Unit of a long term plan: Our class

School: By name _________

Date:

Teacher name: _________

Grade: 6

Number present:

absent:

Lesson title

A classroom.

Learning objectives

6.2.1.1 understand a sequence of supported classroom instructions

6.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics ( Ex.1 p 4,describe a classroom, revise a verb " to be")

Lesson objectives

Learners will be able to:

• Learn vocabulary for classroom objects.

• Use prepositions to describe the position of objects.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Pre-listening:

Warm-up

With books closed, ask: Where are we at the moment?

• Elicit the word classroom and write it on the board.

• Ask: What can you find in a classroom? Elicit a few words from individual students.

Lead - In

Look at the picture and say what the theme of our lesson will be? You see different word in the picture. What can you see in this picture?

It is a board.

It is a clock.

There are six chairs in the classroom.

The wish flower” method helps to start the lesson with good wishes to each other.

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

Efficiency: By telling the wishes they show their appreciations .

Describe and imagine the pictures

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

CD 1

Pictures

PPT

Main part

While-listening:

To present/practise vocabulary related to class's hobbies and interests

Play the next recording. Ss listen and repeat chorally or individually. Elicit the L1 equivalents from various Ss.

Exercise 1

• Go through the words in the wordpool with students and check understanding. Then study the picture with the class and do the example. Students complete the activity. In a weaker class, allow students to work in pairs.

• Model and drill the pronunciation of any new words

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Exercise 2

Read out the example sentence. Ask students to find the poster and the door, and then to say whether the sentence is true or false. Confirm that the sentence is false, because the poster is not near the door in this picture

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

.

Ss listen and repeat chorally or individually.

Students write the name of objects 1-16 in the picture. Then listen and check.

ANSWERS

1 window 2 laptop 3 CD player 4 shelf 5 DVD 6 door 7 board 8 clock 9 poster 10 chair 11 notebook 12 pen 13 desk 14 dictionary 15 ruler 16 bag

Students read the sentences and write true or false

ANSWERS

1 true

2 false

3 false

4 true

5 false

6 false

Assessment criteria

- identify some specific information from the text

Descriptor:

-Understand classroom instructions

Peer assessment: answer key

Assessment criteria:

-Use topic related vocabulary in group discussion

-Make CCQ questions

Cards

Student’s book

Workshets

End

Home task:

Ex: 1,2 P: 4 WB

Poster Success

Unit of a long term plan: Our class

School: By name _________

Date:

Teacher name: _________

Grade: 6

Number present:

absent:

Lesson title

Possessive’s and subject and object pronouns

Learning objectives

6.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics ( Ex.1 - 2. p.10).

6.4.2.1 understand with little support specific information and detail in short, simple texts on a ( Ex.3.p. 10)

6.3.3.1 give an opinion at sentence level on a limited range of general and curricular topics ( Ex.5 p.10)

Lesson objectives

Learners will be able to:

• Learn and practise the use of ’s and s’ to talk about possession.

• Learn subject pronouns and possessive adjectives.

• Use subject pronouns and possessive adjectives to name and find things.

• Learn and use object pronouns.

• Learn phrases for checking meaning and spelling.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

Ask an individual student to hold up their pen or notebook.

• Ask: Is that my pen / notebook?

• Elicit the answer (No, it’s Anna’s pen / notebook).

• Repeat the process with a different student.

Lead - In

Ask questions about your friend’s family.

The wish flower” method helps to start the lesson with good wishes to each other.

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

Efficiency: By telling the wishes they show their appreciations .

Describe and imagine the pictures

Students say about their family.

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

CD 1

Pictures

PPT

Main part

Exercise 2

Demonstrate on the board how to use the prompts to write phrases with the possessive ’s in the correct place. In a weaker class, explain that they do not need to write full sentences. In a stronger class, students could look at the picture on page 4 and write full sentences

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Exercise 4

• In a weaker class, you could ask students to do this exercise in pairs

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

Students write phrases for 1-6. Add an apostrophe (‘) or ‘s

ANSWERS

1David’s laptop 4 Larissa’s dictionary 2 the teacher’s CD player 5 Liam’s notebook 3 the girl’s DVDs 6 the students’ pens

Students choose the correct words

ANSWERS

1 Her

2 She’s

3 We’re

4 Our

5 He’s

6 His

7 my

8 They’re

Assessment criteria

- Learn and practise the use of ’s and s’ to talk about possession.

Descriptor:

Can tolk about possession

Peer assessment: answer key

Assessment criteria:

-Learn and use object pronouns.

