Pupils listen and complete the gaps. ANSWERS 1 Pacific Ocean 2 coral 3 sharks 4 6 5 6.75 |
Descriptor: - match the words in the two columns Total: 2 point Descriptor: - read out the example - act out your dialogue. Total: 2 point Descriptor: - read out the example - act out your dialogue. Total: 2 point -Make CCQ questions Yes / No Total: 1 point |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success |
Short term plan: term 3
Unit 6 Travel and holidays |
Lesson 64 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Use of English: will / won’t |
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Learning objectives |
6. 6. 8. 1 use the future tense "will" to make promises, suggestions, and predictions about many familiar general and academic 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; |
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Lesson objectives |
Learners will be able to: -To practise making on-the-spot decisions with will -To practise making predictions with will/won't |
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Value links |
"Creativity and Innovation" Monitoring, measuring, conducting experiments and experiments ability; |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead-in
Ex:1 P:68 Ss' books closed. Say, then write on the board: I'll call you later. Will you be at home? No, I won't. Elicit the forms will + bare infinitive (affirmative), will not/won't + bare infinitive (negative) and will + personal pronoun + bare infinitive (interrogative). Draw Ss' attention to the short forms will = 'll and will not = won't. Drill Ss in all persons. Say, then write on the board: I think it will be cold tonight and I'm cold. I'll close the window. Explain that we use will to make predictions about the future based on what we think and to make on-the- spot decisions. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils read the table. Give more examples for each use. ANSWERS I think the weather will be nice tomorrow. I'll make a sandwich. I'll help you with your homework. I'll call you later, I promise. |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job! Descriptor: - read the table - give more examples Total: 2 point |
Pictures |
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Ex: 2 P: 68 Explain the task, read out the example and elicit the rest of the answers from Ss around the class. Ex: 3 P: 68 Explain the task and elicit answers from Ss around the class. Ex: 4 P: 68 Play the recording with pauses for Ss to repeat chorally and/or individually. Pay attention to Ss' pronunciation and correct as Ex: 6 P: 68 Explain the task and read out the example. Give Ss some time to complete it. Check Ss' answers around the class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils write sentences using will. ANSWERS 2 I'll help you. 3 I'll come with you 4 I'll lend you some. 5 I'll carry it for you. Pupils fill the gaps. ANSWERS 1 will 2 won't 3 will 4 won't 5 will Pupils listen and repeat. ANSWERS Students own answer Pupils put the verbs in brackets into the correct form. ANSWERS 2 is going to visit 3 are going to wake up 4 is going to spend 5 is going to try 6 are going to stay 7 is going to buy |
Descriptor: - write sentences using will. - complete the gaps Total: 2 point Descriptor: - fill the gaps Total: 2 point Descriptor: - listen and repeat Total: 2 point Descriptor: - put the verbs - into the correct form. Total: 2 point -Make CCQ questions Yes / No Total: 1 point |
Card Worksheet Students book |
End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success |
Short term plan: term 3
Unit 6 Travel and holidays |
Lesson 65 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Use of English: present continuous |
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Learning objectives |
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. 10. 1 use of the present tense and future tense forms to indicate the past action and its type on limited familiar general and educational topics |
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Lesson objectives |
Learners will be able to: -To practise going to in the negative -To present the present future meaning continuous with |
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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 |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather.Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead-in Ex:7 P:69 Explain the task and read out the example. Give Ss some time to complete it. Check Ss' answers around the class. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils write sentences as in the example ANSWERS 2 She isn't going to sit by the hotel pool. 3 They aren't going to buy many souvenirs. 4 He isn't going to try the local cuisine. |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job! Descriptor: - write sentences as in the example - complete the task Total: 2 point |
Pictures |
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Ex: 8 P: 69 To practise will/be going to Explain the task. Ss complete the task, their check Ss' answers. Ex: 9 P: 69 Explain the task. Ss complete the task, then check Ss' answers. Ex: 10 a P: 69 Read the theory aloud and elicit the L1 equivalents from Ss around the class. Ex: 10 b P: 69 Ask Ss to talk in pairs and complete the task. Monitor the activity around the class and then ask from various Ss around the class to tell the rest of the class. |
Pupils put the verbs in brackets into will or to be going to ANSWERS 1 will be 2 it's going to 3 won't forget 4 is going to book 5 will call 6 is going to fly Pupils use these words to complete sentences. ANSWERS 2 're going to watch 3 's going to make 4 's going to wash 5 're going to play 6 is going to win Pupils read the theory. Say the examples in your language. ANSWERS Students own answer. Pupils answer the question. Tell your partner. ANSWERS This evening, I'm going swimming. Tomorrow morning, I'm eating breakfast at school. On Saturday morning, I'm playing football in the park with my friends. On Sunday evening, I'm watching a film with friends |
Descriptor: - put the verbs in brackets - complete the gaps Total: 2 point Descriptor: - use these words - complete sentences Total: 2 point Descriptor: - read the theory - say the examples in your language. Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success |
Short term plan: term 3
Unit 6 Travel and holidays |
