6 класс краткосрочное планирование 4 четверть

LESSON 79

Unit 8: Our Neighbourhood

School: #3 school lyceum named after Sh.Ualikhanov

Date:

Teacher name: Makhanova A.Sh.

Grade: 6

Number present:

Number absent:

Theme of the lesson:

Our  neighbourhood,  the  places  and buildings  where  we  live,  shopping and services

Learning objectives

6.3.2.1- ask simple questions to get information about a growing range of general topics;

6.1.3.1-respect differing points of view

6.4.6.1 - recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics;

6.6.1.1- begin to use basic abstract nouns and compound nouns and noun phrases describing times and location on a growing range of familiar general and curricular topics;

Lesson objectives

All learners will be able to:

To write short sentences in a paragraph. Answer the questions.

Do exercises with grammar material;

Most learners will be able to:

To write short sentences in a paragraph. Answer the questions.

Do exercises with grammar material;

Some learners will be able to:

Use grammar to make sentences. Speak about places in the city

Previous learning

Unit revision

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

ORGANIZATIONAL MOMENT

What’s in this module?

Read the title of the module Our neighbourhoodand ask

Ss to suggest what they think it means. Go through

thetopic list and stimulate a discussion to prompt

Ss’interest in the module.

Greeting

Learners answer the questions

Middle

30 min

To present new vocabulary

To present shops

Draw Ss’ attention to the street map and the names of the shops in it.

Play the recording. Ss listen and repeat chorally or individually. Ask various Ss to give the L1 equivalents.(Ss’ own answers)

Elicit what sort of things we can buy/do in each shop and then ask various Ss around the class to say one thing for each shop. Encourage Ss to say different things and continue until all ideas have been exhausted.

To practise prepositions of Place

Revise prepositions of place with Ss and explain/ elicit the meanings of the ones presented through translation into Ss’ L1 or by demonstrating them with objects in the classroom.

Explain the task and read out the example. Then, Ss ask and answer in pairs. Monitor the activity around the class and then ask some pairs to ask and answer in front of the class.

To predict the content of the text

Direct Ss’ attention to the pictures and the title and allow them one minute to read the introduction.

Elicit Ss’ guesses in answer to the questions in the rubric. Play the recording. Ss listen and follow the text in their books and check their guesses.

To read for specific information

Allow Ss some time to read the text and mark the statements.

Ask Ss to use the Word List to look up the meanings of the words in the Check these words box.

Check Ss’ answers. As an extension Ss can correct the false statements.

Explain that the author may have written the text for a number of reasons e.g. to inform, to entertain, etc..

Learners

Learn new vocabulary

Learners  practise prepositions of Place

Learners predict the content of the text

Learners read the text and mark the statements.

Verbal evaluation

Individual  avaluation

Mutual avaluation

End

5 min

REFLECTION

At the end of the lesson, learners reflect on their learning:

How might you explain what you have learnt today to your parents.

What key question would you ask to find out whether someone has understood today’s lesson Home task: Ex^ 1-2 at page 56 (Workbook)

Saying goodbye

Self-assessment

LESSON 80

Unit 8: Our Neighbourhood

School: #3 school lyceum named after Sh.Ualikhanov

Date:

Teacher name: Makhanova A.Sh.

Grade: 6

Number present:

Number absent:

Theme of the lesson:

Describing  the  shopping  where we live

Learning objectives

6.5.6.1- link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics;

6.6.6.1- use a variety of personal, demonstrative and quantitative pronouns including someone, somebody, everybody, no-one on a growing range of familiar 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;

Lesson objectives

All learners will be able to:

To write short sentences in a paragraph. Listen and answer the questions with support. Do exercises with grammar material;

Most learners will be able to:

To write short sentences in a paragraph.

Listen and answer the questions with some support. Do exercises with grammar material;

Some learners will be able to:

Use grammar to make sentences. Speak about places in the city

Previous learning

Our  neighbourhood,  the  places  and buildings  where  we  live,  shopping and services

Plan

Planned timings

Planned activities  

Learners’ activities

Evaluation

Resources

Begining

5 min

Organizational moment

The aims of the lesson

Explain the task. Write the two locations on the board and ask various Ss around the class to offer comparisons and make notes about them under the headings (e.g. Verona, USA is quiet but Verona, Italy is busy etc). Encourage Ss to make as many comparisons as possible.

Then, allow Ss a few minutes to formulate their answers about which place they prefer and why and then ask various Ss to read out their sentences to the class.

Greeting

Learners compare two places personalise the topic and express your opinion

Verbal evaluation

Middle

30 min

To read for gist

Check Ss’ answers. Ask Ss to say which words helped them decide.

To read for gist

Explain the task and allow Ss some time to read the sentences and match them to the shops.

Check Ss’ answers.

To listen for specific information

Explain the task. Ask Ss to identify the places in the photographs.

Play the recording. Ss listen and complete the task. Check Ss’ answers.

To act out a dialogue

Explain the task and allow Ss some time to think of another shop and what they will say.

Ss then act out their dialogues in closed pairs. Monitor the activity around the class

To present and practise linking words showing comparisons and consolidate through translation

Ask three individual Ss to read out the sentences and then ask three others to translate them.

To make notes and compare

two places using linkers of contrast Explain the task and read out the example.

Learners read the signs and match them to the places they can be seen.

Learners identify the places in the photographs.

Learners act out their dialogues in front of the class Ss complete the task.

Learners read out their sentences.

Individual  avaluation

Mutual avaluation

End

5 min

REFLECTION

At the end of the lesson, learners reflect on their learning:

Students describe three things they have learned.

Home task: to write a short paragraph making comparisons

(Ss complete the paragraph. Check Ss’ answers for the next lesson)

Saying goodbye

Self-assessment

LESSON 81

Unit 8: Our Neighbourhood

School: Stavropolka Secondary School

Date:

Teacher name: Rogova V.V.

