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Work individually. Look at the pictures below and make up a short story in written form. Use these questions writing your short story. Write 50-60 words.

Lesson plan

Unit 1

LESSON: Unit 1 Lesson 1 My class's hobbies and interests.		School:
Date:		Teacher name:
CLASS: 6		Number present:	absent:
Learning objectives(s) that this lesson is contributing to	С9 L1 S1 S6 S7 W8

Lesson objectives

All learners will be able to:

identify some specific information from the text and use some target vocabulary to describe

class's hobbies and interests 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 range of target vocabulary to describe hobbies and interests in response to prompts and in production tasks

Some learners will be able to:

Identify all specific information from the text and use a range of target vocabulary to describe class's hobbies and interests accurately in response to prompts and in production tasks

Previous learning

vocabulary for describing people, places, things / hobby/interests/ free time/ I really like / to be into/ to be fond of/ to be interested in

Plan

Planned timings

Planned activities

Resources

Teacher Notes

Beginning the lesson S7

What’s in this unit?

Read the title of the unit 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.

To present vocabulary for hobbies and interests

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

· Draw Ss’ attention to the pictures and elicit which hobby or interest is which.

Class CD

Main Activities L1 S6 S7 S1 C9 W8	To present/practise vocabulary related to class's hobbies and interests · Play the next recording. Ss listen and repeat chorally or individually. Elicit the L1 equivalents from various Ss. · Explain the task and read out the headings, translating them if necessary. Read the example sentences aloud and then Ss work in closed pairs and write the words under the headings and make sentences of their own. · Ask various Ss around the class to read their sentences aloud to check Ss’ answers. (Our interests, our future)						Teacher can use this for some ideas: http://www.buzzle.com/articles/popular-hobbies.html - most popular hobbies in the world
	To predict the content of a text · Direct Ss’ attention to the pictures and elicit what they show. Ask Ss to say what hobbies · they really like or not using key phrases. Give prompts if necessary. Ask: Which of the hobbies or interests are you into? Which of them don't you like? · Complete the table about class's hobbies and make the conclusion about popular class's hobbies and interests. · Direct Ss to the 5 sentences about classmates, read them to the class and guess who they are. To read for specific information · Allow Ss time to read the sentences again and answer the questions. · Check Ss’ answers.			Class CD Vienne Diagram
	To check comprehension of a text · Allow Ss two minutes to go through the questionnaire. Ss guess the meaning of some adjectives describing a personality and try to use them speaking about their character. · Ask some pairs to report back to the class. · Play the video. Ss watch it then answer the questions that accompany it.			Video
Ending the lesson S6	To develop critical thinking skills · Explain the task and read the prompts aloud. · Brainstorm with Ss for interesting ideas. · Allow Ss time to write their sentences, then ask various Ss around the class to read their sentences aloud.			A conceptual table
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?		Assessment – how are you planning to check learners’ learning?			Cross-curricular links Health and safety check ICT links Values links
support less able readers by encouraging them to confirm with another learner where target information is in text		monitor groups as they complete comprehension tasks and check understanding through follow-up questions in checking plenary			Cross-curricular links: P.T, Culture, Art. precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords. Breaks and physical activities
challenge more able learners by adding two or three more words to the final task e.g. outside space. Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.			monitor pronunciation in checking final sentence task and highlight any word stress issues on board · Monitoring · Feedback on the work			ICT links Smart board for showing a presentation, getting additional information, playing the audio files. Values links: Healthy lifestyle. Health and safety check: Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson. Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from the lesson about this class or individuals that will inform my next lesson?

Lesson plan

LESSON: Unit 1 Lesson 2 Reading. What are you into?		School: Karashokat school of the general secondary education
Date: 10.09.2018		Teacher name: Kadiraly Abilkaiyr
CLASS: 6		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	S1 S3 R2 S7 UE9 W1 W6 W8
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 describing people, places, things / hobby/interests/ free time/ I really like / to be into/ to be fond of/ have got
Plan
Planned timings	Planned activities		Resources		Teacher Notes
Beginning the lesson S7	· Teacher suggests singing a song as a warm-up for the lesson.Learners sing A Free Time Song (Hobbies + Pastimes) To present vocabulary for free - time activities · Draw Ss’ attention to the picture. Play the recording. · Ss listen and repeat chorally or individually.		Class CD		https://www.youtube.com/watch?v=lfLGtb258fM