Lesson 66 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Reading |
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Learning objectives |
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; |
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Lesson objectives |
Learners will be able to: -To introduce the topic, to predict the content of the text; to listen and read for gist -To read for specific information |
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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) |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson 5 min . Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead-in Ex:1 P:70 Direct Ss' attention to the picture and elicit what Ss think they are going to read about. Ask four Ss to each read out the first sentence of one paragraph. Play the recording. Ss listen and follow the text in their books to check. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils look at the picture and the first sentence of each paragraph. ANSWERS The letter is about someone's holiday plans and the activities he is looking forward to doing. |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job! Descriptor: - look at the picture - read out first sentence of each paragraph Total: 2 point |
Pictures |
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Ex: 2 P: 70 Allow Ss some time to read the text again. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box, then give Ss some time to answer the questions. Check Ss' answers around the class. Ex: 3 P: 70 Elicit a variety of reasons from Ss around the class someone should visit Turgen Gorge. Ex: 4 P: 70 Give Ss time to scan the text again and find the nouns required. Elicit answers around the class. |
Pupils read the letter and choose the correct answer. ANSWERS 1 with his cousins (fact) 2 rivers (fact) 3 all safety equipment (fact) 4 forests (fact) 5 will (opinion) Pupils say two reasons. Someone should visit Turgen Gorge ANSWERS You can go white-water rafting and you can see famous waterfalls. Pupils find abstract nous, four compound nouns and four noun phrase. ANSWERS abstract nouns: fun, experience compound nouns: waterfall, wetsuit, footwear, swimsuit noun phrases: white-water rafting, inflatable raft, safety equipment, fantastic time |
Descriptor: - read the letter - choose the correct answer Total: 2 point Descriptor: - say two reasons Total: 2 point Descriptor: - scan the text - find the nouns required Total: 2 point -Make CCQ questions Yes / No Total: 1 point |
Card Worksheet Students book |
End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success |
Short term plan: term 3
Unit 6 Travel and holidays |
Lesson 67 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Listening: |
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Learning objectives |
6. 4. 2. 1 understand special information in simple, short texts within a number of general and educational topics without the help of a teacher; 6. 3. 3. 1 to express one's opinion in sentences with elements of reasoning within the framework of various general and educational topics; |
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Lesson objectives |
Learners will be able to: -To listen for specific information -To talk about fixed arrangements |
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Value links |
"Creativity and Innovation" Monitoring, measuring, conducting experiments and experiments ability; |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead-in Ex:5 P:71 Explain the task. Ask Ss to read the stem sentences and possible answers to familiarise themselves with the content of the recording. Play the recording. Ss listen and choose the correct answers. Check Ss' answers. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils listen to Mark talking about an excursion. For question choose the correct answer. ANSWERS 1 A 2 C 3 C 4 B |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job! Descriptor: - listen to Mark - choose the correct answer Total: 2 point |
Pictures |
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Ex: 6 P: 71 Ss do the task in closed pairs, then ask some pairs to act out their completed dialogues in front of the class. Ex: 7 P: 71 Allow Ss five minutes to complete the task, Ss' answers around the class. then check |
Pupils complete the dialogue in your notebooks. Act it out. ANSWERS 1 I'm going to Paris on my school trip this year. 2 All my classmates are going to go with me. 3 I'm going to travel by plane. 4 I'm leaving next Saturday. 5 I'm going to stay in a hotel. 6 I'm going to see the sights such as the Eiffel Tower and visit museums such as the Louvre. 7 I'm coming back on Sunday, 3rd May. Pupils use your answers from ex 6 to complete the letter to your English pen-friend about the school trip ANSWERS Hi Rosa, How are you? I'm really excited. This week, we're going to Paris with my school. We're leaving on Saturday by plane. We're staying at a nice hotel. We're going to see all the sights including the Eiffel Tower and visit museums including the Louvre. We're coming back on Sunday, 3rd May. I can't wait. See you soon! Maria |
Descriptor: - complete the dialogue - act it out Total: 2 point Descriptor: - use your answers - complete the letter Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success |
Short term plan: term 3
Unit 6 Travel and holidays |
Lesson 68 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Everyday English: Asking for and giving information |
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Learning objectives |
6. 2. 4. 1 understand the main points in a long conversation on general and academic topics with limited support; 6. 4. 5. 1 identify the main idea from the context within some familiar general and reading topics, including long texts; |
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Lesson objectives |
Learners will be able to: -To learn situational language, introduce the context of a dialogue and practise pronunciation -To read for specific information |
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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 |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead-in Ex:1a P:72 Play the recording. Ss listen and repeat chorally and/or individually. Elicit Ss' guesses as to what the dialogue might be about (e.g. A tourist asking for some information). |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils listen and repeat. Answer the question. ANSWERS Students own answer |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job! Descriptor: - listen and repeat - answer the question Total: 2 point |
