Eng Plus GR 6 Term 4 LP Salikha-2

Саттар Ерубаев атындағы жалпы орта білім беретін мектебі
Short term plan: term 4

The theme: Places in a town
Тексерілді: Қ. Байсеитов
Unit of a long term plan: Unit 8 Our neighbourhood School:
Date: 27.03.23 Teacher name:

Grade: 6 Number present: absent:
Lesson title Places in a town
Learning objectives 6.2.5.1 understand most specific information and detail of short, supported talk on
a wide range of familiar topics curricular topics.
6.1.8.1 develop intercultural awareness through reading and discussion
6.6.14.1 use prepositions to talk about time and location use prepositions like to
describe things and about to denote topic use prepositions of direction to, into, out
of, from, towards on a limited range of familiar general and curricular topics
familiar general and curricular topics
Lesson objectives Learners will be able to:
• Learn vocabulary for places in a town.
• Learn there is … , there are … with a, an, some and any to talk about a town.
• Write sentences about a town.
Plan
Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria
Start Organization moment

2 min 1.Greeting. Students' attention is Formative
Ask about the weather. drawn to the lesson. Assessment
The teacher sets the lesson Pictures
objectives, letting students know
what to anticipate from the lesson. Students discuss the
Warm-up pictures in pairs.
3 min
Determines the topic Student’s

and aim of the lesson Good job! book
Students say different

words from the picture Assessment
Fasten your seat belts and get criteria
ready for the all-round race -Identify detailed
information in
Lead – In
extended
• With books closed, ask students:
conversation
Do you live in a town or in the
with support
country?
• Ask: What can you find in a
town? Try to elicit some words for
places in a town, e.g. shops,
cinema
Main part Ex: 1 P:92 Students match twelve -can match
• Refer students to the picture on of the words in the box twelve of the
page 19. They match the words with places. words
10 min individually, then compare their
Descriptor:
answers in pairs.
- match twelve of the Total: 1 point
• Students listen and check their
answers. words
Cards
• Drill the pronunciation of the - work in pairs
words. Answers:
• In a weaker class, check 1 train station 7 shops 2
understanding of the words in the factory 8 school 3 flats
box and advise students to write 9 sports centre 4 park
translations of each word in their 10 restaurant 5 Worksheets
notebooks shopping centre 11
river 6 offices 12 car
10 min park
Differentiation: -can answer the
question
«Verbal support»
method is used to help
Students use new Total: 1 point
words in the text.
Students listen and

Ex: 2 P:92 answer the question.
• Remind students to listen Where are the people
carefully for clues about where in situations?
each speaker might be. Descriptor:
• Ask students to check their -listen the task
answers in pairs. -answer the question
• If students disagree about their
Answers:
answers, play the CD again so that
10 min 1 park 5 sports centre 2
they can check.
library 6 factory 3 train -can gives
Asking information
questions station 7 school 4
restaurant 8 cinema about
Ex: 3 P:92 himself/herself
Students work in pairs.
• Point out the labels A–D on the Total: 1 point
map of the city. Refer students to
Read the information.
the texts below the picture, and Descriptor:
explain that each text describes the - gives information
relevant area on the map. about himself/herself;
• Allow students time to read the Answers:
texts and the options carefully, and A a: This is a good
choose option a or b place for the bus
station.
Conclusion during the lesson B a: This is a good
some tasks differentiated by place for the cinema.
8 min outcomes of the students and by C a: This is a good
their abilities. place for the library.
D b: This is a good
place for the hospital.
FEEDBACK Students evaluate Poster
each other and
End Learners provide feedback on what encourage classmate
2 min they have learned at the lesson. with phrases like:
Well done! Brilliant!
Good job! I like it! .
The theme: Reading: A description of a modern city

Lesson title Reading: A description of a modern city
Learning objectives 6.1.1.1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
6.2.5.1 understand most specific information and detail of short, supported talk on
a wide range of familiar topics
6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a
limited range of general topics
• Read about some interesting buildings.
• Find spelling rules for plural nouns.
• Talk about your town.
Plan

