Sport, Health and Exercise

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

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: Unit 1 Lesson 2

Reading. What are you into?

School:

Date:

Teacher name:

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?

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: 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: 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: 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: 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?

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: 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: 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

1.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

W3

C8

C9

S6

S7

Lead-in (W, I)

To revise the vocabulary of colours students are asked to write 3 adjectives to describe pictures from presentation, naming colours of some objects.

Whiteboard

Ex1.p.17 ( match the words with colours)

blue ,orange, green, purple, red, yellow.

Pre-listening (W, P)

Before listening to the text about colours, learners try to guess the second meanings of some words: warm, cool, primary, secondary, complementary, contrast.

Students match the meanings with their pictures using dictionaries or the internet. They compare their answers with the pairs and check as a whole class.

Listening (I)

Learners write the missing words in the sentences (Ex.2 p.17). Ss do it individually, then discuss the sentences in pairs.

Writing (I)

Students complete the sentences looking at the pictures. Ex.3 p.17

Ask Ss to describe any picture from the board, speaking about colours and some words of a painter.

" Sunflowers"

Винсе́нт Ви́ллем ван Гог (Vincent Van Gogh) — нидерландский художник-постимпрессионист, чьи работы оказали вневременное влияние на живопись XX века.

Whiteboard

Writing worksheet

Video presentation

s.

Ending the lesson

S6

Ask some Ss to describe a picture of V. Gogh Ss can display their texts to the class. Ex.4 p.17

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

Art, Social Studies, Area Studies

monitor less able groups in writing task and provide support through further modelling and providing sentence starters

use thumbs up and down technique and follow up questions to check comprehension

Health and safety check

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

challenge more able learners to write a text in two distinct paragraphs

highlight errors in text in pencil for learners to self-correct before display a picture

ICT links

Projector or Smart board for showing a presentation, searching information in the internet

More-able learners can be encouraged to use the full range of language from the video when they practise the role-play.

• Observe learners when participating in speaking. Did each learner contribute to the speaking and discussion? If not, why not?

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.

Some questions provide critical thinking while answering to them.

LESSON: Unit 1 Lesson 10

Review. Unit 1

School:

Date:

Teacher name:

CLASS: 6

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

R1 C10 S7 W2 W3 UE9

Lesson objectives

All learners will be able to:

• understand the main idea about the work

• practise speaking skills through communication and getting information about the future work

improve writing skills through spelling some of the words accurately

Most learners will be able to:

• understand the speaker’s viewpoint about the work

• practise speaking skills through communication and getting information about the future work

improve writing skills through spelling the most of the words accurately

Some learners will be able to:

• understand and explain the speaker’s viewpoint about the work

• practise speaking skills through communication and getting information about the future work

improve writing skills through spelling all the words accurately

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

R2

Pre-learning

“Four pictures and one word”

• Learners should guess the topic of the lesson by looking at the four pictures

• Learners work in groups of three and four, brainstorm the ideas about the pictures on the slide. They try to find one common topic for all four pictures. (hobby)

• The teacher introduces the objectives of the lesson

Ask SS to find odd word out in each group Ex. 1 p.18

Draw a cluster and write as many words on the topic" Class. Hobbies and interests"

Whiteboard

PPT S 2-3

A Cluster

Main Activities

R1

S4

To revise Present Simple speaking about interests

• Language focus. Ex.3 - 4 p.18

To personalise the topic and talk about your favourite activities on Sunday

• In pairs Ss ask and answer the questions.

• Ask various Ss to report back to the class on their activities to check Ss’ answers.

• A pair presents a dialogue of introduction for 2 minutes, using active key phrases and vocabulary. Ex.6 p.18

Vocabulary work

• Learners are divided into small groups with the help of colourful pictures.

Task: Draw a poster with different hobbies and leisure activities all over the world and present it to the class.

Teacher monitors the group work and elicits the vocabulary level of the topic.

Learners present their posters to the classmates. Teacher chooses the group which is going to assess the answer. Learners assess each other according to group assessment sheet.

Group aassessment criteria :

- Learners should name no less than 10 words for hobbies;

- Learners present a poster with some creative images for the topic;

- Learners say one plus and one minus to the group presentation.

Grammar Work

Ask Ss to do the tasks connected with relative and demonstrative pronouns

Ex. 4 - 5 p.18

Creative Work

Describe any picture you like in groups, speak about the painter and colours used in the picture.

Use a plan how to describe a picture.

A picture description

The photo is connected with the topic........

The picture shows.....(appearance, clothes, season)

In the photo I imagine...

It looks like....

Judging by the expressions of the face......

It looks as though...

I would guess that.../ It could be....

I reckon(I think, in my opinion, to my mind)....

It's hard to say...

Presumably (предположительно)

It's clear that...

I like this photo, it reminds me of.....

That's all I want to say (That's all I want to write)

Whiteboard

Posters

Writing

Worksheets

Pictures

A scheme

Ending the lesson

As an extension give Ss the text in the Suggested Answer Key without paragraphs or putting the paragraphs in a muddled order. Ask Ss to find where each paragraph starts/ends and to put the sentences/paragraphs in the correct order.