Grade: 6

Number present:

Number absent:

Theme of the lesson:

Describing  the  shopping  where we live

Learning objectives

6.1.2.1  use speaking and listening skills to provide sensitive feedback to peers

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

6.2.1.1 understand a longer sequence of supported classroom instructions

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

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

Lesson objectives

All learners will be able to:

-Listen and identify the names of objects and their directions with some support

-Practice direction vocabulary for the instructions to find different places

-Ask simple questions using degrees of comparison of adjectives (3-4)

Most learners will be able to:

-Listen  and identify the names of objects and their directions with minimal support

-Practice direction vocabulary for the instructions to find different places

-Ask simple questions using degrees of comparison of adjectives (4-5)

Some learners will be able to:

- Listen and identify the names of objects and their directions without

 support

-Practice direction vocabulary for the instructions to find different places

 -Analyse the peers’ performance in the group work

Previous learning

Describing  the  shopping  where we live

Plan

Planned timings

Planned activities  

Learners’ activities

Evaluation

Resources

Begining

5 min

Organizational moment

1.Pre-learning

Teacher greets learners and asks question:

Do you know the names of your street, the neighbouring streets?

Can you find any place in your town without your parents’ help?

Learners name places for both urban and countryside areas

Verbal evaluation

Middle

30 min

2.Interactive Starter

Teacher reminds learners the topic of the Unit “Our Neighbourhood” and asks them to write /or draw the things /places which they  have in their Neighbourhood

Note for a teacher: if learners do not know how to name the building or place let them write in their native language as later they will find new words in video.

3.Teacher tells the learners the objectives of the lesson

4. Focus on Speaking

What is the difference between rural and urban?

Learners are  split up into two groups for identifying the words and ideas:

1 group - about rural(countryside)

2 group – about urban (city area)

Differentiation: Less able learners can use the flashcards with the images of countryside and a city area for more active engagement into the process of communication with the more able peers.

-Are there more people in the countryside or in the urban area and why?

E.g More people live in the urban area, because there are more cinemas, parks, schools, colleges, etc.

What is the difference between a town and a city? 

What examples of the cities and towns can you give?

Note for a teacher: to know how well learners learned new words, teacher chooses any method

Feedback:  Teacher monitors whether learners managed to understand all the directions, asking them to peer check in pairs

Learners write /or draw the things /places which they  have in their Neighbour-hood

Learners write down the words, associated to both areas on separate posters for each group to observe and add more ideas.

Learners in each group discuss the answer to the question and figure out the reasons.

Individual  avaluation

Mutual avaluation

PPT

urban areas and countryside

Video “My neighbourhood”/ “Places around town”  /” Public Places ’’

Handout 1

Flashcards

Handout 2

End

5 min

Reflection

“Taboo” game – describe a word/key idea from the lesson with/without using given words. Teacher could present or learners write their own.

Home task: to learn vocabulary

Saying goodbye

Self-assessment

LESSON 82

Unit 8: Our Neighbourhood

School: Stavropolka Secondary School

Date:

Teacher name: Rogova V.V.

Grade: 6

Number present:

Number absent:

Theme of the lesson:

Describing  the  shopping  where we live

Learning objectives

6.1.3.1  respect differing points of view

6.2.4.1 understand with limited support the main points of extended talk on a range of general and curricular  topics

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

Lesson objectives

All learners will be able to:

understand the main points of some talks with support

provide some basic information about where they live at sentence level with some support

Most learners will be able to:

understand the main points of most talks with limited support

provide some basic information about where they and their classmates live at sentence and in the discussion

Some learners will be able to:

understand the main points of more complicated talks without support

provide some information about where they and their classmates live and in the discussion without support

Previous learning

Describing  the  shopping  where we live

Plan

Planned timings

Planned activities  

Learners’ activities

Evaluation

Resources

Begining

10 min

1.Leading-in stage

Teacher greets learners and tell them:

Ask me a Question 

The answers should be sincere for learners to be more engaged into the process of communication.

2.Interactive Starter

Whiteboard race

Divide learners into two teams, and divide the whiteboard down the middle. Learners line up in two teams. The first person in each line has a pen. When Teacher announces the topic Neighbourhood, they run to the board, write a word related to the topic, pass the pen to the next person then join the back of their line. The next person then writes another word and passes the pen on.

Do this for 2 minutes as a race. If one team writes a word that the other team already have, they get no points. Again, checks prior knowledge.

3.Teacher tells the learners the objectives of the lesson

Learners relate to her/his neighbor-hood and the relationships with the neighbours

Learners play a game

Verbal evaluation

Middle

25 min

Focus on Reading

Learners read the story “Nasreddin Goes Shopping” and answer the questions.

Pre-reading:

Teacher clarifies if the learners heard about Nasreddin’s stories.

What is so special about them?

What are the main heroes?

Why do people like reading them?

What does the author want people to elicit the stories?

Teacher introduces new vocabulary:

A robe, the same price, climbed on, in exchange for, either, reply

Summarize a story, filling in the missing gaps:

Answer key:

Pair Robe Trousers Shopkeeper pay Paid buy

Discussion: What is the moral of this story?

Do you agree with Nasreddin’ actions?

Learners read the story and answer the questions.

Learners listen and pronounce

Learners fill in the missing gaps

Learners discuss

Mutual avaluation

I

ndividual  avaluation

Handout 1

End

5 min

Reflection

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

Whose story inspired you most of all?

What new ideas have you learnt from your classmates’ stories?

Further learners may come up with other places….