Time criteria

3 min


Fasten your seat belts and get words from the picture Assessment
ready for the all-round race criteria
Lead – In -Identify detailed
• Ask students to look at the photo information in
on page 20 and the title of the text. extended
Ask students to try to guess where conversation
this city is, but do not tell them with support
whether they are right or not.
• Elicit some ideas and write them
on the board.
• Pre-teach the words floor (a
building with three floors), gym and
lake.
Main part Ex: 1 P:94 Students look at the -can choose six
• Before students read the text, ask photos and choose six words to
them to look at the photos and read words that you can use describe the
10 min the words in the box. Remind them
to describe the building
that photos can help them interpret
a text, and give them useful clues building. Then read,
about the content. listen and check your Total: 1 point
Cards
• Check understanding of the answers.
words in the box. In a stronger Descriptor:
class, ask one or two students to - read the text
say which words they chose and
- choose six words to
why.
• When students have listened, describe the building Worksheets
discuss the words again and check Answers:
their answer from the warm-up Not mentioned:
activity museum, mountains
Differentiation:
«Verbal support»
Ex: 2 P:94 method is used to help
10 min • Allow students time to read the Students use new
sentences carefully before they words in the text.
answer true or false. In a weaker Students read the text
class, they can complete this
activity in pairs.
again and write true or
• Check answers with the class. false. Correct the false
Ask students to identify the area of sentences. -can write true
the text where they found the Descriptor: or false
answer - read the text
- write true or false Total: 1 point
Ex: 3 P:94 Answers:
• Refer students to the text, and 1 False. You can see
10 min explain that the plural forms of the the Burj Khalifa from
nouns in the box can all be found in 100 kilometres away.
the text. In a stronger class, ask 2 False. The
students to close their books while skyscraper is a modern
you check the answers. building.
• Ask students when the -ies form 3 False. There are 900
is used. Elicit answers from flats in the skyscraper.
individual students. 4 True.
5 False. The lifts in the
tower are very fast
Students find the plural -can find the
forms of these words in plural forms
the text. When do we
form a plural with -ies Total: 1 point
8 min
Descriptor:
Conclusion during the lesson - find the plural forms
some tasks differentiated by Answers:
outcomes of the students and by offices, cities, flats,
their abilities. parks, shops, libraries
We usually form a
plural with -ies when
the noun ends in
consonant + -y. We
change the -y to -i and
add -es.
each other and
The theme: Language Focus. Is there/ Are there

Lesson title Language Focus. Is there/ Are there
Learning objectives 6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a
limited range of general topics general and curricular topics
6.6.14.1 use prepositions to talk about time and location use prepositions like to
describe things and about to denote topic use prepositions of direction to, into, out
of, from, towards and there is / there are on a limited range of familiar general and
curricular topics familiar general and curricular topics
• Learn and use the question forms Is there …? and Are there …? with the
appropriate short answers.
• Use key phrases to express quantity.
• Describe an ideal place to live.
Plan

Time criteria

3 min


• Tell students to imagine they are information in
visiting a new town or city. extended
• Tell them that they need to find conversation
out whether there is a cinema in with support
the town. Elicit the question they
would ask, and write it on the
board: Is there a cinema in this
town?
Main part Ex: 1 P:95 Students complete the -can match the
• Refer students back to page 20. questions. Then match questions with
Point out that they should study the the questions with answers
10 min question forms in exercise 5 to
answers
complete the first part of the
activity, then read the text again if Descriptor:
- read the text Total: 1 point
necessary to answer each Cards
question. In a stronger class, - match the questions
encourage them to do this from with answers
memory. Answers:
1 any, b 2 are, a 3 Is, c
Ex: 2 P:95 Differentiation:
• In a weaker class, allow students Worksheets
«Verbal support»
to complete the rules in pairs.
Refer students back to exercise 1
for support. You may need to Students use new
highlight the singular and plural words in the text.
nouns in the questions
LANGUAGE NOTE Students choose the
10 min To form questions from there is / correct answers
there are we put the verb first: Is Descriptor:
there …? / Are there …?: Is there a
- complete the rules
swimming pool? NOT There is a
swimming pool? In short answers, - choose the correct
we can’t use the contracted form answers
there’s. We say: Yes, there is NOT Answers: -can complete
Yes, there’s. We use any, NOT 1 any 2 singular nouns the rules
some in questions with plural 3 plural nouns
nouns: Are there any hotels? NOT Total: 1 point
Are there some hotels? We use Students complete the
How many with plural nouns to ask questions with is
10 min about quantity. Elicit that the there / are there. Then
answer to a question with how
ask and answer with a
many will include a number
partner. Give short
Ex: 3 P:95 answer.
• In a weaker class, tell students to Descriptor:
circle the nouns to help them form - complete the
the questions correctly. • Go round questions
and listen as they are talking. - give short answer
Check that they are using short Answers:
answers correctly 1 Is there -can give short
2 Are there
answer
3 Are there
4 Is there
5 Are there Total: 1 point
8 min
Conclusion during the lesson 6 Are there
some tasks differentiated by 7 are there
outcomes of the students and by 8 are there Students’
their abilities. own answers
each other and

