Lesson plan Laser 6 term 2

Unit: 3 Our Countryside

Lesson 25

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

On the Farm!

Learning objectives

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

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

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

Lesson objectives

Learners will be able to:

- familiarise students with names for animals and their young

- learn the names of young animals

- the value based on the integrated educational program is to educate students for justice and responsibility

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min.

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

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

Lead – In

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

Students' attention is drawn to the lesson.

Students say different words from the picture

•Learners remember previous lesson vocabulary

•Learners answer the questions

What do you see in this picture?

What kind of animals do you see?

Do they farm animals or wild animals?

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- remembers the lesson passed

Point 1

Assessment criteria

make basic statements related to

Pictures

worksheet

Picture

Middle of the lesson

Presentation part.

30 min

Ex:1 P:31

• Ask students to say what might be a good heading for the first paragraph. Explain that a heading gives the gis of a paragraph in just a few words.10

Pick volunteers to read each of the remaining paragraphs aloud.

Give students a short time to match each paragraph with the headings.

Review answers orally

Ex: 2 P: 31

• Ask students to think about the different people and animals mentioned in the advert. Who did they learn about by name? Which others were mentioned?

Ask students to read the advert again, to themselves this time.

Give them a short time to complete the table.

Check answers orally and/or by writing them on the board.

Ex: 3 P: 31

• Give students a short time to answer the questions usin a word or short phrase.

Invite them to refer back to the advert if necessary.

• Review answers orally

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

• Learners read the advert and match each paragraph with a heading.

ANSWERS

1 b

2 f

3 d

4 a

5 e

6 c

• Learners read the advert again and complete the table

ANSWERS

Types of animal

Cat dog hamster

farm animal(s)

cow(s) chicken(s) horse(s) sheep

sheepdog duck(s)

goat(s) baby animal(s)

chick(s) duckling(s)

calf (calves)

pony (ponies) lamb

puppy (puppies)

kitten(s)

donkey

• Learners write a word or short phrase to answer each question.

ANSWERS

1 in a town or a city (Do you live in a town or a city? These days, most people do.)

2 seven/7 (it's open to the public seven days a week,...)

3 5.30am (Farm life starts early (at 5.30am!))

4 six/6 o'clock/6am (People start arriving at six o'clock.)

5 seven/7 in the evening/seven/7 o'clock/7pm (...and leave at seven in the evening.)

6 (a lovely) lunch (We have a lovely lunch at one o'clock,...)

7 tea and cake (...and tea and cake in the afternoon.)

8 on the duckpond (Young children love feeding the ducks on the duckpond.)

Descriptor:

- read the advert

- match each paragraph with a heading

Total: 3 point

Self assessment

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

Descriptor:

- Learners read the advert again

- complete the table

Total: 3 point

Descriptor:

- write a word or short phrase to answer each question

Total: 3 point

-Make CCQ questions Yes / No

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

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

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Fast finishers:

Ask students to note down what the exact name of each subject is.

Answers

baking technology management
The Beatles, Popular music and Society Digital and Social Media
Viking studies
surf science and technology

Assessment – how are you planning to check students’ learning?

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve lesson objectives/learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson?

Summary evaluation

What two things went really well? Consider both teaching and learning.

1.

2.

What two things would have improved the lesson? Consider both teaching and learning.

1.

2.

What have I learned from this lesson about the class or an individual student that will inform my next lesson?

Unit 3 Our Countryside

Lesson 26

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Grammar 1 Present simple

Learning objectives

6.1.6.1 organise and present information clearly to others

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

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

Lesson objectives

Learners will be able to:

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

- the value based on the integrated educational program is to educate students for justice and responsibility

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

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

Lead – In

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

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

Students of the class are listed.

Students' attention is drawn to the lesson.

Determines the topic and purpose of the lesson

•Learners remember previous lesson vocabulary

Students say different words from the picture

Answer the question.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- know daily routines vocabulary

- know prepositions of place

Point 1

Assessment criteria

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

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

30 min

Ex:1 P:32

• Give the students a short time to circle the correct word or phrase to complete each sentence.

• Review answers orally

Ex: 2 P: 32

• Review the correct way to form a negative with the verb do, ie don't/doesn't.

Go over the first sentence together.

• Give students a short time to make the rest of the sentences negative.

Go round the class helping students where necessary.

Check answers orally and/or by writing them on the board.

