ҚМЖ EXCEL 6 GRADE I тоқсан

LESSON: Lesson 1 Our class. Diagnostic test

School:

Date:

Teacher name:

CLASS: 6

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

6.4.1.1understandthe main points in alimitedrangeofshortsimple texts on generalandcurriculartopics

6.3.1.1- provide basic information about themselves and others at discourse level on a range of general topics;

6.2.2.1- understand more complex supported questions which ask for personal information;

6.6.9.1- use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics;

6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

identify some specific information from the text and use some target vocabulary to describe school subjects accurately in response to prompts and in production tasks

Most learners will be able to:

identify most specific information from the text and use a limited range of target vocabulary to describe school subjects accurately in response to prompts and in production tasks

Some learners will be able to:

Identify all specific information from the text and use a wide range of target vocabulary to describe some school subjects accurately in response to prompts and in production tasks

Previous learning

vocabulary for school

Plan

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Team work

3 min.

Organization moment:

1.Greeting.

Ask about the weather. Open the envelop and ask students to take the cards with numbers. They should find their team according to the number:1 First 2. Second 3.Third

In differentiation part «Magic cards» method was used to encourage them to identify the numbers. And find his/her team.

“I wish….” method helps to start the lesson with telling supporting words to each other.

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

Efficiency: By telling the wishes they show their appreciations .

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!”

CD player

Microphone

cards

37 min

What’s in this module?

Read the title of the module Our class and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module.

Find the page numbers

Explain/Elicit the meaning of any unknown words, thenSs find the page numbers for the items listed. Ask questions to check Ss’ understanding.

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

To present Vocabulary for School Subjects

Play the recording. Ss listen and repeat chorallyand/or individually. Elicit the L1 equivalents from various Ss.(Ss’ own answers)

Draw Ss’ attention to the pictures and ask various Ss to say which subject is shown in each picture.

To personalise the topic

Read the sentence stems aloud and allow Ss time to complete them, then ask some Ss to read their completed sentencesaloud

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

To check comprehension

Check Ss’ answers.

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

End of the lesson.

Reflection

Individual work:

5 min.

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

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

Green- I understood

Yellow-I have some questions

Red-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:

Ss can use colors to show how much do they remember.

Differentiation: «Conclusion» method is used to finish the lesson.

Descriptor:

Speak on the theme “My day”,

-can describe classroom with prepositions of place

-can use ordinal numbers - 2points.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book Poster: Success Ladder.

LESSON: Lesson 2. School

School:

Date:

Teacher name:

CLASS: 6

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

6.4.1.1 understandthe main points in a limitedrangeofshort simple texts on generalandcurriculartopics

6.3.1.1- provide basic information about themselves and others at discourse level on a range of general topics;

6.2.2.1- understand more complex supported questions which ask for personal information;

6.6.9.1- use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics;

6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

use, pronounce and spell some target vocabulary accurately in production tasks with support

Most learners will be able to:

use, pronounce and spell most target vocabulary accurately in production tasks and integrate with some success in extended writing task

Some learners will be able to:

use, pronounce and spell a range of target vocabulary accurately in production tasks and integrate to good effect in extended writing task

Previous

learning

Vocabulary for School Subjects

Plan

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Team work

3 min.

Organization moment:

1.Greeting.

Ask about the weather. Open the envelop and ask students to take the cards with numbers. They should find their team according to the number:1 First 2. Second 3.Third

In differentiation part «Magic cards» method was used to encourage them to identify the numbers. And find his/her team.

“I wish….” method helps to start the lesson with telling supporting words to each other.

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

Efficiency: By telling the wishes they show their appreciations .

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!”

CD player

Microphone

cards

37 min

To speak about vocabulary for School Subjects

English, Geography, Music, History, Information & Communication Technology [ICT], Maths, Science, Art, Physical Education [PE], Design &

Technology [D&T])

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

To read for gist

Ask Ss to look at the pictures A-D and elicit what identifies the people/subjects in each picture.Ask:

Which pictures show two teenage girls in schooluniforms? (A), (B)

Which picture shows a teenage student in hisclassroom? (D)

Which picture shows a teenage student in her ICTclass? (C)

Allow Ss time to read the texts 1-4 and elicit which picture matches which text

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.