Pictures |
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Ex:1b P:72 Play the recording. Ss listen and follow the text in their books and find out the answer to the question in Ex. 1a. Ex: 2 P: 72 Allow Ss time to read the dialogue again and do the task. Check Ss' answers, then elicit corrections for the false statements. Refer Ss to the Word List to look up the words in the Check these words box. Ex: 3 P: 72 Read out the phrases. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class. Ex: 4 P: 72 Play the recording again. Ask Ss to work in pairs and take roles to read out the dialogue. Monitor the activity around the class and ask some pairs to read out the dialogue in front of the class Ex: 5 P: 72 Go through the theory and explain how the pitch goes up at the end of a yes/no question and down at the end of a wh- question. Play the recording with pauses for Ss to listen and repeat chorally and/or individually. Pay special attention to Ss' pronunciation and intonation and correct as necessary. |
Pupils listen to find out. ANSWERS Bill, a teenager who is visiting Almaty with his family, wants to find out when he can visit the Dolphinarium . Pupils read the dialogue and mark sentences. Correct the false statements. ANSWERS 1 F 2 F 3 T 4 F 1 He is visiting at the weekend. 2 It is open from 12 am to 7 pm at the weekend. 4 Bill is on holiday with his family. Pupils find phrases in the dialogue ANSWERS What price are the tickets?: How much does it cost to get in? Could you tell me where the Dolphinarium is?: Where is the Dolphinarium exactly? That's right.: That's it Pupils listen to the dialogue again. Take roles and read it aloud. ANSWERS Students own answer Pupils read the theory. Listen and repeat the questions. ANSWERS Students own answer |
Descriptor: - listen to find out Total: 2 point Descriptor: - read the dialogue - correct the false statements. Total: 2 point Descriptor: - find phrases in the dialogue Total: 2 point Descriptor: - read the theory - listen and repeat the questions. Total: 2 point -Make CCQ questions Yes / No Total: 1 point |
Card Worksheet Students book |
End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success |
Short term plan: term 3
Unit 6 Travel and holidays |
Lesson 69 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Across cultures: Parks around the world |
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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. 5. 1. 1 planning, writing, correcting and checking text-level works on various general and academic topics with the support of the teacher; |
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Lesson objectives |
Learners will be able to: -To introduce the topic and predict the content of a text -To write about a park in your |
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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) |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead-in Ex:1 P:73 Direct Ss' attention to the pictures and the title and elicit guesses to the question in the rubric. Play the recording. Ss listen and follow the text in their books and check. Ask Ss to look up the meanings of the words in the Check these words box in the Word List. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils look at the pictures and read the title. Answer the question. Listen and read to find out. ANSWERS Babbacombe Model Village is special because it has very small models of real places. Almaty Central Park is special because it has an amusement park, and lots of activities and attractions for the whole family |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job! Descriptor: - look at the pictures - read the title. - answer the question Total: 2 point |
Pictures |
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Ex: 2 P: 73 Explain the task. Ss work in groups and think of a park. Refer Ss to the Internet, encyclopaedias or other reference books to find information about a park in their country and then Ss complete the task. Ex: 3 P: 73 Explain the task and divide the class into groups. Tell Ss to brainstorm for popular tourist attractions in their country and then decide which ones would be good to include in a model park and why. Allow Ss some time to formulate their ideas then ask various groups to present their park to the rest of the class. |
Pupils think of a park in your country. Collect information, then post your comments to Travelwhizz’s blog. ANSWERS At the City Park in Astana people can see sculptures and modern art all around the park. There are fountains and colourful flowers and lots of cafés. The Bayterek Tower is near the center and visitors can go to the top for amazing views of the city. Near the tower there are also small electric cars to rent for children. .Pupils imagine you have created a miniature model park. Present your park to the class. ANSWERS In our model park, we have got a model of the Charyn Canyon because it is a very popular and historic tourist attraction. Also, we have got the steppe because it is a famous symbol of Kazakhstan. We have also got a miniature city of Almaty with its beautiful cathedrals, the First President's Park and the Kok-Tobe Hill. This is a great attraction for visitors. Our model park is very beautiful |
Descriptor: - think of a park - Collect information - post your comments Total: 2 point Descriptor: - create a miniature model park - present your park to the class Total: 2 point -Make CCQ questions Yes / No Total: 1 point |
Card Worksheet Students book |
End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success |
Short term plan: term 3
Unit 6 Travel and holidays |
Lesson 70 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Across curriculum Summative Assessments for the unit Travel and holidays. |
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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. 6. 1 logically combine sentences into paragraphs with little support using basic connectives on various familiar topics; |
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Lesson objectives |