Ex: 3 P: 32

• Review the correct way to form a question from a statement, ie placing Do/Does at the beginning of the sentence and removing the -s or -es from the verb.

Go over the first sentence together.

Give students a short time to write the rest of the questions.

Go round the class helping students where necessary.

Check answers orally and/or by writing them on the board.

Ex: 4 P: 32

• Students should be able to complete this exercise on their own.

Give them a short time to put the verbs into the correct form.

Assign students to read out the paragraphs when they have finished

.

• Pupils choose the correct word or phrase.

ANSWERS

1 wake up

2 eats

3 live

4 go

5 like

6 want

• Pupils make the sentences in exercise 1 negative

ANSWERS

2 This dog doesn't eat chocolate

3 The ducks don't live on the duckpond.

4 We don't go to the farm every Saturday.

5 I don't like Ned the donkey.

6 She doesn't want to live on a farm.

• Pupils make questions from the sentences in exercise 1.

ANSWERS

2 Does this dog eat chocolate?

3 Do the ducks live on the duckpond?

4 Do we/you go to the farm every Saturday?

5 Dol/you like Ned the donkey?

6 Does she want to live on a farm?

• Pupils put the verbs into the correct form.

ANSWERS

1 works 2 loves

3 gets up 4 goes

5 doesn't come

6 does 7 feeds

8 makes 9 cooks

10 teaches 11 visit

12 don't stay

13 Do you want

Descriptor:

- choose the correct word or phrase

Total: 2 point

pupils are evaluated by collecting fish

Descriptor:

- make the sentences in exercise 1 negative

Total: 1 point

Descriptor:

- make questions from the sentences in exercise 1.

Total: 2 point

Self assessment

Descriptor:

- put the verbs into the correct form.

Total: 2 point

-Make CCQ questions Yes / No

Total: 10 point

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

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

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Fast finishers:

Ask students to note down what the exact name of each subject is.

Answers

baking technology management
The Beatles, Popular music and Society Digital and Social Media
Viking studies
surf science and technology

Assessment – how are you planning to check students’ learning?

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve lesson objectives/learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson?

Summary evaluation

What two things went really well? Consider both teaching and learning.

1.

2.

What two things would have improved the lesson? Consider both teaching and learning.

1.

2.

What have I learned from this lesson about the class or an individual student that will inform my next lesson?

Unit 3 Our Countryside

Lesson 27

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Vocabulary

Learning objectives

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

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

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

Lesson objectives

Learners will be able to:

- develop students' topic vocabulary

- to give practice in listening for gist and specific information

- the value based on the integrated educational program is to educate students for justice and responsibility

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

revise the vocabulary from the previous

Lead – In

.

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

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

Students of the class are listed.

Students' attention is drawn to the lesson.

• Learners remember previous lesson vocabulary

Determines the topic and purpose of the lesson

Students say different words from the picture

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- can tell the time

Point 1

Assessment criteria

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

Pictures

worksheet

Picture

Middle of the lesson

Presentation part.

30 min

Ex:1 P: 33

• Ask students if they know what time the school day begins and ends. If there is a clock in the room, ask them to say what time it is now.

Check they use correct vocabulary to say the times.

Remind students there are different ways to say what time it is, eg five forty-five is the same as quarter to six.

Give them a short time to label the clocks.

You may wish to refer students to the Vocabulary database on page 128.

Review answers orally

Ex: 2 P: 33

• Explain to students that the words in bold are in the wrong sentences.

• Give students time to write the correct words on the lines.

• Assign a student to read out the paragraph when they have finished

Ex: 3 P: 33

• Explain to students they will be listening to five people talking about Amberton Farm.

• Ask students to predict what the speakers might talk about based on the advert they read on pages 30 and 31 eg What types of animals might they talk about? What types of farm chores might they describe?

• Ask students to listen for clues about what times of da the chores are performed.

• Ask students to choose the correct answers as they listen

• Play the CD track once all the way through. Repeat if necessary.

• Review answers orally

Ex: 2 P: 33

• Explain to students they will listen to the recording again.

Ask students to choose the correct answers as they listen.

• Play the CD track once all the way through Repeat if necessary.

• Review answers orally

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

•Pupils label the clocks.

ANSWERS

1 a second

2 a minute

3 an hour

4 a watch

6 three o'clock

7 quarter to three

•Pupils each of the words in bold is in the wrong place. Write the correct words on the lines.