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

To listen and read for specific information Ask Ss to go through the incomplete sentences.

Allow Ss three minutes to do the task. Alternatively,play the recording. Ss do the task. Check Ss’ answers.

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

To consolidate comprehension of a text

Allow Ss time to review the text and copy the table into their notebooks. Check Ss’ answers on the board.

Ask various Ss to use the table to make sentences, as in the example.

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

To check comprehension

Check Ss’ answers.

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

End of the lesson.

Reflection

Individual work:

5 min.

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

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

Green- I understood

Yellow-I have some questions

Red-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:

Ss can use colors to show how much do they remember.

Differentiation: «Conclusion» method is used to finish the lesson.

Descriptor:

Speak on the theme “My day”,

-can describe classroom with prepositions of place

-can use ordinal numbers - 2points.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book Poster: Success Ladder.

LESSON: Compound nouns, abstract nouns and noun phrases/sport

School:

Date:

Teacher name:

CLASS:6

Number present:

absent:

Learning

6.4.1.1understandthe main pointsina limitedrangeofshortsimple texts

objectives(s)

on generalandcurricular topics

that this

6.3.1.1- provide basic information about themselves and others at discourse level

lesson is

on a range of general topics;

contributing

6.6.1.1- begin to use basic abstract nouns and compound nouns and noun phrases

to

describing times and location on a growing range of familiar general and curricular

topics;

6.2.2.1- understand more complex supported questions which ask for personal

information;

6.6.9.1- use appropriately an increased variety of present and past simple active

and some passive forms on a growing range of familiar general and curricular

topics;

6.5.3.1- write with some support about personal feelings and opinions on a limited

range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

use and pronounce some target structures accurately in controlled tasks with support

Most learners will be able to:

use and pronounce most target structures accurately in controlled tasks with support

Some learners will be able to:

use and pronounce most target structures accurately in controlled tasks with little support

Previous

learning

Students around the world

Plan

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Team work

3 min.

Organization moment:

1.Greeting.

Ask about the weather. Open the envelop and ask students to take the cards with numbers. They should find their team according to the number:1 First 2. Second 3.Third

In differentiation part «Magic cards» method was used to encourage them to identify the numbers. And find his/her team.

“I wish….” method helps to start the lesson with telling supporting words to each other.

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

Efficiency: By telling the wishes they show their appreciations .

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!”

CD player

Microphone

cards

To learn about compound nouns, abstract nouns and noun phrases

Read out the theory box and then direct Ss to the text on

p. 6 to find the items listed.

Elicit answers from Ss around the class.

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

37 min

To present sports

Play the recording. Ss listen and repeat chorally and/or individually.

Elicit the L1 equivalents from Ss around the class and various Ss' favourite sports.(Ss’ own answers)

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

To listen for specific information

Read the Study Skills box aloud, then ask Ss to look at the gaps and say what type of word is missing from each one.

Elicit Ss' answers.

Play the recording while Ss listen and complete the gaps with the missing information. Check Ss’ answers.

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

To ask for and give personal information

Ask Ss to complete the task in closed pairs and make notes. Ask some pairs to act out the dialogues for the class.

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

To write a short text; to consolidate the vocabulary of the unit

Allow Ss some time to complete the task and then check Ss’ answers.

Alternatively, assign the task As HW and check Ss' answers in the next lesson.

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

End of the lesson.

Reflection

Individual work:

5 min.

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

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

Green- I understood

Yellow-I have some questions

Red-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:

Ss can use colors to show how much do they remember.

Differentiation: «Conclusion» method is used to finish the lesson.

Descriptor:

Speak on the theme “My day”,

-can describe classroom with prepositions of place

-can use ordinal numbers - 2points.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book Poster: Success Ladder.