-Make CCQ questions

Cards

Student’s book

Wrkshets

End

Home task:

Ex: 2 P: 5 WB

Poster Success

Unit of a long term plan: Our class

School: By name _________

Date:

Teacher name: _________

Grade: 6

Number present:

absent:

Lesson title

Basic adjectives

Diagnostic test

Learning objectives

6.2.2.1 understand an increasing range of unsupported basic questions which ask for personal information

6.5.3.1 write with support factual descriptions at text level which describe people, places and objects ( Category of hobbies - topic discussion) p.12

6.2.6.1 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics ( Ex.4 p.12)

Lesson objectives

Learners will be able to:

• Learn the meaning of basic adjectives.

• Use adjectives to talk about people, places, TV programmes and games / DVDs.

• Complete a general knowledge quiz.

• Learn or revise the words for days and months.

• Use days and months in personalized sentences

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Pre-listening:

Warm-up

• With books closed, ask students about a current TV programme, e.g. Do you like Big Brother on TV? Why?

• Elicit some answers from the class, and elicit adjectives such as funny, interesting and boring and write them on the board.

• Elicit or tell students that these words are adjectives and we use them to describe things.

Lead - In

The wish flower” method helps to start the lesson with good wishes to each other.

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

Efficiency: By telling the wishes they show their appreciations .

Students find adjectives

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

CD 1

Pictures

PPT

Main part

While-listening:

Exercise 1

• Look at adjectives 1–7 with the class. Translate any they do not know

In a weaker class, you could check understanding by asking students to translate all the adjectives into their own language. In a stronger class, ask if students can tell you any more adjectives and their opposites

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Exercise 2

Students order the days. In a stronger class, ask students to close their books and do this orally. In a weaker class, write each day on the board as it is said, and ask them to copy the list into their notebooks when it is complete. Use the CD to drill pronunciation

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

Students match adjectives and give their opposites.

ANSWERS

1 bad 5 small 2 unpopular 6 expensive 3 boring 7 horrible 4 difficult

Students write the name of objects 1-16 in the picture. Then listen and check.

ANSWERS

1 window 2 laptop 3 CD player 4 shelf 5 DVD 6 door 7 board 8 clock 9 poster 10 chair 11 notebook 12 pen 13 desk 14 dictionary 15 ruler 16 bag

Assessment criteria

- Learn the meaning of basic adjectives.

Descriptor:

-can give their opposites

Peer assessment: answer key

Assessment criteria:

- Use days and months in personalized sentences

-Make CCQ questions

Cards

Student’s book

Workshets

End

Home task:

Ex: 1,2 P: 4 WB

Poster Success

Unit of a long term plan: Our class

School: By name _________

Date:

Teacher name: _________

Grade: 6

Number present:

absent:

Lesson title

Language focus: be affirmative, negative and questions

Learning objectives

6.2.1.1 understand a sequence of supported classroom instructions

6.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics ( Ex.1 p 4,describe a classroom, revise a verb " to be")

Lesson objectives

Learners will be able to:

• Learn vocabulary for classroom objects.

• Use prepositions to describe the position of objects.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Pre-listening:

Warm-up

With books closed, ask: Where are we at the moment?

• Elicit the word classroom and write it on the board.

• Ask: What can you find in a classroom? Elicit a few words from individual students.

Lead - In

Look at the picture and say what the theme of our lesson will be? You see different word in the picture. What can you see in this picture?

It is a board.

It is a clock.

There are six chairs in the classroom.

The wish flower” method helps to start the lesson with good wishes to each other.

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

Efficiency: By telling the wishes they show their appreciations .

Describe and imagine the pictures

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

CD 1

Pictures

PPT

Main part

While-listening:

To present/practise vocabulary related to class's hobbies and interests

Play the next recording. Ss listen and repeat chorally or individually. Elicit the L1 equivalents from various Ss.

Exercise 1

• Go through the words in the wordpool with students and check understanding. Then study the picture with the class and do the example. Students complete the activity. In a weaker class, allow students to work in pairs.

• Model and drill the pronunciation of any new words

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Exercise 2

Read out the example sentence. Ask students to find the poster and the door, and then to say whether the sentence is true or false. Confirm that the sentence is false, because the poster is not near the door in this picture

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

.

Ss listen and repeat chorally or individually.

Students write the name of objects 1-16 in the picture. Then listen and check.