Learners will be able to: - To introduce the topic and predict the content of the text - To predict the content of a text - To read for sequence of events and retell a story |
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Value links |
"Independence and patriotism", To the past, present and future of the people understand the relevance |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead-in Ex:1a P:74 Elicit what if anything Ss know about H.G. Wells, then ask Ss to read the biography to check. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils answer the question. Read biography to find out. ANSWERS H.G. Wells was a famous science-fiction writer. He is famous for his novels such as 'The Time Machine' and 'The Invisible Man'. |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job! Descriptor: - answer the question - read biography to find out Total: 2 point |
Pictures |
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Ex:1b P:74 Direct Ss' attention to the pictures and elicit what they show and how they may relate to the story. Play the recording. Ss listen and follow the text in their books and find out the answers to the questions in the rubric Ex: 2 P: 74 Allow Ss some time to read the text carefully and put the events in the order they happened. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box and then ask various Ss to retell the story. Ex: 3 P: 74 Explain the task and elicit answers from Ss. Summative Assessments for the unit Travel and holidays |
Pupils answer the question. Listen to find out. ANSWERS The extract is about a time traveller who has lost his Time Machine. The pictures show the Time Machine and a strange creature with red eyes. They are both mentioned in the extract. Pupils read the text and put the events in the order they happen. Then retell the story. ANSWERS 2 There were little people in the hall. 3 He woke the little people up because he couldn't find the Time Machine. 4 He got away and looked for the Time Machine. 5 He fell asleep on the ground. 6 He woke up and went into a dark old house 7 A strange-looking creature appeared. 8 He followed the creature. Pupils look at the bold words. Answer the question ANSWERS The words scared, worried and tired describe how someone feels |
Descriptor: - answer the question - listen to find out. Total: 2 point Descriptor: - read the text - put the events in the order Total: 2 point Descriptor: - look at the bold words. - answer the question Total: 2 point -Make CCQ questions Yes / No Total: 1 point |
Card Worksheet Students book |
End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success |
Short term plan: term 3
Unit 6 Travel and holidays |
Lesson 71 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Writing: An email about your holiday |
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Learning objectives |
6. 2. 6. 1 identify meaning with support from context in long conversations on most 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; |
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Lesson objectives |
Learners will be able to: - To identify the author, intended reader and context of a text -To read for cohesion and coherence (missing sentences) |
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Value links |
"Independence and patriotism", Assessment of the importance of loyalty to the motherland, the history of the country respect culture |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead-in
Ex:1 P:75 Direct Ss' attention to the text and elicit answers to the questions in the rubric. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils look at the email. Answer the question. Read and check. ANSWERS Luiza is writing the email. Kamila is going to read it. Luiza is on holiday in Astana. |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job! Descriptor: - look at the email - answer the question Total: 2 point |
Pictures |
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Ex:2 P:75 Explain the task. Allow Ss time to put the missing sentences in the right place in the text. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box. Play the recording. Ss listen and check their answers. Ex: 3 P: 75 Explain the task and read out the topics in the list and then elicit the topic of each paragraph from various Ss around the class. Ex: 4 P: 75 Read out the Note! and explain the order of adjectives. Then elicit further examples. Give Ss time to complete the task. Check Ss' answers. |
Pupils read the email and complete the gaps with the missing sentences. ANSWERS 1 d 2 a 3 b 4 c Pupils answer the question. ANSWERS Para 1: greeting & where people are/stay Para 2: fixed arrangements for today Para 3: plans for tomorrow Para 4: closing remarks Pupils put the adjectives in the correct order. ANSWERS 1 a shiny, big, new hotel 2 a small, blue, steel boat 3 an amazing, tall, white monument 4 a large, old, red bus |
Descriptor: - read the email - complete the gaps with the missing sentences. Total: 2 point Descriptor: - answer the question Total: 2 point Descriptor: - put the adjectives in the correct order - complete the task Total: 2 point -Make CCQ questions Yes / No Total: 1 point |
Card Worksheet Students book |
End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success |
Short term plan: term 3
Unit 6 Travel and holidays |
Lesson 72 |
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School |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Edutainment |
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Learning objectives |
6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 6.5.1.1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - To understand a quotation and express opinion -To test knowledge learnt in this module/to do a quiz -To consolidate vocabulary learnt in the module/to write a quiz |
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Value links |
"Independence and patriotism" Respect the state symbols of Kazakhstan, understand the meaning of public holidays |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead-in
Ex:1a P:76 Ask Ss to read the quotation and then discuss in pairs what they think it means. Elicit answers from Ss around the class. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils read the quotation. Answer the question. ANSWERS A: I think that the quotation means that if you stay in the same place then you won't learn a lot about the world. B: I agree because I think it is good to travel the world and see as many new things as possible |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job! Descriptor: - read the quotation - answer the question Total: 2 point |