LESSON: Adverbs of frequency/the –ing form and the to infinitive/the comparative forms of adverbs

School:

Date:

Teacher name:

CLASS: 6

Number present:

absent:

Learning

objectives(s)

that this

lesson is

contributing

to

6.4.1.1 understand the main points in a limited range ofshortsimple texts

on general and curricular topics

6.4.4.1read andunderstandwithsomesupport a limitedrangeofshortfiction

and non-fiction texts

6.4.2.1 understandwith littlesupportspecific informationanddetail

inshort,simpletexts onalimitedrangeof generalandcurricular topics

6.1.3.1 - respect differing points of view

6.2.5.1- understand most specific information and detail of supported, extended

talk on a range general and curricular topics

6.5.1.1- plan, write, edit and proofread work at text level with some support on a

growing range of general and curricular topics;

Lesson objectives

All learners will be ableto:

use and pronounce some target language accurately in response to prompts andin controlled tasks withsupport

Most learners will be able to:

use and pronounce most target structures accurately in response to prompts and in controlled tasks with support

Some learners will be able to:

use and pronounce most target structures accurately in response to prompts and in controlled tasks with little support

Previous learning

compound nouns, abstract nouns and noun phrases / sport

Plan

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Team work

3 min.

Organization moment:

1.Greeting.

Ask about the weather. Open the envelop and ask students to take the cards with numbers. They should find their team according to the number:1 First 2. Second 3.Third

In differentiation part «Magic cards» method was used to encourage them to identify the numbers. And find his/her team.

“I wish….” method helps to start the lesson with telling supporting words to each other.

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

Efficiency: By telling the wishes they show their appreciations .

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!”

CD player

Microphone

cards

37 min

Ss’ books closed. Say, then write on the board: Ialways

eat breakfast in the morning. Elicit what tensethe verb is

in (present simple) and what thesentence expresses (a

habit/routine). Say, then writeon the board: I am teaching

a lesson now. Elicit whattense the verb is in (present

continuous) and whatthe sentence expresses (an action

happening now).

Explain that stative verbs (i.e. verbs that describe astate

not an action) don’t usually have continuousforms (e.g. I

believe in fairies. NOT I’m believing infairies).

Ss’ books open. Read the theory box aloud andelicit the

L1 equivalents for the example sentencesfrom Ss around

the class. Then ask Ss to findexamples in the text on p. 6.

Examples in the text:

Present simple:I’m 12 years/ICT is really fun/myfavourite sport is football/She has a great sense ofhumour/She is very good at drawing and painting, etc.

Present continuous:We’re having a great time!

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

To practise the present simple and the present continuous

Explain the task and explain that stative verbs are verbs that express a state rather than an action (e.g.like, love, hate, believe, etc). Remind Ss that they don’t have continuous forms.

Give Ss time to complete the task then check Ss’ answers.

To revise the third-person singular form of the present simple and identify third-person verb endings

Explain the task and ask Ss to copy the table into their notebooks.

Give Ss time to complete it with the verbs and then play the recording for Ss to listen and check their answers.

Play the recording again with pauses for Ss to repeat either chorally or individually. Pay attention to Ss’ intonation.

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

To present adverbs of frequency

Ask various Ss around the class to read out the sentences. Point out that the words in bold are adverbs of frequency and they show how often we

do something.

Elicit where in the sentence the adverbs of frequency appear (before the main verb, but after the verb ‘to be’) and read out the table and elicit the missingwords.

To present and practise other adverbs used as time expressions with the present simple and present continuous

Explain the task. Read out the time expressions and the

example and elicit sentences from Ss around the class.

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

End of the lesson.

Reflection

Individual work:

5 min.

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

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

Green- I understood

Yellow-I have some questions

Red-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:

Ss can use colors to show how much do they remember.

Differentiation: «Conclusion» method is used to finish the lesson.

Descriptor:

Speak on the theme “My day”,

-can describe classroom with prepositions of place

-can use ordinal numbers - 2points.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book Poster: Success Ladder.

LESSON: Classroom objects

School:

Date:

Teacher name:

CLASS: 6

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

6.4.1.1 understand the main pointsin a limited range of short simple texts on general and curriculartopics

6.1.3.1 - respect differing points of view

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

6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics

6.3.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics;

6.6.9.1- use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics;

6.6.15.1 - use common verbs followed by infinitive verb / verb + ing patterns; use infinitive of purpose on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

use some language from the module to express views and write some relevant questions accurately

Most learners will be able to:

use a range of language from the module to express views and write a range of relevant questions accurately

Some learners will be ableto:

use a wide range of language from the module to express views and write arange of relevant questionsaccurately

Previous learning

the present simple and the present continuous / adverbs of frequency

Plan

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Team work

3 min.