ANSWERS

1 watch

2 o'clock

3 minutes

4 seconds

5 half

6 past

7 quarter

8 to

9 hou

•Pupils listen to five people talking about Amberton Farm. Match each speaker with a person.

ANSWERS

1e

2a

3d

4b

5c

•Pupils listen again. For each question, choose the correct answer, A, B or C.

ANSWERS

1 B (...at about five o'clock...)

2 A (...I usually get up at quarter to five!)

3 C(...we usually work seven days a week,...)

4 C(...but can only go to the farm once month...)

5 B (I think it's a wonderful

Descriptor:

- label the clocks

Total: 1 point

Descriptor:

- understand general idea

- Write the correct words on the lines.

Total: 1 point

Descriptor:

- listen to five people talking about farm

- match each speaker

Total: 1 point

Descriptor:

- listen again

- choose the correct answer

-Make CCQ questions Yes / No

pupils are evaluated by collecting pencils

Card

Worksheet

End of the lesson

5 min

FEEDBACK

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

Ex:

Home task:

What worked well for you in today’s class?

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

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Fast finishers:

Ask students to note down what the exact name of each subject is.

Answers

baking technology management
The Beatles, Popular music and Society Digital and Social Media
Viking studies
surf science and technology

Assessment – how are you planning to check students’ learning?

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve lesson objectives/learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson?

Summary evaluation

What two things went really well? Consider both teaching and learning.

1.

2.

What two things would have improved the lesson? Consider both teaching and learning.

1.

2.

What have I learned from this lesson about the class or an individual student that will inform my next lesson?

Unit 3: Our Countryside

Lesson 28

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Speaking

Learning objectives

6.1.6.1 organise and present information clearly to others

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

Lesson objectives

Learners will be able to:

- give practice in talking about daily activities

- introduce the topic of daily schedules

- the value based on the integrated educational program is to educate students for justice and responsibility

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

revise the language from the previous lesson

Lead – In

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

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

Students of the class are listed.

Students' attention is drawn to the lesson.

• Learners talk about daily routines previous lesson vocabulary

Determines the topic and purpose of the lesson

Students say different words from the picture

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about daily routines

Point 1

Assessment criteria

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

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

30 min

Ex:1 P:34

• Ask students to form pairs and select a role (Student A or Student B) for a small role-play exercise.

Give them a short time to read through and say the dialogue

Ex: 2 P: 34

• While still in pairs, students should quietly read through the list and fill in their own answers in the first column.

• You may wish to encourage them to add one additional question which is not on the list

Ex: 3 P: 34

• Explain that student should interview other complete second column

Explain to them that they may use dialogue exercise 1 as reference

If they added additional question column encourage them to ask question too in order complete exercise

Go round the helping students where necessary

Ex: 4 P: 34

• Go through the Phrase Bank! with students before asking them to do exercise 4.

Point out that we use these words and phrases to talk about time.

Call upon each pair of students to stand and present their answers to the class.

Ask each student in the pair to tell the class about his/ her friend, using their notes from the second column

Pupils in pairs, read the dialogue

ANSWERS

Students own answer

•Pupils make notes to complete the first column of the notepad.

ANSWERS

Students own answer

•Pupils in pairs, ask and answer about your day. Use the dialogue in exercise 1 and your notes in exercise 2 to help you. Write down your friend’s answers in the second column.

ANSWERS

Students own answer

•Pupils use your notes in the second column to tell the class about your friend

ANSWERS

Students own answer.

Descriptor:

- work in pairs

- read the dialogue

Total: 2 point

pupils are evaluated by collecting colour pencils

Descriptor:

- make notes to complete the first column of the notepad

Total: 2 point

Descriptor:

- work in pairs

- write down your friend’s answers in the second column

Total: 3 point

Descriptor:

- use your notes in the second column

Total: 3 point

-Make CCQ questions Yes / No

Total: 10 point

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

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

Ex:

Home task:

What worked well for you in today’s class?

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

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Fast finishers:

Ask students to note down what the exact name of each subject is.

Answers

baking technology management
The Beatles, Popular music and Society Digital and Social Media
Viking studies
surf science and technology

Assessment – how are you planning to check students’ learning?

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve lesson objectives/learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson?

Summary evaluation

What two things went really well? Consider both teaching and learning.

1.

2.