Pictures |
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Ex:1b P:76 Ask Ss to read the list of reasons why people travel and tick the ones that apply to them. Check Ss' answers and elicit further reasons from Ss around the class. Ex:1c P:76 Give Ss time to complete the task in class and then ask some Ss to share their answers with the rest of the class. Ex:2 P:76 Explain the task. Allow Ss some time to read the questions and complete the gaps. Tell Ss they can review the module and find the relevant information to help them if necessary. Check Ss' answers. Ex: 3 P: 76 Explain the task and allow Ss time to work in pairs and look through the module and think of quiz questions. Tell Ss they can use the quiz in the previous task as a model. Offer an example (e.g. H.G. Wells was a Famous writer. (science-fiction) Ss can swap their quiz with another pair and do it and then report back to the class. |
Pupils look at the list of reasons why people travel. Tick the statements that are true for you. ANSWERS I take beautiful photos to show to my friends. I buy nice souvenirs. .Pupils use the ideas in ex 1b to write a short paragraph expressing your opinion. ANSWERS I like to travel for many reasons. The most important thing for me is learning about new places and things. I also like to meet new people and try new and interesting food. Finally, it's really nice to visit museums and art galleries. Pupils do the quiz. Complete the sentences. ANSWERS 1 shops 2 hundreds 3 flower 4 waterfalls 5 forests Pupils look at the Module 6 and write a quiz of your own ANSWERS 1 Double-decker buses in London are (red). 2 'The Time Machine' is a book by.... (H. G. Wells). 3 Almaty Central Park has got many rides. (fairground) 4 You can see aquatic animals in an(aquarium). 5 Babbacombe Model Village is in ... (Torquay). |
Descriptor: - look at the list of reasons - tick the statements that are true for you. Total: 2 point Descriptor: - use the ideas - write a short paragraph Total: 2 point Descriptor: - do the quiz - complete the task Total: 2 point Descriptor: - look at the Module 6 - write a quiz of your own Total: 2 point -Make CCQ questions Yes / No Total: 1 point |
Card Worksheet Students book |
End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success |
Short term plan: term 3
Unit 7 Reading for pleasure |
Lesson 73 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Vocabulary: Characters |
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Learning objectives |
6. 2. 4. 1 understand the main points in a long conversation on general and academic topics with limited support; 6. 4. 1. 1 to understand the main idea of simple short texts on general and educational topics; |
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Lesson objectives |
Learners will be able to: - match descriptions to characters; to learn about types of characters - identify positive/negative adjectives |
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Value links |
"Independence and patriotism", To the past, present and future of the people understand the relevance |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead-in
Ex:1 P:77 Explain the task and give Ss time to read the descriptions. Draw Ss attention to the pictures and then give Ss time to complete the task. Check Ss' answers. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils match the descriptions to the pictures. Complete the task ANSWERS 1 A 2 C 3 B Villains: Stepmother, Bill Sikes, Jafar Heroes/Heroines: Cinderella, Oliver Twist, Aladdin |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job! Descriptor: - match the descriptions - complete the task Total: 2 point |
Pictures |
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Ex:2 P:77 Direct Ss to the adjectives in bold and elicit which are positive/negative. Tell Ss to check their answers in the dictionary. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils look at the adjectives in bold. Check in your dictionary. ANSWERS Positive: kind, brave, honest, caring Negative: evil, wicked, greedy, cruel . |
Descriptor: - look at the adjectives - Check in your dictionary. Total: 2 point -Make CCQ questions Yes / No Total: 1 point |
Students book |
End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success |
Short term plan: term 3
Unit 7 Reading for pleasure |
Lesson 74 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
The Wonderful Wizard of Oz |
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Learning objectives |
6. 3. 1. 1 providing basic information about oneself and others at the discussion level within the framework of general topics; 6. 4. 4. 1 independent reading of some short simple texts in fiction and non-fiction literature; |
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Lesson objectives |
Learners will be able to: - introduce the topic and read for specific information - listen and read for specific information - read for specific information |
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Value links |
"Independence and patriotism", Assessment of the importance of loyalty to the motherland, the history of the country respect culture |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead-in
Ex:1 P:78 Elicit what if anything Ss know about L. Frank Baum. Then ask Ss to read the biography to check. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils read the biography to find out. Answer the question. ANSWERS L. Frank Baum was an American writer. He wrote children's books |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job! Descriptor: - read the biography - answer the question. Total: 2 point |
Pictures |
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Ex:2 P:78 Direct Ss to the pictures and look at the characters. Play the recording. Ss listen and follow the text in their books and find out who the characters are. Refer Ss to the Word List to look up the words in the Check these words box. Play the video for Ss and elicit their comments. Ex:3 P:79 Ask Ss to read the questions and the answer choices. Allow Ss some time to read the text again and complete the task. Check Ss' answers. Ex:5 P:79 Explain the task and give Ss time to complete it. Check Ss' answers. Ex:6 P:79 Ask Ss to read the events (a-g) and then give them time to put them into the correct order. Check Ss' answers around the class. |