Organization moment:

1.Greeting.

Ask about the weather. Open the envelop and ask students to take the cards with numbers. They should find their team according to the number:1 First 2. Second 3.Third

In differentiation part «Magic cards» method was used to encourage them to identify the numbers. And find his/her team.

“I wish….” method helps to start the lesson with telling supporting words to each other.

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

Efficiency: By telling the wishes they show their appreciations .

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!”

CD player

Microphone

cards

37 min

To revise the present simple and the present continuous / adverbs of frequencyI go to school everyday.

I’m learning how to cook these days.I usually play football on Saturdays.I sometimes walk to school.

I have piano lessons on Mondays.I am writing sentences at the moment.I never get up early on Sundays.

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

To practise adverbs of frequency

Explain the task and read out the example sentence. Give Ss time to write sentences for the rest of the items and then check Ss’ answers around the class.

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

To present the –ingform and the to-infinitive

Go through the theory table with Ss.

Elicit if there are any similar structures in Ss’ L1.

(Ss’ own answers)

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

To present the –ingform and theto-infinitive

Read out the example and give Ss time to complete therest

of the sentences. Check Ss’ answers around the class.

To practise the –ingform and theto-infinitive using

personal examples

Give Ss time to complete the sentences, then elicitanswers

from various Ss around the class.

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

To present and practise adverbs

Read out the theory box and explain the type andform of

adverbs.

Give Ss time to complete the sentences and thenelicit

answers from Ss around the class.

To present the comparative forms ofadverbs

Read out the theory box and then elicit how we formshort,

longer and irregular adverbs.

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

To practise comparative forms of adverbs

Give Ss time to complete the task and then elicit

answersfrom Ss around the class.

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

End of the lesson.

Reflection

Individual work:

5 min.

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

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

Green- I understood

Yellow-I have some questions

Red-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:

Ss can use colors to show how much do they remember.

Differentiation: «Conclusion» method is used to finish the lesson.

Descriptor:

Speak on the theme “My day”,

-can describe classroom with prepositions of place

-can use ordinal numbers - 2points.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book Poster: Success Ladder.

LESSON: School areas/prepositions of direction and movement

School:

Date:

Teacher name:

CLASS:6

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

6.4.1.1 understand the main points in a limited range ofshortsimple texts on general and curriculartopics

6.4.4.1read andunderstandwithsomesupport a limited rangeofshortfiction and non-fictiontexts

6.4.2.1 understandwith littlesupportspecific informationanddetail inshort,simpletexts onalimitedrangeof generalandcurricular topics

6.1.3.1 - respect differing points of view

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

6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics

6.5.1.1- plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics;

6.3.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics;

Lesson objectives

All learners will be able to:

identify some specific information from the text and use some target vocabulary to describe school subjects accurately in response to prompts and in production tasks

Most learners will be able to:

identify most specific information from the text and use a limited range of target vocabulary to describe school subjects accurately in response to prompts and in production tasks

Some learners will be able to:

Identify all specific information from the text and use a wide range of target vocabulary to describe some school subjects accurately in response to prompts and in production tasks

Previous

learning

adverbs of frequency / the –ingform and the to-infinitive / the comparative forms

of adverbs

Plan

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Team work

3 min.

Organization moment:

1.Greeting.

Ask about the weather. Open the envelop and ask students to take the cards with numbers. They should find their team according to the number:1 First 2. Second 3.Third

In differentiation part «Magic cards» method was used to encourage them to identify the numbers. And find his/her team.

“I wish….” method helps to start the lesson with telling supporting words to each other.

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

Efficiency: By telling the wishes they show their appreciations .

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!”

CD player

Microphone

cards

37 min

To present classroom objects

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 and then ask various Ss to say which of them are in their classroom. (Ss’ own answers)

To read for gist

Ask Ss to look at the pictures and give them time to read through the texts.

Elicit Ss’ answers to the question in the rubric.

Play the video for Ss and elicit their comments at the end.

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

To read for specific information

Ask Ss to read statements (1-5).