Home task: to learn new vocabulary

Saying goodbye

Self-assessment

LESSON 83

Unit 8: Our Neighbourhood

School: Stavropolka Secondary School

Date:

Teacher name: Rogova V.V.

Grade: 6

Number present:

Number absent:

Theme of the lesson:

Describing  the  shopping  where we live

Learning objectives

6.1.3.1  respect differing points of view

6.2.4.1 understand with limited support the main points of extended talk on a range of general and curricular  topics

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

Lesson objectives

All learners will be able to:

provide some basic information about where they live at sentence level with some support

use 1-2 subject-specific vocabulary to talk about what they can do and see in places around them

Most learners will be able to:

provide some basic information about where they and their classmates live at sentence and in the discussion

use 3-4 subject-specific vocabulary to talk about what they can do and see in places around them

Some learners will be able to:

provide some information about where they and their classmates live and in the discussion without support

use 5-7 subject-specific vocabulary to talk about what they can do and see in places around them

Previous learning

Describing  the  shopping  where we live

Plan

Planned timings

Planned activities  

Learners’ activities

Evaluation

Resources

Begining

5 min

 1.Pre-learning

Teacher greets learners and asks them:

What is supposed to practice at the lesson?

2.Interactive Starter

In pairs, learners match the pictures 1-11 with the words given below the pictures.

Teacher elicits from learners what they think what is common for all these places.

Teacher should guide learners to the notion “SERVICES”. All these are different types of services in the city/town/village.

Teacher gets learners to brainstorm on other types of services, which are not mentioned in the pictures.

Teacher introduces the topic of the lesson.

3.Teacher tells the learners the objectives of the lesson

Greeting

Learners match the pictures 1-11 with the words given below the pictures

Verbal evaluation

Middle

30 min

Pre-writing

Learners discuss the following questions in pairs in order to write a short story about their own neighbourhood or a neighbourhood, they know.

Do you have many friends in your neighborhood? How many?

Do you greet your neighbours?

Do your neighbors have children? Do they have pets?

Are there any childhood friends among your neighbors?

What is your relationship with your neighbours?

Writing

Ask learners to write about their own neighbourhood or a neighbourhood, they know.

It could be true or imaginary.

You could use a famous soap to inspire your learners

–Coronation Street, for example!

Ask learners to think if there are any people there like the ones who live on Main Street.

You could also get the learners to describe their neighbourhoods for the rest of the class to draw

Encourage learners to work individually before showing their stories to the classmates for peer assessing

Learners discuss the following questions in pairs

.

Learners write about their own neighbourhood or a neighbourhood, they know.

Mutual avaluation

Individual  avaluation

Handout 3

End

5 min

Reflection

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

Home task:  to finish your writing

Saying goodbye

Self-assessment

LESSON 84

Unit 8: Our Neighbourhood

School: Stavropolka Secondary School

Date:

Teacher name: Rogova V.V.

Grade: 6

Number present:

Number absent:

Theme of the lesson:

School Magazine article 

Learning objectives

6.1.5.1 use feedback to set personal learning objectives

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

6.5.6.1  link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general 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:

- Understand what magazine article is, how to write it

- Complete a raft organiser for writing a magazine article (not less than 6 sentences) with some support

Most learners will be able to:

- Understand what magazine article is, how to write it

- Complete a raft organiser for writing a magazine article (not less than 7 sentences) with minimal support

Some learners will be able to:

- Understand what magazine article is, how to write it

- Complete a raft organiser for writing a magazine article (not less than 7 sentences) without support

Previous learning

Describing  the  shopping  where we live

Plan

Planned timings

Planned activities  

Learners’ activities

Evaluation

Resources

Begining

5 min

1.Pre-learning

Teacher greets learners and asks them:

Teacher sets positive atmosphere by asking some ice breaking questions.

Do you believe that all the efforts about improving your neighbourhood will come true?

What else can be done to motivate people?

2.Interactive Starter

Running dictation

Put the learners in pairs or small groups. The aim is for one of the learners in each pair to walk (or run!) to read the passage on the wall. They quietly dictate what they remembered to their partner, who writes it down. They then swap roles. Over several turns they will build the whole passage.

The winner should finish first and write the passage without any mistakes

3.Teacher tells the learners the objectives of the lesson

Greeting

Learners do the instructions

Learners  memorize as much information as possible from the passage

Mutual avaluation

Interactive whiteboard/ overhead projector, PPT Slide 1 and 2

Handout 1

Middle

30 min

4. Preparation for writing.

Teacher gives out the handout and elicits from the learners:

What can you see in the middle of the handout?

What is it?

How is an article written?

 Pre-writing

Teacher elicits from learners the heading of the article.

(Before doing the exercises teacher can pre-teach some unknown vocabulary from the text)

Exercise: 1- read the article and match the headings to the paragraphs

Ex: 2a – complete the phrases with the adjectives from the text

Ex: 2b – use five of the phrases to write true sentences about John’s ideal place to live

Ex: 3a – think about your ideal place to live in. choose ideas from the box below and from ex:2 and write them under the correct headings. Add any of your own ideas.

Learners do the following exercises for preparation of an article

Learners follow the instructions

Verbal evaluation

Individual  avaluation

Handout 2

Handout 3

Answers: 1-C, 2-A, 3B.

End

5 min

Reflection

Learners provide feedback on what they have learned at the lesson. Learners will continue the following sentences:

I was successful, because…….

I failed partially, because…….

I will do the following things next lesson…..

Home task: to prepare for writing aticle

Saying goodbye

Self-assessment

Reflective journals

LESSON 85

Unit 8: Our Neighbourhood

School: Stavropolka Secondary School

Date:

Teacher name: Rogova V.V.