Pupils look at the pictures, tell us a story. ANSWERS The characters are the Scarecrow, Dorothy, Toto, the Tin Man, and the Lion. Pupils read the extract again and choose the correct answer. ANSWERS 1 B 2 A 3 A 4 C Pupils complete the sentences. ANSWERS 1 fell 2 heard 3 followed 4 oiled 5 waved Pupils put the events in the order they happened. ANSWERS a 5 b 6 c 4 d 1 e 2 f 7 g 3 |
Descriptor: - look at the pictures - tell a story Total: 2 point Descriptor: - read the extract - choose the correct answer. Total: 2 point Descriptor: - complete the sentences. Total: 2 point Descriptor: - put the events in the order Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success |
Short term plan: term 3
Unit 7 Reading for pleasure |
Lesson 75 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Peter Pen |
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Learning objectives |
6. 4. 1. 1 to understand the main idea of simple short texts on general and educational topics; 6. 6. 7. 1 use the simple perfect tense to convey the unfinished, indefinite past tense on familiar general topics; |
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Lesson objectives |
Learners will be able to: - introduce the topic and read for specific information - predict the content of a text; to listen and read for gist - present and practise it/there |
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Value links |
"Independence and patriotism" Respect the state symbols of Kazakhstan, understand the meaning of public holidays |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead-in
Ex:1 P:80 Elicit what if anything Ss know about J.M. Barrie, then ask Ss to read the biography to check |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils read the biography to find out. Answer the question ANSWERS J.M. Barrie was a Scottish writer. He created Peter Pan. |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job! Descriptor: - read the biography - answer the question. Total: 2 point |
Pictures |
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Ex:2 P:80 Play the recording. Ss listen and follow the text in their books and find out what happens in the extract. Elicit answers from Ss around the class. Ex:3 P:81 Ask Ss to read the questions and the answer choices. Allow Ss some time to read the text again and complete the task. Check Ss' answers. Ex:4 P:81 Give Ss time to read the gapped sentences and the text again, and complete the task. Remind Ss that the names can be used more than once in each gap. Check Ss answers. Ex:5 P:81 Go through the Study Skills box and explain when we use it/there and why. Elicit further examples from Ss around the class. Then give Ss time to read the summary and complete the gaps. Check Ss' answers. . |
Pupils the pictures show Peter Pen, Wendy and her brothers. Listen and read to find out. ANSWERS Wendy and her brothers dream of Neverland and Peter Pan. One day Wendy meets him and he asks them to come to Neverland with him. In the end, they all fly to Neverland together Pupils read the extract again and for question choose the correct answer. ANSWERS 1 B 2 A 3 B Pupils read and complete the sentences. ANSWERS 1 Wendy, John & Michael 2 Mrs Darling 3 the Lost Boys 4 Wendy 5 John & Michael 6 Peter 7 Peter, Wendy, John & Michael Pupils fill in with it and there to complete the summary of the story. ANSWERS 1 It 2 there 3 It 4 there 5 it |
Descriptor: - listen and read to find out. Total: 2 point Descriptor: - read the extract - choose the correct answer. Total: 2 point Descriptor: - read the gapped sentences - complete the sentences. Total: 2 point Descriptor: - fill the gaps. - complete the summary of the story Total: 2 point -Make CCQ questions Yes / No Total: 1 point |
Card Worksheet Students book |
End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success |
Short term plan: term 3
Unit 7 Reading for pleasure |
Lesson 76 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
The Grove of the Dancing breaches |
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Learning objectives |
6. 4. 8. 1 independent use of familiar digital or printed resources to check meaning and expand understanding; 6. 5. 8. 1 correctly write some common and frequently used words in educational topics; |
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Lesson objectives |
Learners will be able to: - predict the content of a text; to listen and read for gist -read for specific information. - consolidate new vocabulary |
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Value links |
"Independence and patriotism", To the past, present and future of the people understand the relevance |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead-in
Ex:1 P:82 Direct Ss to the picture and the title. Ask Ss to discuss in groups how they think the grove came to be. Play the recording. Ss listen and follow the text in their books and find out. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils look at the picture and read the title of the text. Answer the question. Listen and read to find out. ANSWERS The grove came to be when the Khan decided to go to a festival and saw some girls dancing. They were so scared when they realised who he was that they turned into birch trees. |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job! Descriptor: - look at the picture - read the title Total: 2 point |
Pictures |
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Ex:2 P:83 Give Ss time to read the text again and answer the questions. Check Ss' answers. Ex:3 P:83 Explain the task and give Ss time to complete it. Allow them to use their dictionaries to help them if necessary. Check Ss' answers. |
Pupils read the text again and answer the question. ANSWERS 1 Pine trees and pretty groves of birch trees. 2 He thought if people recognised him they would be uncomfortable and wouldn't dance and sing freely. 3 Everyone was having a great time playing games and sports. 4 He was so amazed by the grace of the dancing girls. 5 They were so terrified that they froze and turned into birch trees. Pupils complete the sentences. ANSWERS 1 decided 2 took 3 recognised 4 realised 5 froze 6 turned |
Descriptor: - read the text - answer the question. Total: 2 point Descriptor: - complete the sentences. Total: 2 point -Make CCQ questions Yes / No Total: 1 point |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success |