Give Ss time to read the texts and complete the task.

Check Ss’ answers around the class.

Refer Ss to the Word List to look up the words in the

Check these words box.

To consolidate and personalise the topic

Read through the rubric with Ss and give them some

time to think about how their school compares to the

schools in the texts.

Ask Ss to get into pairs.

Ss make comparisons between their school and the

schools in the texts.

Monitor the activity.

Elicit comparisons from various pairs.

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

To listen for specific information

Play the recording, twice if necessary.

Encourage Ss to note down key words while they are

listening to the description.

Check Ss’ answers, asking them what words helped

them decide.

To compare classrooms

Give Ss time to look at the pictures and think about their

answers.

Ask Ss to compare the classrooms in the pictures, in

pairs. Then ask some pairs to tell the class.

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

To present your school and your classroom

Write the headings on the board. Ss copy them in their

notebooks and make notes. Check Ss around the class.

Ask various Ss to tell the class.

To write a short article about your ideal school

Ask Ss to copy the headings into their notebooks and

then make notes under them. Help Ss with any unknown

vocabulary. (e.g. turn to p. 12 and present the school

areas). Give Ss time to use their notes to write a short

article and then ask various Ss to read their article to the

class.

Alternatively, assign the task as HW and check Ss'

answers in the next lesson.

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

To write a short article about your ideal classroom

Give Ss time to write a short article and then ask various Ss to read their article to the class.

Alternatively, assign the task as HW and check Ss' answers in the next lesson.

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

End of the lesson.

Reflection

Individual work:

5 min.

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

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

Green- I understood

Yellow-I have some questions

Red-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:

Ss can use colors to show how much do they remember.

Differentiation: «Conclusion» method is used to finish the lesson.

Descriptor:

Speak on the theme “My day”,

-can describe classroom with prepositions of place

-can use ordinal numbers - 2points.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book Poster: Success Ladder.

LESSON: Punctuation/write an email to a pen-friend

School:

Date:

Teacher name:

CLASS: 6

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

6.2.1.1 - understand a longer sequence of supported classroom instructions;

6.4.1.1 understandwith littlesupportspecific informationanddetail inshort,simpletexts onalimitedrangeof generalandcurricular topics

6.13.1 use mightmaycould to express possibility on a limited range of familiar general and curricular topics

6.4.8.1usewithsome supportfamiliarpaper anddigitalreference resources tocheck meaning andextendunderstanding

6.4.9.1recognise the difference between factandopinionin short,simpletextson anincreasingrangeof generalandcurriculartopics

6.5.1.1- plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics;

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

6.1.3.1 - respect differing points of view

Lesson objectives

All learners will be able to:

identify some main ideas and specific information in the text and write an email with some appropriate features of style and organisation with support

Most learners will be able to:

identify most main ideas and specific information in the text and write an email with a range of appropriate features of style and organisation with support

Some learners will be able to:

identify all main ideas and specific information in the text and write an email with a range of appropriate features of style and organisation with little support

Previous learning

school rules / must/mustn't, need, should / regular and irregular adverbs

Plan

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Team work

3 min.

Organization moment:

1.Greeting.

Ask about the weather. Open the envelop and ask students to take the cards with numbers. They should find their team according to the number:1 First 2. Second 3.Third

In differentiation part «Magic cards» method was used to encourage them to identify the numbers. And find his/her team.

“I wish….” method helps to start the lesson with telling supporting words to each other.

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

Efficiency: By telling the wishes they show their appreciations .

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!”

CD player

Microphone

cards

37 min

To recognise fact and opinion

Draw Ss’ attention to the underlined sentences.

Explain what fact (sth that is true), and opinion (what sb thinks) mean. Give Ss time to read the email and then elicit which sentences express fact/opinion.

To practise punctuation

Go through the Study Skills box showing Ss some types of punctuation in English and drawing attention to any differences to Ss’ L1. Sscan give examples of their own. Ask Ss to punctuate the sentences, then check Ss’ answers.

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

To compare two classrooms

Ask Ss to look at the text in Ex. 1 again and then think

about their classroom.

Give Ss some time to compare their classrooms with

Nurziya's classroom in pairs.

