Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

T tells the class to make groups of 2. 

Warm up:

With books closed, write the words carbon footprint on the board and ask students what they understand by it. Ask if students think they have a big or small carbon footprint and why.

Ask what makes a person’s carbon footprint bigger, and elicit some ideas such as travelling by car, using energy in the home and buying lots of goods

T: What do you think about today’s theme?

Setting the aim of the lesson.

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

Remember and recognize the main vocabulary.

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

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/Nbj3r2njdabViB3E8

Middle

30 min

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

Ex: 1 P: 6

Ask students to look at the pictures and then imagine they are there on the steppe.

• Ask various students to describe to the class what they can see and feel using their imagination.

A learner with individual needs: learner will be supported by teacher and by helpers. Work in pairs.

Learners look at the pictures. Imagine you are on the steppe. What can you see? How do you feel? Tell the class

ANSWERS :

I can see the big blue sky above me and the wide, open grassland of the steppe in front of me. I feel alone.

Feedback:

“Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- look at the pictures.

- answer the question

Total: 2 point

Student’s book

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

Ex: 2 P: 6

Ask students to read the title and elicit Ss’ guesses as to why the steppe is important to the Kazakh people according to the author.

• Play the recording. Students listen and follow the text and find out.

Learners read the title of the text. Why is the steppe important to Kazakh people according to the author? Listen and read to find out.

ANSWERS:

The steppe is important because it is a treasure of natural resources and provides everything for Kazakhstan’s cities

Self -assessment

Descriptor:

- read the title

- answer the question

Total: 2 point

Worksheets

Task. III (Task for understanding)

Ex: 3 P: 6

Explain the task.

Allow students time to read the statements and then read the text again and complete the task.

Check students’ answers.

Learners read the text again and decide if the sentences (1-8) are T (true), F (false) or DS (doesn’t say).

ANSWERS:

1 F

2 T

3 T

4 F

5 DS

6 T

7 F

8 DS

T’s feedback

Descriptor:

- read the statements

- write true, false or doesn’t say

Total: 2 point

Pictures

Worksheet

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task Ex: P: new words p 6 SB, Ex 2,3 p 4 WB

Ss use their stickers to show their knowledge according to the lesson

Poster Success Ladder