The theme: Describing places.

Lesson title Describing places.
6.2.1.1 understand a sequence of supported classroom instructions
6.3.1.1 provide basic information about themselves and others at sentence level on
an increasing range of general topics
• Learn adjectives to describe places.
• Use adjectives to complete sentences describing your town.
• Listen to a conversation about different places.
• Listen for general meaning and specific details.
Plan

Time criteria

3 min


• Write the heading My town on the information in
board. extended
• Ask students to describe their conversation
town. with support
• Elicit some adjectives, for
example big, small, nice, and write
them on the board.
Main part Ex: 1 P:96 Students match -can match
• Students look at the pictures. adjectives with their adjectives with
Explain that the adjective below opposites. Then listen their opposites.
10 min each picture describes that image,
and check.
and that the words in the box are
Descriptor: Total: 1 point
the opposites of these.
• When students have checked - match adjectives with
Cards
their answers, use the recording to their opposites.
drill the pronunciation of any words Answers:
that are new to students. 1 safe 2 unfriendly 3
quiet 4 dirty 5 pretty 6
Ex: 2 P:96 modern
• Look at the example with the Differentiation: Worksheets
class. Check understanding of «Verbal support»
quite: it is used to modify the method is used to help
adjective and make it less strong.
Students use new
Then look at the word really in
items 2 and 3. Elicit that this makes words in the text.
an adjective stronger.
10 min • Students complete the sentences Students complete the
using information that is true about sentences about where
their own town. you live. Use the
• Ask students to compare their adjectives.
sentences in pairs.
Descriptor: -can Use the
• Ask some students to read their
sentences to the class, and ask the - complete the adjectives
class if they agree sentences using
Ex: 3 P:96 information Total: 1 point
• Refer students to the photos and - Use the adjectives
ask students what they think the Answers:
two cities are like. Students’ own answers.
10 min • Play the CD. Students listen and
answer the question. Students Tina is from
Miami and Tom is
Ex: 4 P:96 Brighton. Listen to their
• Allow students time to read the conversation. Which
sentences. • Play the CD again.
city does Tina prefer?
Students decide if the sentences
are true or false. • Check that
Descriptor:
students are able to form the - discuss about photos
correct sentence where the Answers:
Tina prefers Miami -can discuss
sentence is false
because her friends about photos
Conclusion during the lesson and family are there.
some tasks differentiated by Students listen again Total: 1 point
8 min outcomes of the students and by and write true or false
their abilities. Descriptor:
- write true or false
Answers:
1 True 2 False 3 True 4
False 5 False 6 False
each other and
The theme: Language Focus. Comparative adjectives

Lesson title Language Focus. Comparative adjectives
6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a
limited range of general topics general and curricular topics
6.6.2.1 use quantifiers many, much , a lot of ,a few on a limited range of familiar
general and curricular topics
• Learn comparative adjectives.
• Complete a quiz comparing places around the world.
• Use comparative adjectives to compare two places.
• Express your opinions about different places.
Plan