What two things would have improved the lesson? Consider both teaching and learning.

1.

2.

What have I learned from this lesson about the class or an individual student that will inform my next lesson?

Unit: 3 Our Countryside

Lesson 29

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Grammar 2 Adverbs of frequency

Learning objectives

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

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

Lesson objectives

Learners will be able to:

- introduce the use of adverbs to describe frequency

- consider events that occur often, sometimes or never

- the value based on the integrated educational program is to educate students for justice and responsibility

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Revise the vocabulary from the previous lesson

Lead – In

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

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

Students of the class are listed.

Students' attention is drawn to the lesson.

• Learners talk about days of the week previous lesson vocabulary

Determines the topic and purpose of the lesson

Students say different words from the picture

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about days of the we

Total: 1 point

Assessment criteria

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

Pictures

worksheet

picture

Middle of the lesson

Presentation part.

30 min

Ex:1 P:35

• Remind students that certain phrases - every hour/day week/year, etc - go at the end of a sentence

Give students a short time to rewrite each sentence so the word or phrase in bold is in the correct place.

Check answers orally and/or by writing them on the board.

Ex: 2 P: 35

• Review the chart with students and make sure they understand how to use the key.

Give them a short time to write sentences using the information from the chart.

Check answers orally and/or by writing them on the board

Ex: 3 P: 35

• Put students into pairs and have them ask and answer the questions.

Go round the class helping students where necessary. Ask students to tell you something about themselves that is the same or different from their interview partner.

• Pupils rewrite each sentence so the word or phrase in bold is in the correct place

ANSWERS

2 Our cat is always ill

3 My dog usually eats three meals a day.

4 My mum often rides horses.

5 Do you sometimes go to the farm?

6 I never get up at five o'clock in the morning

7 That duck never flies.

8 Ned has an apple every day

• Pupils use the information to write sentences.

ANSWERS

2 Ned eats apples every day

3 Clever never plays with the visitors.

4 Hamish usually makes funny noises.

5 Sally sometimes eats apples

6 Clever often makes funny noises

7 Milk is never happy

8 Hamish plays with the visitors every day.

9 Ned is always happy

• Pupils use the information to write sentences.

ANSWERS

Students own answer

Descriptor:

- rewrite each sentence

Total: 3 point

Descriptor:

- use the information to write sentences.

Total: 2 point

Descriptor:

- use the information to write sentences.

Total: 2 point

pupils are evaluated by collecting fish

-Make CCQ questions Yes / No

Total: 10 point

Card

Worksheet

Vocabulary card

End of the lesson

5 min

FEEDBACK

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

Ex:

Home task:

What worked well for you in today’s class?

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

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Fast finishers:

Ask students to note down what the exact name of each subject is.

Answers

baking technology management
The Beatles, Popular music and Society Digital and Social Media
Viking studies
surf science and technology

Assessment – how are you planning to check students’ learning?

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve lesson objectives/learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson?

Summary evaluation

What two things went really well? Consider both teaching and learning.

1.

2.

What two things would have improved the lesson? Consider both teaching and learning.

1.

2.

What have I learned from this lesson about the class or an individual student that will inform my next lesson?

Unit 3 Our Countryside

Lesson 30

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Project: writing an informal email

Learning objectives

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

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

Lesson objectives

Learners will be able to:

- familiarise students with the concept of informal emails

- the value based on the integrated educational program is to educate students for justice and responsibility

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Revise the language of the previous lesson.

Lead – In

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

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

Students of the class are listed.

Students' attention is drawn to the lesson.

Determines the topic and purpose of the lesson

• Learners talk about favourite dayprevious lesson vocabulary

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

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about favourite day

Total: 1 point

Assessment criteria

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

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

30 min

Ex:1 P:36

• Explain that an email has different parts: address, subject, greeting, message, signing off, sender.

• Read the email together (in the order it is shown) and point out some of the different parts.

Give students a short time to put the parts into the correct order.

Review answers orally

Ex: 2 P: 36

• Ask students to read the email again and complete the sentences.

• Review the answers together orally.

Ex: 3 P: 36

• Explain to students that they're going to write an informal email similar to Azamat's.

Ask them to imagine they are on holiday on a fa

Give them a short time to answer the questions their imagination to make up the information.

• Explain they will use this information to create the content for their email.

Ex: 4 P: 34

Explain to students that they are going to complete the Planner A on page 125.