Monitor the activity around the class.

Ask various Ss to tell the class.

To write an email to a pen-friend

Tell Ss that they are going to use their answers fromEx. 3 to

write a reply to the email that Nurziya sent.

Ss can complete the task in class, or you can assignit as HW

and check Ss’ answers in the next lesson.

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

Portfolio

Tell Ss to make notes under the headings to helpthem

before they start writing.

Remind Ss to follow the plan and be careful

withpunctuation.

Ask some Ss to read their texts tothe class. Ss can display their texts to the class.

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

End of the lesson.

Reflection

Individual work:

5 min.

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

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

Green- I understood

Yellow-I have some questions

Red-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:

Ss can use colors to show how much do they remember.

Differentiation: «Conclusion» method is used to finish the lesson.

Descriptor:

Speak on the theme “My day”,

-can describe classroom with prepositions of place

-can use ordinal numbers - 2points.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book Poster: Success Ladder.

LESSON: The benefits of learning a foreign language

School:

Date:

Teacher name:

CLASS: 6

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

6.2.1.1 - understand a longer sequence of supported classroom instructions;

6.4.1.1 understandwith littlesupportspecific informationanddetail inshort,simpletexts onalimitedrangeof generalandcurricular topics 6.13.1.1- use mightmaycould to express possibility on a limited range of familiar general and curricular topics

6.4.8.1usewithsome supportfamiliarpaper anddigitalreference resources tocheck meaning andextendunderstanding

6.5.1.1- plan, write, edit and proofread work at text level with some support on a growing range of general and curriculartopics;

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

6.1.3.1 - respect differing points of view

Lesson objectives

All learners will be able to:

use some target language accurately and intelligibly and identify some target information in listening task

Most learners will be able to:

use most target language accurately and with some appropriate intonation and identify most target information in listening task

Some learners will be able to:

use most target language accurately and with clear intonation and identify all target information in listening task

Previous learning

punctuation / write an email to a pen-friend

Plan

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Team work

3 min.

Organization moment:

1.Greeting.

Ask about the weather. Open the envelop and ask students to take the cards with numbers. They should find their team according to the number:1 First 2. Second 3.Third

In differentiation part «Magic cards» method was used to encourage them to identify the numbers. And find his/her team.

“I wish….” method helps to start the lesson with telling supporting words to each other.

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

Efficiency: By telling the wishes they show their appreciations .

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!”

CD player

Microphone

cards

37 min

To discuss the benefits of learning a foreign language

Read out the question and ask Ss to read the list of reasons and then ask various Ss to tell the class using the list.

Elicit further reasons from various Ss around the class.

(Ss' ownAnswers)

To test knowledge learnt in this module Explain the task. Allow Ss some time to read the sentences and complete the gaps.

Alternatively, you may allow Ss to review the module and find the relevant information to fill each gap.

Check Ss’ answers.

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

To write a quiz

Explain the task and allow Ss time to look through Module

1 and think of quiz questions in pairs.

Tell Ss they can use the quiz in Ex. 2 as a model.Offer an

example(e.g. ICT is Information andCommunication …).

Ss swap their quizzes with another pair and do itand then

report back to the class.

Song To listen and read for specificinformation

Explain the task and play the recording.

Ss listen and follow the song in their books. Ask Ssto

identify which items in the pictures arementioned and also

name seven school subjects.Check Ss’ answers.

Play the recording again for Ss to sing along.

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

Game

Play in teams. Say a word from the module. The other team

writes the word on the board and spells it. Each correct

answer gets a point. The team with the most points is the

winner.

Extra Activity

Ask Ss to spell each of the words in the pictures in Ex. 4.

e.g. eraser, E-R-A-S-E-R

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

End of the lesson.

Reflection

Individual work:

5 min.

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

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

Green- I understood

Yellow-I have some questions

Red-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:

Ss can use colors to show how much do they remember.

Differentiation: «Conclusion» method is used to finish the lesson.

Descriptor:

Speak on the theme “My day”,

-can describe classroom with prepositions of place

-can use ordinal numbers - 2points.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book Poster: Success Ladder.