Time criteria

3 min

Fasten your seat belts and get

ready for the all-round race Students say different
Lead – In words from the picture Assessment
• With books closed, write on the criteria
board the names of two cities, for -Identify detailed
example Brighton and Tokyo. information in
• Ask students what they think the extended
differences are between the two conversation
cites. with support
• Elicit some examples of
comparative adjectives and write
them on the board, for example:
Brighton is smaller than Tokyo.
Tokyo is more modern
Main part Ex: 1 P:97 Students complete the -can complete
• Refer students back to the table with adjectives. the table with
adjectives presented on page 22, How do you make adjectives
10 min and explain that they have different
comparatives in you
comparative forms. Explain that
language. Total: 1 point
these forms are used in exercise 4
on page 22, and they can be Descriptor:
Cards
categorized in this table. - complete the table
• Students copy the comparative with adjectives
forms into the correct rows. Answers:
• Check answers with the class. 1 safer 4 friendlier 2
Then ask students to think about bigger 5 more exciting
how comparative adjectives are 3 prettier 6 better
Worksheets
formed in their language. Can they Differentiation:
be categorized in the same way?
«Verbal support»
Ex: 2 P:97
• Students complete the sentences
individually. Check they have done Students use new
this correctly before they start the words in the text.
10 min pairwork.
• In pairs, students ask and Students complete the
answer the questions. In a stronger sentences. Do the quiz
class, you can allow extra time to with a partner.
look up any answers they do not
know in an atlas or on the internet. Descriptor: -can do the quiz
• Play the CD to check the - complete the with a partner.
answers. sentences Total: 1 point
Ex: 3 P:97 - Use the adjectives
• Refer students to the prompts Answers:
under the speech bubbles. Explain 1 more expensive –
that they can use these ideas, or True
10 min any of their own, and that they 2 newer – True
should write a mixture of true and 3 wider – False
false sentences. Point out that 4 higher – True
there is a choice of adjectives in 5 longer – False
the prompts, so they can choose 6 more dangerous –
how to compare the places. True
• Students write their sentences. 7 older – False
• Go through the example 8 further – False
exchange in the speech bubbles. Students write six more
Model it with a stronger student. -can write six
sentences for the quiz
• In pairs, students ask and answer more sentences
using these words or
the new questions. Total: 1 point
your own ideas. Then
test your partner
Conclusion during the lesson Descriptor:
8 min some tasks differentiated by - write six more
outcomes of the students and by sentences
their abilities. Answers:
Students’ own answers
each other and

The theme: Speaking: Asking for travel information

Lesson title Speaking: Asking for travel information
Learning objectives 6.3.1.1 provide basic information about themselves and others at sentence level on
6.2.4.1 understand the main points of supported extended talk on a range of general
and curricular topics
6.5.1.1 plan, write, edit and proofread work at text level with support on a limited
range of general and curricular topics
• Learn key phrases for asking for travel information.
• Learn travel uses of the prepositions by and on.
• Listen to a conversation in which someone asks for travel information.
• Practise asking for travel information
Plan

Time criteria

3 min


• Ask students how often they use information in
trains, and how often they use extended
coaches. Ask when they last conversation
travelled by one of these methods. with support
Was it cheap or expensive? Did
they travel a long way?
Main part Ex: 1 P:97 Students look at the -can discuss
• Refer students to the photo and photo. Where are the about the photo
ask them to look for clues about people? What
10 min where the people are.
information does Tina
• If students find this difficult, point Total: 1 point
out clues in the photo, for example, want?
the man is holding a train Descriptor:
Cards
timetable, and Tina is carrying a - discuss about the
bag. photo
• You could remind students that Answers:
they first met Tina in Unit 1, with They are at the train
her cousin Laura. station. Tina wants
information about how Worksheets
Ex: 2 P:97 far London is, and how
• Refer students to the dialogue much it costs to get
and read the instructions with the there
class. Differentiation:
• Explain that they have to listen «Verbal support»
for several pieces of specific method is used to help
10 min information, in order to complete
Students use new
the gaps and answer the
questions. Suggest that they listen words in the text.
the first time without writing
anything. The second time you play Students listen and
the CD, they should complete the complete the dialogue -can complete
dialogue with the correct words. Descriptor: the dialogue
The third time, they should use the - listen the dialogue Total: 1 point
information they have written to say
how far London is and which form
- complete the dialogue
of transport is more expensive. Answers:
• Remind students not to worry 1 50 2 ten 3 bus station
about the blue words at this stage. London’s about fifty
10 min minutes from here. The
train is more expensive
Ex: 3 P:97
than the coach
• Students can cover the dialogue
for this exercise, and then refer
back to it to check their answers Students cover the
and correct any mistakes. In a dialogue and complete
weaker class, ask them to do this these key phrases.
in pairs. Descriptor: -can complete
• Check answers with the class - complete these key
these key
before students practise the phrases.
dialogue with a partner. phrases.
Answers:
Total: 1 point
1 want 2 far 3 from 4
Conclusion during the lesson much
some tasks differentiated by
8 min
outcomes of the students and by
their abilities.
each other and
The theme: Speaking: Asking for travel information