Point to the first column and explain that these are the different parts of an email.

Pupils put the parts of this email into the correct order.

ANSWERS

1g 2f 3c 4a 5e 6b

7h 8d

Pupils read the email again and complete the sentences.

ANSWERS

1 c

2 A

Pupils imagine you are on holiday on a farm. Make notes to answer the questions.

ANSWERS

Students own answer

Pupils you are going to write an email to a friend. Make notes to complete the planner A on page 125

ANSWERS

Students own answer

Descriptor:

- put the parts of this email into the correct order

Total: 2 point

Self assessment

Descriptor:

- read the email again and complete the sentences.

Total: 3 point

Descriptor:

- explain the words in bold

Total: 3 point

pupils are evaluated by collecting colour pencils

-Make CCQ questions Yes / No

Total: 10 point

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

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

Ex:

Home task:

What worked well for you in today’s class?

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

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Fast finishers:

Ask students to note down what the exact name of each subject is.

Answers

baking technology management
The Beatles, Popular music and Society Digital and Social Media
Viking studies
surf science and technology

Assessment – how are you planning to check students’ learning?

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve lesson objectives/learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson?

Summary evaluation

What two things went really well? Consider both teaching and learning.

1.

2.

What two things would have improved the lesson? Consider both teaching and learning.

1.

2.

What have I learned from this lesson about the class or an individual student that will inform my next lesson?

Unit 3 Our Countryside

Lesson 31

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Culture Spot: Open-Air Museum

Learning objectives

6.1.3.1 respect differing points of view

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

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

6.1.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

Lesson objectives

Learners will be able to:

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

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

- the value based on the integrated educational program is to educate students for justice and responsibility

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Revise the language of the previous lesson.

Lead – In

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

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

Students of the class are listed.

Students' attention is drawn to the lesson.

Determines the topic and purpose of the lesson

• Learners talk about favourite dayprevious lesson vocabulary

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

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about favourite day

Total: 1 point

Assessment criteria

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

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

30 min

Ex:1 P:37

• Tell students about various museums ex art history, Tell students about various museums, eg art, history, open air, etc.

Ask students to answer the questions in pairs. Invite students to share their stories with the class

Ex: 2 P: 37

• Ask students to silently and individually read the text. Encourage them to ignore all unknown vocabulary at this stage.

When students have finished, introduce words from Glossary.

Ask students to write down words from Glossary in their notebooks.

Ex: 3 P: 37

• Ask students to read the text again.

Tell students they should correct sentences to make them true to the text.

Check answers together orally

Pupils answer the question. Do you like going to museums? What’s the most interesting museum you have been to? Discuss your ideas in pairs

ANSWERS

Students own answer

Pupils read the text about the open-air museum. What do you think about this place?

ANSWERS

Students own answer

Pupils read the text again and correct the sentences below, so that they are true about the text

ANSWERS

1 This ethnographic museum is in the countryside.

2 It is near Almaty.

3 or ride a horse there.

4 Going to that museum is a good/great/terrific idea

Descriptor:

- answer the question

Total: 2 point

Descriptor:

- read the text

- answer the question

Total: 3 point

Descriptor:

- read the text

- correct the sentences

Total: 3 point

pupils are evaluated by collecting colour pencils

-Make CCQ questions Yes / No

Total: 10 point

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

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

Ex:

Home task:

What worked well for you in today’s class?

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

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Fast finishers:

Ask students to note down what the exact name of each subject is.

Answers

baking technology management
The Beatles, Popular music and Society Digital and Social Media
Viking studies
surf science and technology

Assessment – how are you planning to check students’ learning?

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve lesson objectives/learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson?

Summary evaluation

What two things went really well? Consider both teaching and learning.

1.

2.

What two things would have improved the lesson? Consider both teaching and learning.

1.

2.

What have I learned from this lesson about the class or an individual student that will inform my next lesson?

Unit 3 Our Countryside

Lesson 32

Teacher name:

Date:

Grade: 6

Number present:

absent:

Lesson title

Planning for Tomorrow!

Learning objectives

6.1.5.1 use feedback to set personal learning objectives

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

Lesson objectives

Learners will be able to:

- show control of their own learning

- pronounce words and phrases correctly

- the value based on the integrated educational program is to educate students for justice and responsibility

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Revise the language of the previous lesson.

Lead – In

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

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

Students of the class are listed.