ANSWERS

1 window 2 laptop 3 CD player 4 shelf 5 DVD 6 door 7 board 8 clock 9 poster 10 chair 11 notebook 12 pen 13 desk 14 dictionary 15 ruler 16 bag

Students read the sentences and write true or false

ANSWERS

1 true

2 false

3 false

4 true

5 false

6 false

Assessment criteria

- identify some specific information from the text

Descriptor:

-Understand classroom instructions

Peer assessment: answer key

Assessment criteria:

-Use topic related vocabulary in group discussion

-Make CCQ questions

Cards

Student’s book

Workshets

End

Home task:

Ex: 1,2 P: 4 WB

Poster Success

Unit of a long term plan: Our class

School: By name _________

Date:

Teacher name: _________

Grade: 6

Number present:

absent:

Lesson title

Free time

Learning objectives

6.2.1.1 understand a sequence of supported classroom instructions

6.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics ( Ex.1 p 4,describe a classroom, revise a verb " to be")

Lesson objectives

Learners will be able to:

• Learn vocabulary for classroom objects.

• Use prepositions to describe the position of objects.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Pre-listening:

Warm-up

With books closed, ask: Where are we at the moment?

• Elicit the word classroom and write it on the board.

• Ask: What can you find in a classroom? Elicit a few words from individual students.

Lead - In

Look at the picture and say what the theme of our lesson will be? You see different word in the picture. What can you see in this picture?

It is a board.

It is a clock.

There are six chairs in the classroom.

The wish flower” method helps to start the lesson with good wishes to each other.

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

Efficiency: By telling the wishes they show their appreciations .

Describe and imagine the pictures

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

CD 1

Pictures

PPT

Main part

While-listening:

To present/practise vocabulary related to class's hobbies and interests

Play the next recording. Ss listen and repeat chorally or individually. Elicit the L1 equivalents from various Ss.

Exercise 1

• Go through the words in the wordpool with students and check understanding. Then study the picture with the class and do the example. Students complete the activity. In a weaker class, allow students to work in pairs.

• Model and drill the pronunciation of any new words

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Exercise 2

Read out the example sentence. Ask students to find the poster and the door, and then to say whether the sentence is true or false. Confirm that the sentence is false, because the poster is not near the door in this picture

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

.

Ss listen and repeat chorally or individually.

Students write the name of objects 1-16 in the picture. Then listen and check.

ANSWERS

1 window 2 laptop 3 CD player 4 shelf 5 DVD 6 door 7 board 8 clock 9 poster 10 chair 11 notebook 12 pen 13 desk 14 dictionary 15 ruler 16 bag

Students read the sentences and write true or false

ANSWERS

1 true

2 false

3 false

4 true

5 false

6 false

Assessment criteria

- identify some specific information from the text

Descriptor:

-Understand classroom instructions

Peer assessment: answer key

Assessment criteria:

-Use topic related vocabulary in group discussion

-Make CCQ questions

Cards

Student’s book

Workshets

End

Home task:

Ex: 1,2 P: 4 WB

Poster Success

Unit of a long term plan: Our class

School: By name _________

Date:

Teacher name: _________

Grade: 6

Number present:

absent:

Lesson title

Reading. What are you into?

Learning objectives

6.1.6.1 organise and present information clearly to others

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

6.6.3.1 use a growing variety of demonstrative pronouns: this/that, these/ those on a limited range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

• Read about people’s hobbies.

• Learn expressions for talking about your interests and hobbies.

• Write about your interests and hobbies.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Pre-listening:

Warm-up

With books closed, revise the free-time activities from the previous lesson. Ask around the class to find out the most popular activity or activities.

• In a stronger class, ask students to say sentences using the key phrases, e.g. I’m into martial arts. In a weaker class, write one or two sentences of this type on the board and ask students to read them out

Lead - In

The wish flower” method helps to start the lesson with good wishes to each other.

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

Efficiency: By telling the wishes they show their appreciations .

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

CD 1

Pictures

PPT

Main part

Pre teach:

New vocabulary.

Exercise 1

Ask students to look at the photos on page 10 and guess what the three people’s interests are.

• Elicit some ideas and write them on the board, but do not confirm or deny at this stage.

• Pre-teach the words belt and camera

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Exercise 2

• Students read the texts again more closely and answer the questions. In a weaker class, ask students to underline the part of the texts where they found the answer. • Ask students to compare their answers in pairs, then check with the class.

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

Students look at the photos and about their hobbies.

Students read the texts again and choose the correct wnswer.

ANSWERS

1 c 2 b 3 b 4 a 5 c 6 a

Assessment criteria

-

Descriptor:

-read about people’s hobby

Peer assessment: answer key

Assessment criteria:

-write your interests and hobbies

-Make CCQ questions

Cards

Student’s book

Workshets

End

Home task:

Ex: 1,2 P: 4 WB

Poster Success

Unit of a long term plan: Our class

School: By name _________

Date:

Teacher name: _________

Grade: 6

Number present:

absent:

Lesson title

Language focus: have got. Prepositions

Learning objectives

6.2.6.1 deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics ( p.15)

6.3.1.1 provide basic information about themselves and others at sentence level

Lesson objectives

Learners will be able to:

• Learn the affirmative, negative and question forms of have got.