Grade: 6

Number present:

Number absent:

Theme of the lesson:

School Magazine article 

Learning  how  to  create  a  school magazine  or  ezine  (This  relates  to Computer  Science  and  Art  and Design)

Learning objectives

6.1.5.1 use feedback to set personal learning objectives

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

6.5.6.1  link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general 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:

- Understand what magazine article is, how to write it

- Complete a raft organiser for writing a magazine article (not less than 6 sentences) with some support

- Use subject specific vocabulary (4-5)

Most learners will be able to:

- Understand what magazine article is, how to write it

- Complete a raft organiser for writing a magazine article (not less than 7 sentences) with minimal support

- Use subject specific vocabulary (5-6)

Some learners will be able to:

- Understand what magazine article is, how to write it

- Complete a raft organiser for writing a magazine article (not less than 7 sentences) without support

Analyse your classmates raft organizers’ for improvement

Previous learning

School Magazine article 

Plan

Planned timings

Planned activities  

Learners’ activities

Evaluation

Resources

Begining

5 min

1.Pre-learning

Teacher greets learners and asks them:

Teacher sets positive atmosphere by asking some ice breaking questions.

Do you believe that all the efforts about improving your neighbourhood will come true?

What else can be done to motivate people?

3.Teacher tells the learners the objectives of the lesson

Greeting

Learners answer the questions

Verbal evaluation

Interactive whiteboard/ overhead projector, PPT Slide 1 and 2

Handout 1

Middle

30 min

4. Practice

Learners write their own magazine or article. They can work on this task by themselves or as a team.

First, they should outline their magazine.  For this purpose they can use this chart to do that.

Raft organizer:

Role (Who are you?)

Audience (Who are you writing to?)

Format (What kind of writing will you do?)

Topic (What do you want to talk about?)

2 page:

Topic sentence (to attract the audience’s attention)

Paragraph : Give background information about the place you are going to describe: where it is, how fast you can get the center from your Neighbourhood, does it have a lot of places to entertain. Are there many trees in your neighbourhood? Do you know what kind? Who works in your neighbourhood? What are their jobs?

Peer assessment:

Learners share their plans with the partners for the improvement

Learners write their own magazine or article

Learners share their plans with the partners for the improvement

Individual  avaluation

Mutual avaluation

Handout 2

Handout 3

Outline and

Handout 4

Raft organizer

End

5 min

Reflection

Learners provide feedback on what they have learned at the lesson. Learners will continue the following sentences:

I was successful, because…….

I failed partially, because…….

I will do the following things next lesson…..

Home task: to finish yout work

Saying goodbye

Self-assessment

Reflective journals

LESSON 86

Unit 8: Our Neighbourhood

School: Stavropolka Secondary School

Date:

Teacher name: Rogova V.V.

Grade: 6

Number present:

Number absent:

Theme of the lesson:

Designing  our  own  page  in  the  school magazine

Learning objectives

6.1.2.1  use speaking and listening skills to provide sensitive feedback to peers

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

6.5.6.1  link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics

6.8.9.1  punctuate written work at text level on a limited range of general topics and some curricular topics with some accuracy

Lesson objectives

All learners will be able to:

-Write about changing the places they live in for the better one using new words from the video related to the topic with some support

- Create your own plans for  writing in accordance with a template with minimal support

Most learners will be able to:

Write about changing the places they live in for the better one using new words from the video related to the topic with minimal support

- Create your own plans for the writing in accordance with a template with minimal support

Some learners will be able to:

Write about future changes without support

Create your own plans for the writing without support

Give your opinion on the peers’ writing

Previous learning

School Magazine article 

Plan

Planned timings

Planned activities  

Learners’ activities

Evaluation

Resources

Begining

5 min

1.Pre-learning

Teacher greets learners and asks them:

Teacher sets positive atmosphere by organizing a Spelling Bee competition

Learners make a circle where they are to spell the new words, which are tough in spelling from the previous lesson. Each learner spells only one letter without any pause. That one who misspells the letter is expelled from the circle.

– Name three places around the place where you live in and describe them

– Are they important for us? Why?

– What can you do there?

– Would you like to change anything there? What? Why?

2.Teacher tells the learners the objectives of the lesson

Greeting

Learners answer the questions

Verbal evaluation

Middle

30 min

Preparation for the project

Learners in pairs discuss what they can change in the place where they live in the future and make a project for the poster. Using subject-specific vocabulary they present before other learners and answer their questions.

Differentiation:  Teacher supports less advanced learners with creating the questions to ask their classmates about the place they would like to live in.

Prepare a poster with future changes and represent it to the audience.

        Teacher observes the work of pairs and supports or guides their work meanwhile marking the descriptor fulfillment

Once learners have completed the poster and practiced the presentation, they display them on the walls. Before voting for the best project with the stickers, the authors of them explain the details of their products. The project, which gets more stickers, will win.

Discussion:

Teacher motivates learners to justify their choices why they have singled out this or that project.

Learners discuss what they can change in the place where they live in the future

Learners follow the instructions

Individual  avaluation

Mutual avaluation

Blackboard/whiteboard, chalk/markers

End

5 min

Reflection

Learners will continue the following sentences:

Teacher writes incomplete sentences on the board;

In this lesson I have learnt about……….

Now I know how I can help my Neighbourhood to be improved

I still hesitate how to help my Neighbourhood to be improved

Home task: to finish your project

Saying goodbye

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

Self-assessment

this activity can be done orally

LESSON 87

Unit 8: Our Neighbourhood

School: Stavropolka Secondary School

Date:

Teacher name: Rogova V.V.