Short term plan: term 3
Unit 7 Reading for pleasure |
Lesson 77 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Reading time |
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Learning objectives |
6. 3. 5. 1 attempt to interact in a longer conversation on general and academic topics. 6. 4. 8. 1 independent use of familiar digital or printed resources to check meaning and expand understanding; |
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Lesson objectives |
Learners will be able to: - consolidate new vocabulary through synonyms - identify and distinguish fact from opinion - present determiners other, another, all, any |
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Value links |
"Independence and patriotism" Respect the state symbols of Kazakhstan, understand the meaning of public holidays |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead-in
Ex:4 P:83 Explain the task and give Ss time to match the words in bold to the synonyms in the list. DRA Check Ss' answers. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils match the words in bold in the text to their definitions. Use your dictionary. ANSWERS intelligence: understanding recognised: identified ordinary: normal amazed: impressed grace: elegance grove: a small group of trees |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job! Descriptor: - match the words - use your dictionary. Total: 2 point |
Pictures |
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Ex:5 P:83 Explain the task and give Ss time to scan the text again and complete the task. Explain what fact (sth that is true/correct), and opinion (what sb thinks) mean. Give Ss time to read the story and then elicit which sentences express fact/opinion. Ask Ss to compare their answers in pairs.. Ex:6 P:83 Ask Ss to discuss the question in pairs or small groups and then report back to the class. Ex:7a P:83 Go through the Study Skills box and explain when we use other/another/all/any and why. Elicit further examples from Ss around the class. Then elicit examples from the text. Ex:7b P:83 Practise determiners other, another, all Explain the task and give Ss time to complete it. Check Ss' answers. |
Pupils find two sentences in the text that express fact and two that express opinion. Compare with your partner. ANSWERS Students own answer Pupils answer the question. ANSWERS I think they were so surprised to see the Khan because he was royalty and they were just poor village girls Pupils read the theory. Find examples in the text. ANSWERS any of the other people, all his rich jewels, other parts Pupils complete the sentences. ANSWERS 1 other 2 All 3 All 4 other 5 another |
Descriptor: - find two sentences in the text - compare with your partner Total: 2 point Descriptor: - answer the question. Total: 2 point Descriptor: - read the theory - find examples in the text Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Students book |
End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success |
Short term plan: term 3
Unit 7 Reading for pleasure |
Lesson 77 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Er tustic |
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Learning objectives |
6. 4. 1. 1 to understand the main idea of simple short texts on general and educational topics; 6. 3. 5. 1 attempt to interact in a longer conversation on general and academic topics. |
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Lesson objectives |
Learners will be able to: - introduce the topic; to read for gist -predict the content of the text and listen and read for specific information - understand the elements of a fairy tale and complete a spidergram |
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Value links |
"Independence and patriotism" Respect the state symbols of Kazakhstan, understand the meaning of public holidays |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead-in
Ex:1 P:84 Ask Ss what, if anything, they know about Er-Tostik and discuss in pairs. Give Ss time to read the small text box and find out. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Ex:1 P:84 Ask Ss what, if anything, they know about Er-Tostik and discuss in pairs. Give Ss time to read the small text box and find out. |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job! Descriptor: - answer the question - discuss in pairs Total: 2 point |
Pictures |
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Ex:2 P:84 Play the recoding. Ss listen and follow the text in their books to find out how the characters in the rubric are related to Er-Tostik. Elicit answers from Ss around the class. Ex:3 P:85 Give Ss time to read the text again and answer the questions. Check Ss' answers. Ex:4 P:85 Ask Ss to read the text again and correct the statements. Check Ss' answers around the class. |
Pupils listen and read to find out. Answer the question. ANSWERS Ernazar is Er-Tostik's father. Bapy Khan is the lord of the underworld who Er-Tostik would destroy according to legend. Kenjegen is Er-Tostik's wife Pupils read again and answer the question. ANSWERS 1 He had eight sons. 2 Bapy Khan 3 She ate a horse brisket. 4 A beautiful woman called Kenjegen. 5 One could shake mountains, one could move extremely fast and the last one could drink up whole lakes. 6 It would send the whole world into darkness Pupils correct the statements. ANSWERS 1 Bapy Khan sent a terrible winter to the steppe. 2 Bapy Khan's servant captured Er-Tostik's father. 3 One of the giants could drink whole lakes. 4 A dragon went to eat the sun egg of the Samruk bird |
Descriptor: - listen and read to find out - answer the question. Total: 2 point Descriptor: - read again - answer the question Total: 2 point Descriptor: - correct the statements. - complete the sentences. Total: 2 point -Make CCQ questions Yes / No Total: 1 point |
Card Worksheet Students book |
End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success |
Short term plan: term 3
Unit 7 Reading for pleasure |
Lesson 78 |
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School |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Summative Assessment for term 3 |
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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. 5. 8. 1 correctly write some common and frequently used words in educational topics; 6. 5. 8. 1 correctly write some common and frequently used words in educational topics; |
