Unit of a long term plan: Our health

Lesson 52

Teacher name:

Kairedenova A.T

Date:

16.01.2025

Grade: 6 b

Number present:

absent:

Lesson title

Food and drink.

Learning objectives

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

6.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics

6.4.5.1 deduce meaning from context in short texts on a limited range of familiar general and curricular topics

6.5.5.1 link without support sentences using basic coordinating connectors

Lesson objectives

Learners will be able to:

• Learn vocabulary for food and drink.

• Listen to a report about healthy eating in schools.

• Practise extending vocabulary.

Value links

Honesty – You may highly value telling people the truth. This one gets tricky when being honest can be hurtful to others. So, a person who really puts honesty first might be the sort of person who will tell the truth even if it hurts to do so.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

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

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

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

Lead - In

Lemonade and summer go hand-in-hand. This quintessential refreshment is also the perfect companion for a fresh and fruity appetizer like this strawberry fields salad. For an added burst of strawberry flavor, try making a strawberry-lemonade variation (recipe below)!

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

Middle of the lesson

Presentation part.

35 min

Ex: 1 P: 60

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

• Play the CD for students to check their answers.

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

Differentiation:

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

Ex: 2 P: 60

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

• Check students understand the first word in each group.

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

Ex: 3 P: 60

• When students have done the questionnaire, discuss their responses and ask if they agree with the key

Ex: 5 P: 60

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

Students match in the photos with words in the box.

ANSWERS:

1 soup 9 ice cream

2 water 10 fizzy drink

3 fish 11 chips

4 rice 12 burger

5 salad 13 sweets

6 cheese 14 juice

7 meat 15 sandwiches

8 beans 16 crisps

.

Students think of two more words to add to each group

ANSWERS:

Students’ own answers

Students ask and answer the questions with a partner

ANSWERS:

Students’ own answers

Students listen to the programme again and choose the correct answers

ANSWERS:

1 Some

2 many

3 There are a lot of

4 eat

5 isn’t much

Assessment criteria

- Learn vocabulary for food and drink.

Descriptor:

- match in the photos with words in the box.

Peer assessment: answer key

Assessment criteria:

- Listen to a report about healthy eating in schools.

Descriptor:

- listen to the programme again and choose the correct answers

-Make CCQ questions

Yes / No

Cards

Student’s book

Workshets

End of the lesson

5 min

Home task:

Ex: 1 P: 42 WB

Poster Success

Unit of a long term plan: Travel and holidays

Lesson 60

Teacher name:

Kairedenova A.T

Date:

06.02.2025

Grade: 6 b

Number present:

absent:

Lesson title

Travel equipments. To be going to: affirmative, negative, question

Learning objectives

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

6.3.3.1 give an opinion at sentence level on a limited range of general and curricular topics

Lesson objectives

Learners will be able to:

• Learn vocabulary for travel equipment.

• Do a Rainforest Survival quiz.

• Learn about imperatives.

Value links

Gratitude – You value gratitude if you find yourself respecting people who say please and thank you. If you’re a religious person who values gratitude, you may always insist on praying before eating your dinner.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

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

• Teach the words expedition, survival and survive.

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

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

Middle of the lesson

Presentation part.

35 min

Ex: 1 P: 68

• Encourage students to read all the words carefully. Point out that four of them are not shown in the photo.

• After listening, check that students understand all the vocabulary, and drill pronunciation of any words that are new to students.

Differentiation:

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

Ex: 2 P: 68

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

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

Ex: 3 P: 68

• Students complete the table individually, then answer the question.

LANGUAGE NOTE

The full form for negative imperatives is do not, but in spoken language we usually use the contraction don’t: Do not disturb (a notice on a door). Don’t worry. We use imperatives to ask or tell someone to do something: Turn left by the supermarket. Be careful! Don’t watch that film – it’s terrible! Have a nice holiday! We can say please after imperatives to make them more polite: Hurry up, please.

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

ANSWERS:

1 tent

2 sleeping bag

3 rucksack

4 stove

5 waterproof clothes

6 torch

7 first aid kit

8 satellite phone

9 compass

10 map

11 sunscreen

12 insect repellent

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

Students do the Rainforest Survival quiz

ANSWERS:

Students’ own answers.

Students complete the table with imperatives from the quiz.