Grade: 6

Number present:

Number absent:

Theme of the lesson:

Designing  our  own  page  in  the  school magazine (This  relates  to  Art  and  Design  and Computer Science) 

Learning objectives

6.1.2.1  use speaking and listening skills to provide sensitive feedback to peers

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

6.5.6.1  link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics

6.8.9.1  punctuate written work at text level on a limited range of general topics and some curricular topics with some accuracy

Lesson objectives

All learners will be able to:

-Write about changing the places they live in for the better one using new words from the video related to the topic with some support

- Create your own leaflet in accordance with a template with some support, including 36-45 words

-Include specific vocabulary into your writing (5-6)

Most learners will be able to:

Write about changing the places they live in for the better one using new words from the video related to the topic with minimal support

- Create your own leaflet in accordance with a template with minimal support, including 45-55 words

-Include specific vocabulary into your writing (6-7)

Some learners will be able to:

- Write about future changes without support

- Create your own leaflet without support, including 55-60 words

- Give your opinion on the peers’ writing

Previous learning

Designing  our  own  page  in  the  school magazine

Plan

Planned timings

Planned activities  

Learners’ activities

Evaluation

Resources

Begining

5 min

1.Pre-learning

Teacher greets learners and asks them:

Teacher sets positive atmosphere by organizing a Spelling Bee competition

Learners make a circle where they are to spell the new words, which are tough in spelling from the previous lesson. Each student spells only one letter without any pause. That one who misspells the letter is expelled from the circle

Verbal evaluation

Middle

30 min

 4. Preparation for writing.

Learners in pairs discuss how they can help in the place where they live in the future with a help of the leaflets for their neighbours.

Questions for discussing the information for the leaflets:

What do you think about the title?

What style should be created for the best leaflet?

What are the main information is to be included?

In pairs they discuss the suggested questions and share with the class.

Possible ideas:

You mustn’t drop litter

You mustn’t damage road signs

Neighbourhood yard sale

You mustn’t write graffiti on the buildings

You are invited to a Neighbourhood block party

You must keep parks clean

You mustn’t put chewing gum on park benches

You must follow parking and traffic rules

 Teacher observes the work of pairs and supports or guides their work meanwhile marking the descriptor fulfillment

Learners discuss the questions

Learners create the main idea for their leaflets taking into consideration the problems typical for their own neighbor-hood.

Mutual avaluation

Individual  avaluation

Handout 2

Questions and possible ideas for writing a leaflet

End

5 min

Reflection

Learners provide feedback on what they have learned at the lesson. Learners will continue the following sentences:

In this lesson I have learnt about……….

It was interesting to discuss the ideas for our leaflet…

The most difficult thing in creating the ideas was….

Home task: to write the own article in the  school magazine

Saying goodbye

Self-assessment

this activity can be done orally

or Reflective journals

LESSON 88

Unit 8: Our Neighbourhood

School: Stavropolka Secondary School

Date:

Teacher name: Rogova V.V.

Grade: 6

Number present:

Number absent:

Theme of the lesson:

Writing about what the class has read  (This relates to Literature) or what art  the class has produced (This relates to Art and Design)

Learning objectives

6.1.9.1  use imagination to express thoughts, ideas, experiences and feelings

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

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

Lesson objectives

All learners will be able to:

Describe the place using adjectives with  some support

Complete the sentences with proper words with some support

Express his/her opinion emotionally;

Most learners will be able to:

Describe the place using adjectives with  minimal support

Complete the sentences with proper words with minimal support

Express his/her opinion emotionally;

Some learners will be able to:

Describe the place using adjectives and analyse the groupmates’ performance

Complete the sentences with proper words without support

Express his/her opinion emotionally;

Previous learning

Designing  our  own  page  in  the  school magazine

Plan

Planned timings

Planned activities  

Learners’ activities

Evaluation

Resources

Begining

5 min

1.Pre-learning

Teacher greets learners and asks them:

 2.Interactive Starter

My Word!

Learners are given (or choose) a word related to the topic. They must stand up and point to someone in the class who must then give the meaning. That person then chooses the next person to pose a word.

3.Teacher tells the learners the objectives of the lesson

Greeting

Learners do the instructions

Verbal evaluation

Middle

30 min

4.Focus on practicing grammar structure There is/are (P)

What's he doing?

What are they doing? .

What does he like to do

What do they like to do?.

Where's the sofa?

Learners answer the questions as it is given in the example. Example: Where's the book store? It's on the corner of Lee Street and Oak Street.

Is there a computer stores on Oak Street?

Is there a hospital on the corner of Elm Street and Pine Street?

Where's the police station?

What can you do at the super market?

Where's the video store?

Where's the fire station?

Is there a grocery store on the corner of Lee Street?

Where can you find a post office?

What can you do at the post office?

Where's the toy store?

5. Focus on Speaking

Role playing

Learners are organised into groups of three to role play a situation between a teacher, beauty therapist and a coach hire firm.

Firstly the groupmates should distribute the roles in a group in accordance with their interests and skills.

The groupmates read the information together and decide how they will provide a dialogue.

Differentiation: More able learners can give reasonable comments for his/her participation for the further improvement

Learners revise the use of structures There is/are to include the m into their role play

Learners follow the instructions

Learners analyse their groupmates’ performance in order to highlight strong and weak points

Individual  avaluation

Mutual avaluation

  Handout 1

End

5 min

Reflection

Learners provide feedback on what they have learned at the lesson. Learners will continue the following sentences:

I was successful, because…….

I failed a little bit, because…….

I will do the following things next lesson…..

Home task: to write about your classmates’ reading

Saying goodbye

Self-assessment

This activity can be done orally

LESSON 89

Unit 8: Our Neighbourhood

School: Stavropolka Secondary School

Date:

Teacher name: Rogova V.V.