• Use have got to talk about possessions.

• Learn the difference between about, of and by.

• Use about, of and by to talk about possessions.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Pre-listening:

Warm-up

Ask individual students questions using have got, for example:

Have you got a pet?

Have you got a bicycle?

• Write have got on the board and elicit that it refers to possession

Lead - In

Look at the picture and say what the theme of our lesson will be? You see different word in the picture. What can you see in this picture?

The wish flower” method helps to start the lesson with good wishes to each other.

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

Efficiency: By telling the wishes they show their appreciations .

Describe and imagine the pictures

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

CD 1

Pictures

PPT

Main part

Exercise 1

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

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P: 11

P:Students work individually for 3–5 minutes to match the questions with the answers.

Ex: 3 P: 11

• In a weaker class, allow students to work in pairs, and do the example with them, demonstrating how the cross indicates a negative answer

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

Students complete the rule

ANSWERS

1 has got

2 haven’t got

3 hasn’t got

4 haven’t got

5 ’ve got

Students match the questions with the answers.

ANSWERS

1 has

2 haven’t

3 hasn

Students use have got/ has got

ANSWERS

1 We’ve got two dogs.

2 I haven’t got a poster of Johnny Depp.

3 My mum’s got two cars.

4 She hasn’t got a Ferrari.

5 I’ve got a camera.

6 My parents haven’t got a computer

Assessment criteria

- Learn the affirmative, negative and question forms of have got.

Descriptor:

Use the rule correctly

Peer assessment: answer key

Assessment criteria:

-Use topic related vocabulary in group discussion

-Make CCQ questions

Cards

Student’s book

Workshets

End

Home task:

Ex: 1,2 P: 4 WB

Poster Success

Unit of a long term plan: Our class

School: By name _________

Date:

Teacher name: _________

Grade: 6

Number present:

absent:

Lesson title

Hobbies and interests

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

6.6.9.1 use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar 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

Lesson objectives

Learners will be able to:

• use and pronounce some target language accurately in response to prompts and in controlled tasks with support

• Use a mind map to group words according to meaning.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Pre-listening:

Warm-up

• Revise the free-time words from lesson 1 of the unit. Write the heading Free time in the centre of the board, and ask students to say as many words as they can remember.

• Write them on the board around the heading, linking each one to the heading with a line

Lead - In

To present interrogative pronouns

• Ss close their books. Present interrogative pronouns, asking Ss about their life and preferences: What's your favourite film?

• Ask Ss if they remember any questions from questionnaire. Elicit a few examples and write interrogative pronouns

The wish flower” method helps to start the lesson with good wishes to each other.

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

Efficiency: By telling the wishes they show their appreciations .

Describe and imagine the pictures

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

CD 1

Pictures

PPT

Main part

Exercise 1

Students study the diagram with the class and separate the words in the bos of the mind map.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P: 11

Students read the clues and identify the correct word, then add the words to the mind map from exercise 1.

Ex: 3 P: 11

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

Students complete the mind map with the words in the box.

ANSWERS

Sport: team, player, swimming

Music: hip hop, guitar, group, classical Computers email, website, mouse, laptop TV and cinema: programme, film, actor

Students read the clues and match.

ANSWERS

1 drummer, singer (Music) 2 skiing (Sport) 3 director (TV and cinema) 4 webcam (Computers) 5 match (Sport

Students use have got/ has got

ANSWERS

1 We’ve got two dogs.

2

Assessment criteria

- Use a mind map to group words according to meaning

Descriptor:

-Can classify yhe words

Peer assessment: answer key

Assessment criteria:

-Use topic related vocabulary in group discussion

-Make CCQ questions

Cards

Student’s book

Workshets

End

Home task:

Ex: 1,2 P: 4 WB

Poster Success

Unit of a long term plan: Our class

School: By name _________

Date:

Teacher name: _________

Grade: 6

Number present:

absent:

Lesson title

Language Focus. Interrogative pronouns.

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

6.6.9.1 use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar 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

Lesson objectives

Learners will be able to:

• use and pronounce some target language accurately in response to prompts and in controlled tasks with support

• Learn interrogative pronouns.

• Write questions using interrogative pronouns.

• Do a quiz on interests.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Pre-listening:

Warm-up

• With books closed, ask students if they can remember any of the questions from the Find-a-friend questionnaire.