Lesson title Speaking: Asking for travel information
• Learn key phrases for asking for travel information.
• Learn travel uses of the prepositions by and on.
• Listen to a conversation in which someone asks for travel information.
• Practise asking for travel information
Plan

Time criteria

3 min Method speaking phone was used to
develop speaking skills.

criteria
-Identify detailed
Lead – In
information in
• Ask students how often they use
extended
trains, and how often they use
conversation
coaches. Ask when they last
with support
travelled by one of these methods.
Was it cheap or expensive? Did
they travel a long way?
Main part Ex: 1 P:98 Students look at the -can discuss
• Refer students to the photo andphoto where are the about the photo
ask them to look for clues about people. What
10 min where the people are. Total: 1 point
information does Tina
• If students find this difficult, point Answers:
want?
out clues in the photo, for example, They are at the
the man is holding a train Descriptor: train station. Cards
timetable, and Tina is carrying a- discuss about the Tina wants
bag. photo information
• You could remind students that Differentiation: about how far
they first met Tina in Unit 1, with
«Verbal support» London is, and
her cousin Laura
method is used to help how much it Worksheets
Students use new costs to get
Ex: 2 P:98 there.
• Refer students to the dialogue words in the text.
and read the instructions with the
class. Students listen and
• Explain that they have to listen for complete the dialogue.
several pieces of specific How far is London? -can complete
10 min information, in order to complete Which is more the dialogue
the gaps and answer the
questions. Suggest that they listen
expensive the train or Total: 1 point
the coach? Answers:
the first time without writing
Descriptor: 1 50
anything. The second time you play
the CD, they should complete the - listen the dialogue 2 ten
dialogue with the correct words. 3 bus station
- compare the
The third time, they should use the London’s about
transport. fifty minutes
information they have written to say
how far London is and which form from here. The
of transport is more expensive. train is more
• Remind students not to worry expensive than
about the blue words at this stage. the coach.
10 min
Ex: 3 P:98
• Students can cover the dialogue Students cover the
for this exercise, and then refer dialogue and complete
back to it to check their answers these key phrases.
and correct any mistakes. In a Pactise the dialogue.
weaker class, ask them to do this Descriptor: -can complete
in pairs. - complete these key these key
• Check answers with the class phrases.
before students practise the
phrases.
dialogue with a partner.
Total: 1 point
Answers:
Conclusion during the lesson 1 want
8 min 2 far
outcomes of the students and by 3 from
their abilities. 4 much

each other and

The theme: Writing: A description of a town.

Lesson title Writing: A description of a town.
6.3.2.1 ask simple questions to get information about a limited range of general
topics
• Study a model text.
• Learn key phrases for describing a town or city.
• Learn about the position of adjectives.
• Write about a town you like
Plan

Time criteria


criteria
-Identify detailed
Lead – In
information in
• With books closed, ask students:
extended
Do you like your town? Why?
conversation
What’s your favourite place in the
with support
town? Why?
• Elicit some ideas from students