LESSON: Module 2 A historical figure

School:

Date:

Teacher name:

CLASS: 6abvgd

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

6.3.6.1- communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges;

6.6.5.1 - use questions including questions with whose, how often, how long and a growing range of tag questions on a growing range of familiar general and curricular topics;

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

6.4.2.1 - understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics;

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

6.5.3.1 -write with some support about personal feelings and opinion on a limited range of familiar general and curricular topics;

6.6.3.1 - use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general and curricular topics; 6.2.1.1- understand a longer sequence of supported classroom instructions; 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics

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

Lesson objectives

All learners will be able to:

identify some specific information in reading text and use some target vocabulary accurately in production tasks with support

Most learners will be able to:

identify most specific information in reading text and use most target vocabulary accurately in production tasks with support

Some learners will be able to:

identify all specific information in reading text and use most target vocabulary accurately in production tasks with little support

Previous learning

historical figures

Plan

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Team work

3 min.

Organization moment:

1.Greeting.

Ask about the weather. Open the envelop and ask students to take the cards with numbers. They should find their team according to the number:1 First 2. Second 3.Third

In differentiation part «Magic cards» method was used to encourage them to identify the numbers. And find his/her team.

“I wish….” method helps to start the lesson with telling supporting words to each other.

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

Efficiency: By telling the wishes they show their appreciations .

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!”

CD player

Microphone

cards

To introduce the topic and stimulate interest in the text Elicit what, if anything, Ss know about Pocahontas.

Play the recording. Ss listen and follow the text in their books and find out the answer to the question in the rubric

To read for specific information (multiple choice)

Allow Ss some time to read the text carefully 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 and read the quotation aloud.

Check Ss’ answers.

37 min

To consolidate new vocabulary

Explain the task and give Ss time to choose the

correctwords. Then check Ss’ answers.

To summarise a text

Explain the task and give Ss time to prepare

theirsummaries.

Ss tell their partner their summary. Ask some pairsto

report back to the class.

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

To express your opinion on ahistorical figure

Allow Ss some time to think about the question inthe

rubric, formulate their answers and write themdown.

Encourage Ss to explain their opinions fully.

Ask various Ss to read out their sentences.

Alternatively, assign the task as HW and check

Ss’answers in the next lesson.

As an extension Ss work in pairs. Ss tell each other what they have known about Pocahontas

T praise active Ss with phrases such as: “Good job!

Well done!” “One more time, please”

Whiteboard

Pupils Book

Poster

End of the lesson.

Reflection

Individual work:

5 min.

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

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

Green- I understood

Yellow-I have some questions

Red-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:

Ss can use colors to show how much do they remember.

Differentiation: «Conclusion» method is used to finish the lesson.

Descriptor:

Speak on the theme “My day”,

-can describe classroom with prepositions of place

-can use ordinal numbers - 2points.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book Poster: Success Ladder.

LESSON: Vocabulary of appearance/describing character

School:

Date:

Teacher name:

CLASS:6

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

6.3.6.1- communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges;

6.6.5.1 - use questions including questions with whose, how often, how long and a growing range of tag questions on a growing range of familiar general and curricular topics;

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

6.4.2.1 - understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics;

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

6.5.3.1 -write with some support about personal feelings and opinion on a limited range of familiar general and curricular topics;

6.6.3.1 - use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general and curricular topics;

6.2.1.1- understand a longer sequence of supported classroom instructions; 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics

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

All learners will be able to:

identify some specific information in speaking and listening and use some target vocabulary accurately in production tasks with support

Most learners will be able to:

identify most specific information in speaking and listening and use most target vocabulary accurately in production tasks with support

Some learners will be able to:

identify all specific information in speaking and listening and use most target vocabulary accurately in production tasks with little support

Previous learning

express your opinion on a historical figure

Plan

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Team work

3 min.

Organization moment:

1.Greeting.

Ask about the weather. Open the envelop and ask students to take the cards with numbers. They should find their team according to the number:1 First 2. Second 3.Third

In differentiation part «Magic cards» method was used to encourage them to identify the numbers. And find his/her team.

“I wish….” method helps to start the lesson with telling supporting words to each other.

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

Efficiency: By telling the wishes they show their appreciations .

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

“Good job!