• Elicit a few examples and write the interrogative pronouns on the board as students say them, e.g. How old …, Where …, etc.

• Tell students these words are called interrogative pronouns, and we use them to form questions.

• Ask students to look at the questionnaire again and find more examples of interrogative pronouns

Lead - In

The wish flower” method helps to start the lesson with good wishes to each other.

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

Efficiency: By telling the wishes they show their appreciations .

Describe and imagine the pictures

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

CD 1

Pictures

PPT

Main part

Exercise 1

Read the task with the class, and make sure students understand that they must complete the sentences before looking at the questionnaire.

• In a weaker class, ask students to copy the sentences into their notebooks and write answers that are true for them.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P: 13

Read the task with the class and make sure students understand that they must read each answer to know what question is being asked. In a weaker class, demonstrate this by doing the first few items together.

Students complete the questions with the correct interrogative pronouns.

Ex: 4 P: 13

In pairs, students complete the quiz questions by adding the correct interrogative pronouns. Check answers with the class, then students do the quiz together.

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

Students complete the questions

ANSWERS

1 Who

2 Where

3 When

4 How old

5 How many

Students complete the questions to match the answer

ANSWERS

1 How many

2 Who

3 What

4 Where

5 When

6 How old

Students work in pairs

Assessment criteria

- Learn interrogative pronouns

Descriptor:

- answers the questions properly;

Peer assessment: answer key

Assessment criteria:

- Write questions using interrogative pronouns.

-Make CCQ questions

Descriptor:

Do a quiz on interests.

Cards

Student’s book

Workshets

End

Home task:

Ex: 1,2 P: 4 WB

Poster Success

Unit of a long term plan: Our class

School: By name _________

Date:

Teacher name: _________

Grade: 6

Number present:

absent:

Lesson title

Meeting people.

Learning objectives

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

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

6.6.3.1 use a growing variety of demonstrative pronouns: this/that, these/ those on a limited range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

-Learn key phrases for greeting and introducing people.

• Listen to a conversation in which people meet and greet each other.

• Learn and use the demonstrative pronouns this, that, these and those.

• Practise meeting and greeting people.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Pre – listening

Warm-up

• Students look at the photo and say what they think the boy is interested in. Ask them to give reasons for their ideas, but do not confirm or deny their answers at this stage.

• If students find this difficult, help them by suggesting that the image on his T-shirt could be waves in the sea

Lead - In

This an apple.

That is books.

These are pencils.

Those are toys.

The wish flower” method helps to start the lesson with good wishes to each other.

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

Efficiency: By telling the wishes they show their appreciations .

Describe and imagine the pictures

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

CD 1

Pictures

PPT

Main part

While – listening

Exercise 1

• Students look at the photo and say what they think the boy is interested in. Ask them to give reasons for their ideas, but do not confirm or deny their answers at this stage.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Listening for details :

Students listen for groups of words and phrases at sentence level.

Ex: 2 P: 14

Refer students to the dialogue next to the photo. Model the pronunciation of the names before students listen.

In a weaker class, identify each speaker in the photo: Jake is the boy, Laura is the girl in the blue T-shirt, and Tina is the girl in the grey T-shirt

Ex: 3 P: 14

. • Play the CD. Students listen and repeat the key phrases. • Students find the key phrases in the dialogue and identify the responses. Check answers with the class

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

Post listening:

students answer comprehension questions, analyze listening material and do follow-up activities

Students look the photo and what hobby do you think the boy in interested.

Students listen to the dialogue and check their answer.

ANSWERS

Jake is into surfing.

Students practise the language.

ANSWERS

1 Not bad.

2 Hello, (Tina).

3 And you.

4 Yes, (but I’m not very good).

5 I’m from (Florida).

6 Yeah. See you later.

Assessment criteria

- Learn key phrases for greeting and introducing people.

Descriptor:

- answers the questions properly;

Peer assessment: answer key

Assessment criteria:

-Make CCQ questions

Descriptor:

Do a quiz on interests.

Cards

Student’s book

Workshets

End

Home task:

Ex: 1,2 P: 4 WB

Poster Success

Unit of a long term plan: Our class

School: By name _________

Date:

Teacher name: _________

Grade: 6

Number present:

absent:

Lesson title

Writing: An email.

Learning objectives

6.2.6.1 deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics ( p.15)

6.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics

6.5.3.1 write with support factual descriptions at text level which describe people, places and objects

Lesson objectives

Learners will be able to:

• Study a model email.

• Learn key phrases for an informal email.

• Learn about and, or and but.

• Write an email about your interests.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Start