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Lesson objectives |
Learners will be able to:
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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. Warm-up Fasten your seat belts and get ready for the all-round race Lead – In • With books closed, ask students to recall the previous lesson (Speaking, page 86) and elicit what they remember about the scenario. • Ask: Where was the woman? (In a shop.) What was she doing? (Returning a record.) What did she want? (To change it.) Did she get what she wanted? |
Students' attention is drawn to the lesson. Students discuss the pictures in pairs. Determines the topic and aim of the lesson Students say different words from the picture |
Formative Assessment Good job! Assessment criteria -Identify detailed information in extended conversation with support |
Pictures Student’s book |
Middle of the lesson Presentation part. 35 min |
LISTENING Task. Listen to the recording twice and answer the questions. Write NO MORE THAN THREE WORDS or A NUMBER.CD3. Tapescript 3.OR Go to this link to listen information Example: 0. Was she happy in her marriage? No, she was not. READING Task. Read the text carefully and answer the questions. __ Part 1. Choose the correct answer Part 2. Find some inconsistences in the statements. Mark these sentences Yes, No, Not Given. 3. Fishermen all over the world know when hurricanes start 4. Hurricanes usually start in the steppe 5. The best place to hide from hurricane is indoors _______________________. WRITING Task. Look at the films below. Choose one of them to write a review about. Use linking words and connectors in sentences to make some coherent paragraphs. You can use prompts for your answer SPEAKING Task. You will be given a card which asks you to retell a short story about a particular situation. You should include your ideas while telling it. You will be given 1 minute to prepare your talk and then 1-2 minutes to speak. Your classmates prepare the questions to ask you on the topic. Learners take turns in retelling the stories from the cards |
Students listen to the recording twice and answer the questions Descriptor: - listen and match Differentiation: «Verbal support» method is used to help Students use new words in the text. Students Read the text carefully and answer the questions Descriptor: - Paraphrase the given sentences so it has similar meaning Differentiation by support Less motivated learners will be given prompts to find the correct location of the text() paragraphs Students choose ONE of the topics and write. Descriptor: - Write a story about a concert Differentiation by support Less motivated learners will be given prompts to find the correct location of the text() paragraphs |
-can match the halves of the sentences Total: 1 point -can paraphrase the given sentences Total: 1 point -can write a story about a concert Total: 1 point |
Cards Worksheets |
End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! . |
Poster |
Short term plan: term 3
Unit 7 Reading for pleasure |
Lesson 79 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Edutainment |
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Learning objectives |
6. 4. 1. 1 to understand the main idea of simple short texts on general and educational topics; 6. 3. 5. 1 attempt to interact in a longer conversation on general and academic topics. |
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Lesson objectives |
Learners will be able to: - discuss a quotation - discuss the important characteristics of a great hero/villain - test knowledge learnt in this module/ to do a quiz |
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Value links |
"Independence and patriotism" Respect the state symbols of Kazakhstan, understand the meaning of public holidays |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead-in
Ex:1a P:86 Ask Ss to discuss what they think the quotation means in closed pairs. Then ask some pairs to share their answers with the class. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils look at the quotation. Answer the question. ANSWERS A: I think the quotation means that villains must think they are right even when they are wrong to others. B: Yes. I think villains have their own motive which to them is a good one |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment Good job! Descriptor: - read out the question - answer the question. Total: 2 point |
Pictures |
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Ex:1b P:86 Read out the question and ask Ss to read the list of qualities and decide on their answers. Then, compare their answers in closed pairs and discuss their choices with reasons. Ask various Ss to tell the class. Ex:3 P:86 Explain the task. Allow Ss some time to read the questions and mark the sentences correctly. Tell Ss they can review the module and find the relevant information to help them if necessary. Check Ss' answers. Ex:4 P:86 Explain the task and allow Ss time to work in pairs and look through the module and think of quiz questions. Tell Ss they can use the quiz in the previous task as a model. Offer an example (e.g. Bill Sikes is a character from 'Oliver Twist'. [T]) Ss can swap their quiz with another pair and do it and then report back to the class. |
Pupils choose three for each from the list below. ANSWERS Hero: good leader, intelligent, brave (a good leader inspires others, a brave and intelligent hero can overcome dangerous challenges) Villain: evil, cruel, greedy (an evil villain makes plans to destroy the hero, a cruel villain hurts other people, a greedy villain wants to have things that aren't his/hers Pupils do the quiz. Mark the statements. ANSWERS 1 F 2 T 3 T 4 F 5 T 6 F 7 F 8 T Pupils look at Module 7 and write a quiz of your own. ANSWERS 1 Jafar is a character from 'Cinderella'. (F) 2 The Tin Man wants a heart. (T) 3 The Great Oz is a wizard. (T) 4 Mrs Darling doesn't believe in Peter Pan. (T) 5 Ernazar was Er-Tostik's brother. (F) 6 Bapy Khan married Kenjegen. (F) 7 Er-Tostik met three giants. (T) 8 There is a story about the birch trees around Lake Borovoe. (T) |
Descriptor: - do the quiz - mark the statements Total: 2 point Descriptor: - look at Module 7 - write a quiz of your own. Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success |