Grade: 6

Number present:

Number absent:

Theme of the lesson:

Writing about what the class has read

SA

Learning objectives

6.L5 Understand most specific information and detail of supported, extended talk on a range general and curricular topics

6.S1 Provide basic information about themselves and others at discourse level on a range of general topics

6.S2 Ask simple questions to get information about a growing range of general topics

Lesson objectives

Recognise detailed information in extended conversation with support

Give basic information about themselves and others in a talk

Make up simple interrogative sentences to get information about the topic and ask questions

Previous learning

Writing about what the class has read  (This relates to Literature) or what art  the class has produced (This relates to Art and Design)

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

ORGANIZATIONAL MOMENT

Family fortunes

Example topic: Kazakh customs and culture / stereotypes

Create a fake family fortunes style question:

“We asked 100 people from different parts of Kazakhstan– which things make you a typical Kazakhstani person?”

Learners work in groups to prepare answers.

Verbal evaluation

Middle

10 min

4. Writing a magazine article

The topics for their articles might be the following:

-I have the problems with my neighbours

-Tolerant relationship between neighbours creates friendly environment

Teacher encourages learners to think about some other topics for learners to write an article based on the previous learning of the unit

Peer-assessment

Subject specific vocabulary

Spell the words correctly

Write affirmative and negative sentences in the Present Simple, Past Simple and Past Continuous tenses

No more than 2 vocabulary, spelling and grammar errors are allowed in the corresponding rubrics

Learners continue writing an article taking into consideration the assessment criteria.

Learners assess their classmates’ writing in accordance with the criteria

Individual  avaluation

SA

20 min

LISTENING

Task 1.Listen to the conversation and fill in the gaps. Use NO MORE THAN ONE WORD and a NUMBER.

1.life

2.family

3.18

4.spent

 5.relaxed

6.country.

SPEAKING

Task 2. Work with your partner and tell him/her about the neighbourhood you live in. You have 1 minute to prepare and 2-3 minutes to talk.

The following questions will help you to organise your speaking:

What do you like about your neighbourhood? Why?

What are the popular places in your neighbourhood?

What is the difference between a town and a city?

What is the difference between rural and urban? Give examples.

Do people like to live in rural or urban areas these days? Why?

Learners listen to the conversation and fill in the gaps.

Learners work with your partner and tell him/her about the neighbourhood you live in.

Individual  avaluation

Mutual avaluation

End

5 min

REFLECTION

Tree of success

Green leaf - I totally understand

Yellow leaf - I understand the lesson but I need some helps

Red leaf - I don't understand

Home task: to revise grammar themes

Saying goodbye

Self-assessment

LESSON 90

Unit 8: Our Neighbourhood

School: Stavropolka Secondary School

Date:

Teacher name: Rogova V.V.

Grade: 6

Number present:

Number absent:

Theme of the lesson:

Unit revision

Learning objectives

6.1.3.1-respect differing points of view

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

6.4.6.1 - recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics;

Lesson objectives

All learners will be able to:

take part in some exchanges using some target language accurately and intelligibly and identify some target information in dialogue reading task

Most learners will be able to:

take part in a range of exchanges using most target language accurately and with some appropriate intonation and identify most target information in dialogue reading task

Some learners will be able to:

take part in a range of exchanges using most target language accurately and with clear intonation and identify all target information in dialogue reading task

Previous learning

Writing about what the class has read  SA 1

Plan

Planned timings

Planned activities  

Learners’ activities

Evaluation

Resources

Begining

5 min

GREETINGS

To discuss the value of being a good neighbour Ask Ss to work in small groups and discuss the value of being a good neighbour.

Learners  discuss their ideas

Middle

30 min

To test knowledge learnt in this module/ to do a quiz

Explain the task. Allow Ss some time to read the questions and mark the statements correctly.

Tell Ss they can review the module and find the relevant information to help them if necessary.

To consolidate vocabulary learnt in the module/to write a quiz

Explain the task and allow Ss time to work in pairs and look through the module and think of quiz questions.

Tell Ss they can use the quiz in the previous task as a model. Offer an example (e.g. The Winged Victoryis in the Louvre. [T])

Ss can swap their quiz with another pair and do it and then report back to the class.

To listen and read for specific information

Ask Ss to look at the picture and describe what it shows (a market stall with fresh fruit and vegetables on display).

Play the recording.

Ss listen and choose lines from the song that best matches the picture.

Ask various Ss to tell the class.

To give an opinion on the value of being a good neighbour

Ask Ss to read the list of sentences about what makes a good neighbour and tick ‘✓‘ the ones that  they agree with and put an ‘✗’ next to the ones they disagree with.    

To practise modals

Give Ss time to use the modals in the list and their answers from Ex. 1 to make sentences. Elicit answers from Ss around the class.

To discuss the value of being a good neighbour

Ask Ss to work in small groups and discuss the value of being a good neighbour.

To describe an imaginary scene

Explain the task and give Ss a few minutes to think about their answers and then ask some Ss to describe a scene at the market in the picture to a TV audience who can see what you see.

Learners  read the questions and mark the statements correctly

Learners  work in pairs and look through the module and think of quiz questions

Learners  look at the picture and describe what it shows

Learners  read the list of sentences and tick

Learners  use the modals from Ex. 1 to make sentences

Learners discuss

Learners describe a scene at the market in the picture

Mutual avaluation

Individual  avaluation

Verbal evaluation

End

5 min

REFLECTION

Teacher opens the slide with learning and lesson objectives. Learners discuss their results with peers. After that they can share their experience with the whole group.

Home task: to write an email about your neighbourhood

Saying goodbye

Self-assessment

LESSON 91

Unit 9: Transport

School: Stavropolka Secondary School

Date:

Teacher name: Rogova V.V.