Main Activities C6 R2 W8 S1 W6 UE9	To categorise vocabulary · Write words "Hobby" and "Interests" and give associations with these words. Speak about your hobby. · Ss look at the photo on p.10 for a minute and guess three people's interests. Ss copy the headings into their notebooks and try to list as many words as they can remember under each heading. Ss in pairs check their answers and add more words under each heading. To activate and consolidate vocabulary · Explain the task and read the text aloud. · Ask various Ss to say what the people's interests are.		Cluster " Hobby and Interests"
	Write about friend's hobby or interest · Explain the task and allow Ss some time to speak about 3 people's interests. Ss then compare with their partner their interests and note the similarities and differences. · Ask various pairs around the class to present their friend's interest to the class. · Alternatively, assign the task as HW and check Ss’ answers in the next lesson. Display the conceptual tables to the class. · Ask Ss to make a dialogue with a structure have got and prepositions: of, about, by		Presentation "Prepositions"
Ending the lesson S3 W1	Game A Play in teams. One team says a letter from the English alphabet. The other team says a word which starts with this letter and is related to hobbies or interests. If the team can’t think of a word within 5” they miss their turn. Any correct answer gets 1 point. The team with the most points wins. Team AS1: S! Team BS1: Skateboarding! " Spelling Bee" (competition) B Play in class. Take a card, give it to the teacher. The teacher says a word, you in turn spell this word. A: Taekwondo B:T -A-E-K-W-O-N-D-O.		Whiteboard Class CD		Cards Word list
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?		Assessment – how are you planning to check learners’ learning?		Cross-curricular links P.E., Social Studies, Languages
support less able learners by getting them to highlight problem parts of word spellings e.g. double letters, long vowel sounds		monitor learner spellings in categorisation task and provide remedial support

Health and safety check

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

provide challenge for more able learners by getting them to present information about class's hobbies and interests.

check learner pronunciation in whole class feedback and drill and highlight word-stress to board as necessary

ICT links
Projector or Smart board for showing a presentation

· Provide less able learners with the names of the hobbies for kids and teens

· Create mixed ability groups for discussion

Values links

Responsibility, Global Citizenship, Respect

Reflection · Were the lesson objectives/learning objectives realistic? · Did all learners achieve the lesson objectives/learning objectives? If not, why? · Did my planned differentiation work well? · Did I stick to timings? What changes did I make from my plan and why?

Lesson plan

LESSON: Unit 1 Lesson 3

Hobbies and interests

School:

Date:

Teacher name:

CLASS: 6

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

C1 L1 L2 S1 L6 W3 UE9

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

basic uses of active vocabulary and structures on the topic " Hobbies and interests"/ using of Present Simple.

Plan

Planned timings

Planned activities

Resources

Teacher Notes Beginning the lesson L1 W3

To present a mind - map

· Ask Ss to complete a mind - map and choose a hobby they are into.

· Read the examples in the table aloud and then elicit the answers to complete their own diagram.

A mind - map

"Hobby and interest"

Main Activities S1 L2 L6 C1 C1 UE9 Ending the lesson	To practise active vocabulary · Explain the task Study Strategy and read the example aloud. · Ss complete the task. · Check Ss’ answers. To practise vocabulary through personalisation and pair group Favourite Hobby activities. · Teacher organises group work on topic from the site www.buzzle.com. ( G) Learners are divided into small groups of 3-4; and are given the instructions: surf the internet to find information on a given topic. (if the Internet connection is not available, teacher can use information from Appendix 1). They should prepare mini-research poster. · (G) Learners work in the following directions and arrange information: Group 1: Hobbies related to nature Group 2: Observational Hobbies Group 3: Health-related hobbies Group 4: Hobbies related to Computers and Technology · (G) Learners distribute the roles in the group Student 1 – timekeeper Student 2 – researcher Student 3 – designer Student 4 – painter		PAIRWORK Unit 1 S.B. p.201 Cluster			http://www.buzzle.com/articles/popular-hobbies.html Appendix 1
	Working with a questionnaire in pairs using a photo (Ex.4 p.12) · Look at the photo and guess the hobbies and interests of people. I think, her hobby is... · Listen to the dialogue and complete tasks · Read the sentences aloud and write 3 or 4 questions to know the details of class's hobbies. · Ask different Ss to read the questions aloud, then elicit some examples answers from the class.			Student's Book Ex.4 p.12
	To practise using Present Simple Allow Ss some time to speak about their interests in the Present Simple. Check Ss’ answers.			Whiteboard