ANSWERS:

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

Assessment criteria

- • Learn vocabulary for travel equipment

Descriptor:

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

Assessment criteria:

• Do a Rainforest Survival quiz

Descriptor:

- do the Rainforest Survival quiz

-Make CCQ questions

Yes / No

Cards

Student’s book

Workshets

End of the lesson

5 min

Home task:

Ex: 1 P: 48 WB

Poster Success

Unit 5 Entertainment and media

lesson 53

School:

Secondary school №3

Teacher name:

Kairedenova A.T

Date:

21.01.2025

Grade: 7 ә

Number present:

absent:

Lesson title

Skills and people

Learning objectives

7. 2. 2. 1 understand some information on general and academic topics in a long conversation in a limited environment with little support from the teacher;

7. 3. 4. 1 respond in sentences with some flexibility to unexpected comments in the context of general and educational topics;

Lesson objectives

(assessment criteria)

Learners will be able to:

- Learn vocabulary for skills and people.

- Do a quiz on talented people.

- Learn how to learn words in groups.

- Learn phrases for expressing knowledge.

Value links

"Law and Order"

Observance of norms and rules of order and justice understand the need

Unit 6: Healthy world

Lesson 42

Teacher name:

Kairedenova A.T

Date:

04.02.25

Grade: 4

Number present:

absent:

Lesson title

Healthy food

Learning objectives

4.​2.​6.​1 take turns when speaking with others in a growing range of short, basic exchanges;

4.​4.​2.​1 begin to use joined-up handwriting in a limited range of written work;

4.5.3.1 use adjectives, including possessive adjectives, on a growing range of general and some curricular topics to describe things, use simple one-syllable and

Lesson objectives

Learners will be able to:

-To talk about food and drinks

Value links

"Creativity and Innovation"

Monitoring, measuring, conducting experiments and experiments ability;

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

Students of the class are listed.

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

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

-know key phrases

- can make sentence

- know vocabulary of previous lesson

Total: 1 point

Pictures

Middle of the lesson

Presentation part.

30 min

Ex:5 P:84

Put the Time to eat poster up on the board. Point to the items, one at a time, and say the corresponding phrases. The pupils repeat, chorally and/or individually. Point to each item in random order. Ask individual pupils to name the item. Explain to the pupils that in today's lesson you'll talk about food and drinks. Ask them to tell you their favourite food and drink

Ex: 6 P: 84

Refer the pupils to the pictures and elicit the names of the food items. Read the dialogue aloud and explain the activity. The pupils, in pairs, ask and answer questions, as in the example. Go around the classroom providing any necessary help. Ask some pairs to report back to the class.

Ex: 7 P: 85

Underline the words in bold. The pupils repeat, chorally and/or individually. Then say and write on the board: I am having a piano lesson this evening. Underline the words in bold. The pupils repeat, chorally and/or individually.

Ex: 8 P: 85

Refer the pupils to the pictures and elicit the words. Explain the activity. Play the CD. The pupils listen and match. Check their answers. Ask the pupils to tell you what each person is doing for tomorrow's party.

Pupils listen, point and repeat. Then match

ANSWERS

1 b

2 I

3 h

4 g

5 j

6 d

7 a

8 c

9 e

10

Pupils want to make a salad. Cap In pairs, decide what to include.

ANSWERS

A: Let's put some tomatoes in our salad.

B: Yes, sure. Why not?

A: Let's put some carrots in our salad.

B: Oh, no. Let's put some cucumbers.

A: Let's put some mayonnaise in our salad.

B: Yes, sure. Why not? etc

Pupils match. Then talk with your friend.

ANSWERS

2 a 3 b 4 e 5 c

A: What are you doing?

B: I'm going to the gym.

A: Going to the gym?

B: Yes. Exercising gives me more energy!

Pupils listen and match. Then say.

ANSWERS

1 Ayaulym

2 Karlygash

3 Bakhytzhan

4 Nurzhan

Descriptor:

- listen, point and repeat

- then match

Total: 2 point

Descriptor:

- make a salad.

- decide what to include

Total: 2 point

Descriptor:

- talk with your friend.

Total: 1 point

Descriptor:

- listen and match

Total: 1 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:

Home task:

Poster Success

Unit 3 Fantasy world

lesson 63

School:

Teacher name:

Kairedenova A.T

Date:

12.02.25

Grade: 5 v

Number present:

absent:

Lesson title

People and places

Learning objectives

5. 2. 4. 1 to understand general and educational topics in a long conversation with the support of the main ideas;

5. 3. 6. 1 to express one's thoughts clearly and concretely in sentences in pairs, groups and with the whole class;

5. 5. 3. 1 write specific details with the support of the teacher, describing people, places and objects at the text level;

Lesson objectives

(assessment criteria)

Learners will be able to:

- Learn and practise basic vocabulary.

- Learn how to form plurals.

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)