Grade: 6

Number present:

Number absent:

Theme of the lesson:

Learning  about  travel  and transport

Learning objectives

6.1.3.1 respect differing points of view

6.2.6.1 deduce meaning from context in supported extended talk  on a range of general and curricular topics

6.3.8.1  recount some extended stories and events on a  limited range of general and curricular topics

Lesson objectives

All learners will be able to:

Identify the meaning of the unknown words 3-4 with the help of context clues (synonyms, details, examples)

Create a story, using supporting phrases

Share the positive comments on the partners’ contribution into the group work

Previous learning

Unit revision

Plan

Planned timings

Planned activities  

Learners’ activities

Evaluation

Resources

Begining

5 min

1.Pre-learning

Teacher shows the video about different kinds of transport for them to watch and name those ones which were mentioned by the speaker.

2.Interactive Starter

Teacher asks learners to name as many other means of transportation as they can: Eg.: ship, boat, helicopter, motorbike, segway and others.

3.Teacher tells the learners the objectives of the lesson

Learners name as many other means of transportation as they can

Verbal evaluation

Video

https://www.youtube.com/watch?v=Ut-HbauKzDw

Middle

30 min

4.Focus on Listening task:

Pre-listening:

Listen to five different conversations at a train station and do the exercises to improve your listening skills.

Preparation

Do this exercise before you listen. Match the vocabulary with the correct definition and write a – d next to

the number 1 – 4.

1…….. platform a. A small piece of paper to allow you to use a train or bus.

2…….. ticket b. The place in a train station where people get on and get off trains.

3…….. single (ticket) c. A ticket to travel to a place, but not to travel back

4…….. return (ticket) d. A ticket to travel to a place and back again.

Listening:

While listening learners do the following exercises Complete the gaps with the correct place from the box.

Oxford  Manchester London Cambridge Exeter

 Check your understanding: question and answer

Do this exercise while you listen. Write the correct answer to these questions.

5.Practice Focus on Speaking

Do you often use the train? Why / Why not?

What are the advantages of travelling by train?

What is your favourite type of public transport? Why?

Differentiation: more able learners can be asked to give more extended answers

Teacher gives a feedback on how learners worked  on the task

Learners listen to five different conversations and do the exercises

Learners complete the gaps with the correct place from the box

Learners choose the correct answer while listening

Learners use the specific vocabulary

Learner presents their own ideas

Individual  avaluation

Mutual avaluation

Handout 1

Exercises for Listening

Handout 2

Answer sheet

Audio for Listening

Handout 3

Transcript

PPT

End

5 min

Reflection Objective Traffic Lights

How do you feel about the lesson objectives?

Red = don’t think I have understood everything

Amber = feeling OK about this, have just about got there

Green = Confident I have achieved this

Home task: to learn new vocabulary

Saying goodbye

Self-assessment

Reflective journals

LESSON 92

Unit 9: Transport

School: Stavropolka Secondary School

Date:

Teacher name: Rogova V.V.

Grade: 6

Number present:

Number absent:

Theme of the lesson:

Learning  about  travel  and transport

Learning objectives

6.1.8.1  develop intercultural awareness through reading and discussion

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

Lesson objectives

All learners will be able to:

Identify the ideas for completing the task with some support

Create and write the sentences, using the suggested words in a table (4-5) with some support

Ask simple questions to learn more information about getting to school

Previous learning

Learning  about  travel  and transport

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

1.Pre-learning

Teacher writes the word Transport on the board and gives learners a minute to work in pairs and brainstorm as many different ways of travelling as they can.

Teacher asks learners stand or sit in a circle and establishes a four clap rhythm (three claps on the knees and one clap with hands together). Going clockwise around the circle, learners must take it in turns to call out a method of transport on the fourth clap, e.g. clap one, two, three, BUS! Players who miss the clap, repeat an item or can’t think of anything to say are out of the game. The game continues until there is just one student left.

2.Interactive Starter

Teacher asks learners:

How do you get around your/another cities?

What means of transport are popular in your country?

Teacher tells that they will listen to three people talking how they get around their cities..

Greeting

Learners do the instructions

Learners answer the questions

Verbal evaluation

Handout 1

Middle

30 min

Pre-learning

Teacher encourages learners to identify means of transport which seem to them the most comfortable to travel.

Teacher asks learners to tell how they travel to school each morning and what they see and hear on their journey to school.

Teacher tells learners that they are going to do the task  “How people travel?”

Using the words in the box below, complete the following sentences to make them true.

To fly from Australia to China people travel in an _________________ .

To travel in the city, you use a type of train called a _____________.

 _________________can only travel on railway tracks to get from one city to another.

Astronauts travel in _________________ and _______________ to go to the moon.

Large ____________ travel the seas carrying food, cars and other large things.

3. Learners are to write five short sentences using any five of the words in the box below.

Learners travel to school each morning and what they see and hear on their journey to school.

Learners

complete the following sentences to make them true

Learners write five short sentences

Mutual avaluation

Individual  avaluation

Handout 1

End

5 min

Reflection

I think the lesson was productive, because …

I think I was not as active as it should be, because….

Home task: to find the most common means of transport which are popular among teenagers to get to school.

Saying goodbye

Learners provide feedback on what they have learned at the lesson

Self-assessment

Reflective journals

LESSON 93

Unit 9: Transport

School: Stavropolka Secondary School

Date:

Teacher name: Rogova V.V.