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?		Assessment – how are you planning to check learners’ learning?			Cross-curricular links Social Studies, Languages
monitor less able groups in controlled tasks and provide support through further modelling and drilling		monitor pair sentence completion tasks and encourage learners to give feedback to each other on answers			Health and safety check Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.
provide extra challenge by getting more able learners to use a mind - map, done personally to make a topic or a dialogue.		check pronunciation in whole class feedback and remodel/drill use of ending ‘s’.			ICT links Projector or Smart board for showing a presentation
· Create mixed ability groups for discussion. Ensure they are not always in the role of timekeeper. · More able learners: Try to justify their opinions while labelling or making any choice		· Group assessment sheet · Observe learners when participating in the discussion. Learners managed to understand the rules and do the tasks.			Values links Responsibility, Global Citizenship, Kindness, Friendship.

Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why? Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from the lesson about this class or individuals that will inform my next lesson

Answer the most relevant questions from the box on the left about your lesson. Critical thinking on this lesson lies in doing writing exercise and it is based on accuracy, relevance and fairness.

Lesson plan

LESSON: Unit 1 Lesson 4 Language Focus. Interrogative pronouns.		School:
Date:		Teacher name:
CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	C2 L2 S7 UE9 W2 L5
Lesson objectives	All learners will be able to:
	use and pronounce some target language accurately in response to prompts and in controlled tasks with support
	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	basic knowledge of Present Simple / general and special questions/ interrogative pronouns.
Plan
Planned timings	Planned activities		Resources		Teacher Notes
Beginning the lesson UE9	To present interrogative pronouns · Ss close their books. Present interrogative pronouns, asking Ss about their life and preferences: What's your favourite film? · Ask Ss if they remember any questions from questionnaire. Elicit a few examples and write interrogative pronouns. · Ss give more interrogative pronouns and tell the purpose of using them. Elicit answers from Ss around the class.		Whiteboard
Main Activities C2 L2	To practise interrogative pronouns Explain the task and allow Ss some time to complete the text. Check Ss’ answers by asking various Ss to read out the completed text. What kinds of questions have the Ss made?		Class CD
	To practise asking and answering questions making special questions · Play the recording with pauses for Ss to listen and repeat chorally or individually. Pay special attention to Ss’ pronunciation and intonation and correct where necessary. · Read the task aloud and draw Ss’ attention to the prompts, then read out the example. Ss complete the task in pairs. Monitor the activity around the class and ask some Ss to ask and answer in front of the class

	Main Activities C2 L2 S7	To pronounce /s/, /z/ · Explain to Ss that the ending "s" can be pronounced two ways. · Play the recording. Ss listen and repeat. Elicit other verbs with the same sounds from Ss around the class	Class CD
		To practise describing hobbies and interests using interrogative pronouns in special questions · Explain the task and read the example exchange aloud. Ss work in pairs and ask and answer questions. Monitor the activity around the class and then ask some pairs to act out their exchanges.
	Ending the lesson L5 W2	To listen for specific information · Explain the task. · Do interests quiz and write a topic quiz. · Check Ss’ answers.	A table A mind - map
	Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?		Assessment – how are you planning to check learners’ learning?	Cross-curricular Links Social Studies, P.E.
monitor less able groups in controlled tasks and highlight any errors in spelling for learners to self-correct		monitor pair sentence completion tasks and encourage learners to give feedback to each other on answers

Health and safety check

Everyday classroom precautions will ensure that safety measures are provided

challenge more able learners to ask all kinds of questions to get a detailed information.

check pronunciation in whole class feedback and remodel/ drill final sounds

ICT links

Projector or Smart board for showing a presentation

Make analysis of their work and help weaker ones to arrange information.

monitor learners to check they can write correct words.

peer Assessment sheet

Values links

Responsibility, Global Citizenship, Kindness, Friendship.

Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

Lesson plan

LESSON: Unit 1 Lesson 5 A Diagnostic Test (Test Bank MultiRom)

Date:

School: Teacher name:

CLASS: Number present: Absent:

Summative assessment for the unit "Holiday"

Learning objective:

6.R1 Understand the main points in a limited range of short

simple texts on general and curricular topics

Assessment criteria:

6.W3 Write with support factual descriptions at text level

which describe people, places and objects

• Identify the main idea in short simple texts

• Use the information to write sentences which

describe people, places and objects

Level of thinking skills Knowledge and comprehension

Duration 20 minutes

Reading

Task 1. Use the information in the story to answer the questions below.

Holidays

Henry liked Spring Holidays, because he liked the weather and St. Patrick’s Day. In that

day people wear green. Easter was a good holiday, too. You could see the Easter Rabbit, hunt for

eggs and find candy.

Sandra liked Summer Holidays, like Independence Day. She always went to the air show

to see airplanes. In the evening they’d shoot off fireworks. Mother’s Day and Father’s Day were

usually in the summer, too.

Judith loved Fall holidays most. Sweetest Day wasn’t that popular, but it was a nice day

and sometimes she got candy. Halloween was such a great time. Thanksgiving was just a few

weeks later. Between Halloween’s candy and Thanksgiving’s turkey was the best food season of

the year.

Winter holidays were Thomas’ favourites. Christmas was a great time to be with family.

New Year was exciting, because everyone stayed up late and cheered when the year changed,

and there were often fireworks.

1. What season holidays does Henry like most?

A. Spring

B. Summer

C. Autumn

D. Winter

Fall is the favourite season for ______.

A. Henry

B. Sandra

C. Thomas

D. Judith

3. Which of these is NOT a summer holiday?

A. Father’s Day

B. St. Patrick’s Day

C. Mother’s Day

D. Independence Day

4. Which of these is a spring holiday?

A. Easter

B. Christmas

C. Thanksgiving

D. Independence Day

5. Which of these is a fall holiday?

A. Christmas

B. Easter

C. Independence Day

D. Halloween

Writing

Task 2. Write a paragraph about your last holiday celebration answering the following questions.

1) What was your last holiday?

2) Where did you celebrate it?

3) How many people were at the party? Who were they (friends, relatives, classmates etc)?

4) Did anyone get presents? What kind of presents?

5) What did you like the most?

_____________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________

Lesson plan

LESSON: Unit 1 Lesson 6 Meeting people. Greeting and introduction.		School:
Date:		Teacher name:
CLASS: 6		Number present:	absent:
Learning objectives(s) that this lesson is contributing to	C6 S2 S3 UE3 L5

Lesson objectives

All learners will be able to:

use some target language accurately to form questions and in spoken and written production tasks with support using demonstrative pronouns, practise meeting and greet people

Most learners will be able to:

use most target language accurately to form questions and in spoken and written production tasks with support using demonstrative pronouns and making dialogues, practise meeting people and introducing

Some learners will be able to:

use most target language accurately to form questions and in spoken and written production tasks with little support using key phrases to meet and greet people and make dialogues.

Previous learning

basic uses of present simple/ key phrases and active vocabulary from the previous lesson

Plan

Planned timings

Planned activities

Resources

Teacher Notes Beginning the lesson C6 S2 L5

Brainstorming

Pre-learning

· Teacher suggests singing a song as a warm-up for the lesson.Learners sing A Free Time Song (Hobbies + Pastimes)

· Learners are informed about the lesson objectives.

The main part of the lesson:

· Look at each other, greet each other and ask simple questions about hobby or interest.

- Hi, Boris. How are the things?

- Not bad. How are you? Let me introduce my classmate. This is Sara, she is a new student in our class.

Finish the dialogue and say about Sara's hobby and interest.

https://www.youtube.com/watch?v=lfLGtb258fM

PPT slide

PPP S 2

PowerPoint Presentation

	Main Activities C6 S3 UE3	To find information about people in the picture and present it to the class · Explain the task. Ask Ss to look at the picture and say what they think about boy's interest. Use phrases: I think / reckon/ to my mind. Ex 1 p.14 · Ask Ss to work in groups, listen the dialogue and check the answers. · Ask various groups of Ss to present their work to the class and present one of the character and their hobby. Group 1: Jake (surfing) Group 2: Tina Group 3: Laura		Class CD
		To present demonstrative pronouns: This/these/That/those This/ these are used when the object or objects are close to the speaker. That / those are used when the object or objects are a distance away. Do any other languages have demonstrative pronouns? Compare. *Explain the task. Ask Ss to look at the picture and complete a dialogue. Ex5 p.14		A table Conceptual table A picture
	Ending the lesson S2	Play the quiz in groups. SMILE · Direct Ss’ attention to the joke. · Elicit why Newton didn't eat his lunch?		A presentation
	Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?		Cross-curricular link: Social Studies, Languages
pair less able and more able learners to together for quiz task assigning less able learner role of writing down questions			monitor learner spellings in written production tasks and provide remedial support		Health and safety check Everyday classroom precautions will ensure that safety measures are provided
	provide more able learners challenge by giving them a specific ‘insect’ research challenge.		monitor use of imperative forms and target vocabulary and feedback to whole class in plenary		ICT links Projector or Smart board for showing a presentation
					Values links Respect, Communication, Mutual Understanding, Global Citizenship.

Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

Lesson plan

LESSON: Unit 1 Lesson 7

Writing an email.

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L6 L2 S1 S2 S5 W3

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 writing task (learn a model email)

Most learners will be able to:

take part in a range of exchanges using most target language accurately and with some appropriate grammar and lexical material and identify most target information in writing task, using key phrases for an informal email.

Some learners will be able to:

take part in a range of exchanges using most target language accurately and with clear understanding how to write en email about class and identify all target information.

Previous learning

Main vocabulary and grammar points of unit1/ key phrases.

Plan

Planned timings

Planned activities

Resources

Teacher Notes Beginning the lesson L2 S1 S2

Pre-learning

· Teacher suggests singing a fun song for the start of the lesson.

Listen to the song and speak about hobbies.

· Learners are informed about the lesson objectives

Teacher informs that they are going to study a model email and learn to write an email about class but before these task Ss revise active vocabulary

Hot Seat Game

· One learner sits in front of the class. Teacher hands a strip of a paper with the name of a hobby from the previous lesson. The classmates should guess the word by asking some questions:

Is it an outdoor or indoor hobby?

Do I play/jump/swim/fly doing this hobby?

Do I listen to it?

Do I need some gargets?

Teacher elicits the knowledge of making question rule and helps learners to remember the rules for making questions.

What Do You Like To Do? Song

http://apple.co/1USYieq

cards with words

Main Activities L6 S5 W3 S5	Ask Ss if they use the internet for sending emails? Do you often send emails? In what languages do you write them? Why do emails spoil the languages? Speak about good and bad sides of an email? GOOD BAD email
	To present an email · explain a model email · read the email and speak about its parts p.15 · read the task and get ready to answer the questions, pay attention to commas and linking words (but, or)
	To practise writing an email about you or your class using the steps of Ex.4 p.15 · Explain the writing guide · Remind Ss that they can use the active vocabulary and key phrases (emails) as well as linking words and prepositions. Encourage Ss to try to write the first or the last parts of the email. · Ss complete the task in pairs. To help Ss, draw the following scheme (See T’s Book) on the board and elicit appropriate phrases Ss should use. Write them on the board. Ss can refer to the scheme while doing the task.
Ending the lesson	Monitor the activity around the class and then ask pairs of Ss to read the plan of the email.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?		Assessment – how are you planning to check learners’ learning?	Cross-curricular links: Languages, Stylistics, Psychology.
monitor less able groups in preparing role play and production tasks and support with further modelling and drilling		monitor accuracy in writing an informal letter	Health and safety check Everyday classroom precautions will ensure that safety measures are provided
challenge more able learners to give more expansive answers in response to role play prompts		monitor pronunciation performance in final activity and give feedback to whole class	ICT links Projector or Smart board for showing a presentation
More able learners: Count the answers, analyse them and composed correct sentences about their surveys.		· Group assessment sheet · Observe learners when participating in the discussion. Learners managed to understand the rules and do the tasks.	Values links Responsibility, Global Citizenship, Respect, Support the friends/ classmates

Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

Lesson plan

LESSON: Unit 1 Lesson 8 My Country. Daily routines.		School:
Date:		Teacher name:
CLASS: 6		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	S1 R2 L5 S5 UE16 W1 W2
Lesson objectives	All learners will be able to:
	identify some specific information in texts and research and write short organised text using some of their own words talking about daily routines in our country
	Most learners will be able to:
	identify most specific information in texts and research and write short organised text using a range of their own words talking about daily routines in our country and in the U.K.
	Some learners will be able to:
	identify all specific information in texts and research and write more extended organised text using a range of their own words talking about daily routines in our country and in the U.K. be able to describe a picture using key phrases
Previous learning	basic vocabulary of daily routines/ linking words and key phrases/ Present Simple
Plan
Planned timings	Planned activities		Resources		Teacher Notes
Beginning the lesson S1 L5	To stimulate interest in the topic, watching video about one routine day of pupils of your school. · Refer Ss a video, ask Ss to tell you what they know about these people. Elicit answers and ask Ss to tell you what information they would like to know about their school and write it on the board (e.g. How old is our school? How many students has it got? When was it built?) · Play the recording. Ss watch and in 3 groups write as many school activities as school has got. · Ss put the activities in order according to the days of a week. Is the routine the same or different?		Video about school and some popular students Presentation of activities in groups

Main Activities R2 S5 W1 UE16 S5	To read for specific information · Ss read the questions and then read the text again and answer them. Ex.4 p.16 · Check Ss’ answers. To consolidate information from a text · This task may be completed with books closed or open. · Elicit sentences from various Ss around the class. · Play the video. Ss watch it, then do the exercises that accompany it.		Video
	To write about one routine day of a classmate in your country · Explain the task and brainstorm with Ss about routine day in your country. They may know somebody's activities. Use: so, because, if, when speaking about likes and dislikes of students. · Assign the task as tell Ss to work in class as journalists and collect information about a routine day of any student they want to know. · Remind Ss to include the name, location and special features and ask Ss to stick a picture of activities. Don't forget to use Present Simple.
Ending the lesson W2	To create a poster about Adeliya's daily routine. p.16 Ss work in groups. They find pictures of her activities and present her portfolio. Then, they design and layout a poster using these materials. Ss display their posters to the class.		A poster A portfolio of Adeliya
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?		Assessment – how are you planning to check learners’ learning?		Cross-curricular link Social Studies, Languages
monitor less able groups in writing task and provide support through further modelling and providing sentence starters		monitor poster production drafting and encourage learners to give feedback to each other on answers

Health and safety check

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

safety measures are

provide challenge to more able learners by suggesting two or three words they should feature in their posters

monitor final posters and give whole class feedback on some key areas of language in them

ICT links:

Projector or Smart board for showing a presentation

Values links

Cooperation, respect to each other, functional literacy,

support the friends/ classmates

Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

Lesson plan

LESSON: Unit 1 Lesson 9 CLIL. Visual arts: Colour.		School:
Date:		Teacher name:
CLASS: 6		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	C8 C9 S5 W3 L6 S6 S7
Lesson objectives	All learners will be able to:
	identify some specific information in speaking about colours and use some target vocabulary and structure accurately in writing task describing a picture with support
	Most learners will be able to:
	identify most specific information in speaking about colours and use most target vocabulary and structure accurately in writing task describing a picture with support, giving a meaning to each colour.
	Some learners will be able to:
	identify all specific information in speaking about colours and use most target vocabulary and structure accurately in writing task describing a picture with support, giving a meaning to each colour using critical thinking analyses.
Previous learning	basic vocabulary for describing a picture / biography of a painter/ Present Simple
Plan
Planned timings	Planned activities		Resources		Teacher Notes
Beginning the lesson L6

Leading-in stage (W)

Teacher wants to know the mood of learners and asks them, “What color are you today?” Learners tell teacher what color describes today’s mood.

Ss sing a song " I see green, I see yellow".

· Learners should guess the topic of the lesson by singing a song.

· The teacher introduces the objectives of the lesson.

CD class

Main Activities

<== предыдущая лекция	\|	следующая лекция ==>
Summative Control work for the fourth term.	\|	Exercise 8. Listen to Mr Smith, the head of the Explorers’ Club, and complete the sentences.

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