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
Art, Social Studies, Area Studies, P.E.

support less able learners in writing by eliciting in small groups model topic sentences for their paragraphs

following speaking activity do a quick spelling elicitation of words learners have used to the board

Health and safety check

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

give more able learners challenge of sorting jumbled text from this section to find where each paragraph starts/ends and to put the sentences/paragraphs in the correct order.

take in final pieces of writing for feedback comment and assessment

ICT links
Projector or Smart board for showing a presentation, searching information in the internet

• By support

By outcome (results of formative assessment)

monitor groups of learners as they agree on and practise dialogue for the role-play activity. Do they take turns to speak? Do they contribute appropriate language for the role-play?

Values links

Respect, Support, Trust, Academic honesty

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 this lesson about the class or individuals that will inform my next lesson?

Unit 1: Our Class

Learning objective

6.W3 Write with moderate grammatical accuracy on a limited range of familiar general and curricular topics.

6.W2 Write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics.

6.W8 Spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics.

6.C3 Respect different points of view.

Level of thinking skills

Knowledge and comprehension

Application

Assessment criteria

• Write sentences about real and imaginary free - time activities connecting them into paragraphs;

• Demonstrate respect to people’s opinions using lexical units of topic vocabulary;

• Analyze given feedback; Form opinion and give constructive answers to feedback.

Task

Teacher informs learners that number of words important. After they swap their papers with another group and evaluate the paper of the peers. Each group evaluates the other group ideas filling in Peer Assessment Sheet.

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.

Example: Children in my class are very fond of swimming. I like to spend free time with my family.

Why is it important to have free time together with your parents? Why do you think so?

What activities can you do with your family? What hobbies do members of your family have?

______________________________________________________________________

What is your personal opinion about swimmng?

_______________________________________________________________________

Descriptor

A learner

• writes about past activities;

• answers the given questions;

• evaluates peer’s work.

yes

no

A learner wrote at least 60 words

A learner answered at least 3 questions

A learner used learned vocabulary

A learned used Past Simple Tense (3 verbs)

A learner wrote structural paragraphs

LESSON: Unit 1 Lesson 12

Review . Unit 1 Project: My Class

Project: My Class p.19

School:

Date:

Teacher name:

CLASS: 6

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

C10 S7 W1 W6 C1 S6

Lesson objectives

All learners will be able to:

use some language from the unit to express views and write some relevant questions accurately and create a poster, follow the steps in a project checklist

Most learners will be able to:

use a range of language from the unit to express views and write a range of relevant questions accurately and create a poster, follow the steps in a project checklist

Some learners will be able to:

use a wide range of language from the unit to express views and write a range of relevant questions accurately, create a poster and give a presentation on the topic, follow the steps in a project checklist

Previous learning

basic vocabulary of hobbies and activities/ linking words and key phrases/ Present Simple

Plan

Planned timings

Planned activities

Resources

Teacher
Notes

Beginning the lesson

S7

C10

To discuss values and express own points of view.

Ask learners to discuss statements and quotations on the theme. What is hobby?

To test knowledge learnt in this unit

• Explain the task. Allow Ss some time to read the sentences and decide whether each one is true or false.

• Alternatively, you may allow Ss to review the module and find the relevant information to help them. Check Ss’ answers.

Whiteboard

Writing

Worksheets

Main Activities

W1

C1

S6

W6

S7

To write a quiz

• Explain the task and allow Ss time to look through Unit 1 and think of quiz questions in pairs. Ex.1 p.19

• Tell Ss they can use the quiz in the previous task as a model. Offer an example. e.g. The most popular hobby in Kazakhstan is reading newspapers. ( True or false)

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

Pictures

To read for coherence and cohesion; to understand the author’s purpose

• Explain the task and elicit the meanings of the words in the list. Give the right headline to the text.

• Allow Ss some time to read the instruction Ss listen and check their answers

( About our class)

To read for information; to understand purpose

• Allow Ss some time to talk amongst themselves in pairs and think about the poster.

Group Work

• Ask Ss to give a reason why they like to do this activity.

• Elicit answers from Ss around the class.

• Ask Ss to present their posters.

Presentation

Whiteboard

Ending the lesson

S6

Game

Play in teams or pairs. Say the name of a colour. The other team/person says its meaning either in a picture or in life.

A: yellow

B: splitting up

Cards

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

Art, Literature, Social Studies, P.E., History

prompt less able learners to ask a range of questions with different question starters and highlight areas of questions that need to be corrected before proceeding to quiz

monitor question production in group activity

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 to try and write a description of some pictures of popular artists.

monitor pronunciation of new vocabulary from Module

ICT links
Projector or Smart board for showing a presentation, searching information in the internet

Create mixed ability groups for discussion.

• More able learners:

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

monitor groups of learners as they agree on and practise dialogue for the role-play activity. Do they take turns to speak? Do they contribute appropriate language for the role-play?

Values links

Respect, Support, Trust, Academic honesty, 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.

• Make sure learners have sufficient space to act out the role-play.

As the unit is on the topic of values, it is very important to leave time to discuss the end two questions with the whole class.