Grade: 6

Number present:

Number absent:

Theme of the lesson:

Designing a board game (booklet)

Learning objectives

6.1.9.1  use imagination to express thoughts, ideas, experiences and feelings

6.1.10.1  use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

6.3.5.1  keep interaction going in longer exchanges on a 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

Lesson objectives

All learners will be able to:

- Develop the ideas about transport in Kazakhstan, using specific vocabulary

- Create a booklet about travelling, using supportive sentences with some support

-Self and peer assess  the booklets about transport and travelling

Most learners will be able to:

- Develop the ideas about transport in Kazakhstan, using specific vocabulary

- Create a booklet about travelling, using supportive sentences with minimal support

-Self and peer assess  the booklets about transport and travelling

Some learners will be able to:

- Develop the ideas about transport in Kazakhstan, using specific vocabulary

- Create a booklet about travelling, using supportive sentences without support

-Self and peer assess  the booklets about transport and travelling with the recommendations for the improvement

Previous learning

Learning  about  travel  and transport

Plan

Planned timings

Planned activities  

Learners’ activities

Evaluation

Resources

Begining

5 min

1.Pre-learning

Teacher greets learners and asks them to revisit all types of transportation that have learned before.

2.Interactive Starter

What convenient transport would you suggest to invent for your country?

3.Teacher tells the learners the objectives of the lesson

Learners stand in a circle to announce them, including unusual ones as well.

Verbal evaluation

Middle

30 min

4. Project designing a board game and making booklets

 Produce a booklet about popular means of transport and those ones, which learners can recommend to use in Kazakhstan.

Teacher encourages learners to discuss the ideas about creating a booklet.

In pairs learners think over and write down at least 5 steps to organise the effective booklet about transport in Kazakhstan.

They share the ideas for making a booklet with all the classmates.

-Maps

-pictures/photographs

-diagrams (if necessary)

-dates and/or timeline

-an example of a timetable

Some funny facts are accepted to include into a story.

Differentiation

Teacher supports less able learners with the ideas to develop and suggest their groupmates to include into the booklet

Assessment criteria:

-Neat and creative design of the booklet

-Creative and unusual ideas

- Accurate grammar structures

Learners co-operate in a group so that to produce a booklet about an aspect of transport in Kazakhstan to include.

Learners create their own stories about travelling with the family and read them out to each other in pairs or groups.

Individual  avaluation

Mutual avaluation

https://www.wikihow.com/Make-a-Booklet

Handout 1

Paper, markers, crayons

End

5 min

Reflection

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

Name one new fact that you learned today

Whose booklet impressed you most of all and why?

How would you improve your own booklet?

Home task: Project designing a board game

Saying goodbye

Self-assessment

this activity can be done orally

Reflective journals

LESSON 94

Unit 9: Transport

School: Stavropolka Secondary School

Date:

Teacher name: Rogova V.V.

Grade: 6

Number present:

Number absent:

Theme of the lesson:

Designing a board game (Planning your trip)

Learning objectives

6.1.10.1  use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

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

6.3.5.1  keep interaction going in longer exchanges on a range of general and curricular topics

6.5.9.1  punctuate written work at text level on a limited range of general topics and some curricular topics with some accuracy

Lesson objectives

All learners will be able to:

-Answer the questions about planning a trip with some support

- Develop the discussion about renting a car, using specific vocabulary

- Create a story about travelling, using supportive sentences with some support

Most learners will be able to:

-Answer the questions about planning a trip with minimal support

- Develop the discussion about renting a car, using specific vocabulary

- Create a story about travelling, using supportive sentences with minimal support

Some learners will be able to:

-Answer the questions about planning a trip without support

- Develop the discussion about renting a car, using specific vocabulary

- Create an extended story about travelling without support

Previous learning

Designing a board game

Plan

Planned timings

Planned activities  

Learners’ activities

Evaluation

Resources

Begining

5 min

Pre-learning

Teacher greets learners and suggests to participate in the game “Cold chair”

Any volunteer occupies a chair before the class in order to ask any corresponding questions to the topic from the classmates.

Greeting

Learners play a game

Verbal evaluation

Audio

Handout 1

https://www.youtube.com/watch?v=bcQwIxRcaYs

Middle

30 min

 FOCUS ON SPEAKING

Planning your trip

Teacher asks learners:

What kinds of transport can you use for travelling?

How does your family prepare for a trip?

Teacher shows the slides from the presentation for learners to develop the conversation about preparation for a trip.

Learners complete the dialogues with the words about renting a car while travelling.

tell        rented         booked           check      make         repeat 

 -Good morning! Can I help you?

-Yes, I 1)____________a car by phone. My name is John Brown

-Can you  2)____________me the booking reference, please?

-Yes, it’s 586903

-One moment, please. I’ll  3)____________ the computer. I’m sorry, Mr. Brown. I can’t find your booking reference. Could you 4)________ the number, please?

-Yes, it’s 586903.

-OK, I have it. It’s a Renault Espace for 10 days. Is that correct?

-Right.

-Have you ever 5) ________ a car before?

-Oh, no, I haven’t.

-So, can I 6) _____________a photocopy of your passport  and your driving license?

-Sure.

3. Learners make up their own dialogues

-Good afternoon! Can I help you?

-Yes, 1) __________________________.

-OK. What kind of car would you like, sir?

-Not very big – 2)____________________.

-Well, we have an economy model at 65 euros a day including insurance.

-Yes, 3) ___________________________________.

-Very good, sir. How many days do you want to rent a vehicle for?

-Eh… 4)_________________________________.

-Three days…. That’s fine. Could I see your driving license, please?

-Yes, of course. 5) ________________________.

Learners answer the questions

Learners complete the dialogues

Learners complete the sentences with the linking phrases

Learners make up their own dialogues

Mutual avaluation

Individual  avaluation

Mutual avaluation

PPT

Handout 2

Handout 3

End

5 min

Reflection

“Taboo” game – describe a word/key idea from the lesson with/without using given words. Teacher could present or learners write their own

Home task: Make your own dialogues. Use the model.

Saying goodbye

Learners provide feedback on what they have learned at the lesson

Self-assessment

this activity can be done orally

Reflective journals

LESSON 95

Unit 9: Transport

School: Stavropolka Secondary School

Date:

Teacher name: Rogova V.V.

Grade: 6

Number present: