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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

9 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

Whats 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

 

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 cant 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? 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 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.

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. Patricks 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 theyd shoot off fireworks. Mothers Day and Fathers Day were

usually in the summer, too.

Judith loved Fall holidays most. Sweetest Day wasnt 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 Halloweens candy and Thanksgivings 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. Fathers Day

B. St. Patricks Day

C. Mothers 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 Ts 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? 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 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 todays 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

 



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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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