and then ask: What’s your favourite
town? Why?
Main part Ex: 1 P:99 Students read the -can read the
• Check answers with the class and model text and answer model text
make sure students understand the the questions.
10 min rule that adjectives usually come Total: 1 point
Descriptor:
before, not after, nouns in English Answers:
- read the model text
1 Yes.
Ex: 2 P:99 Differentiation:
2 Paragraph 3. Cards
• Go through the words in the box «Verbal support» 3 Paragraph 2.
and check understanding. Clarify method is used to help 4 Paragraph 1.
that these are pieces of information Students use new 5 Students’ own
which complete the key phrases. words in the text. answers
• In a weaker class check
understanding by asking students Worksheets
to translate the phrases into their
own language. Students complete the
key phrases with the -can complete
the key phrases
words in the box.
Total: 1 point
Ex: 4 P:99 Descriptor: Answers:
• Focus students on the blue words - complete the key 1 England
10 min in the text about Brighton. In a phrases 2 160,000
weaker class, recap that friendly,
3 friendly
pretty, etc. are adjectives. Ask
4 the beach and
students to study where these
the aquarium
words are placed in the sentences.
5 85, London
• Check answers by asking
individual students to read out the
completed rules. Students look at the
words in blue in the -can choose the
model text. Then correct words
Ex: 5 P:99 choose the correct Total: 1 point
• Students use the rules they have words in the rules. Answers:
10 min identified to order the words Descriptor: 1 before
correctly. Allow them time to - choose the correct 2 before
complete this individually, then
words in the rules
check answers in -can make
sentences.
Students order the Total: 1 point
words to make Answers:
1 Manchester is
sentences. a big city.
Descriptor: 2 I like exciting
Conclusion during the lesson - make sentences.
places.
3 The streets
8 min outcomes of the students and by
are very safe.
their abilities.
4 The library is a
very quiet
building.
5 There are
some really
interesting
shops.
6 The town has
got a big park.
each other and
The theme: My Country. A city park

Lesson title My Country. A city park
6.4.7.1 recognise typical features at word, sentence and text level in a limited range
of written genres
6.5.1.1 plan, write, edit and proofread work at text level with support on a
• Learn vocabulary for talking about parks
• Read a text about the First President’s Park
• Revise comparative adjectives
Plan

Time criteria


criteria
-Identify detailed
Lead – In
information in
Books closed. In pairs, students
extended
think of a park they like and write a
conversation
list of the things they like about it,
with support
for example beautiful trees, café,
flowers, etc. Get feedback from the
class by asking a few pairs to read
their lists. Go through any words
students use that other members of
the class might have difficulty with.
Main part Ex: 1 P:100 Students look at the -can draw a
• Draw students’ attention to the words. Draw a table in table
words on the box. Put students in your notebooks and Total: 1 point
10 min pairs and give out dictionaries if Answers:
write the words in the
you have them, or ask students to Countryside:
use their own. Tell them to draw acorrect column. Use a
trees, paths
table like the example in their dictionary to help you. plants, animals, Cards
notebooks. Then work through the Some words can do in grass Parks:
words putting them into the correct
both. trees, seats,
column. Descriptor: paths, band
• Point out that some can go in - draw a table stands, flower
both. Check answers as a class, beds, fountains,
checking that students understand
Differentiation: Worksheets
«Verbal support» statues, plants,
what all the words mean animals, grass,
lawn
Ex: 2 P:100 Students use new -can Write true
• Draw students’ attention to the words in the text. or false.
photo with the text. Ask them what Total: 1 point
they can see in the photo. Ask Answers:
10 min students if they know where the Students read and 1 True
park is (Almaty) and if any of them 2 True south of
listen to the text. Write
have visited it.
true or false. the park
• Focus students on the questions
Descriptor: . 3 False.
and give them a minute to read
4 False.
through them before playing the - Write true or false.
5 False. They
recording while they read the text.
are to the It’s at
• Check they understand the
meaning of formal v informal and the north end
colonnade. Students write the 6 True of the
answers individually, before park.
checking them in pairs 7 True There
are formal and
10 min Students look at the
Ex: 3 P:100 informal areas
• Focus students’ attention on the
words in blue in the -can complete
box and on the adjectives in the text and complete the the table.
first column. table. Total: 1 point
• Ask students the different ways Descriptor: Answers:
you can form comparative - complete the table. 1 the biggest 5
adjectives (adding -er, doubling the more beautiful
consonant and adding -er removing 2 newer 6 the
the y and adding -ier and adding Students complete the most beautiful
more in front of the adjective) 3 the newest 7
sentences with the
better
Ex: 4 P:100
comparative or 4 the liveliest 8
8 min superlative of the
Students work individually and the best
complete the sentences with words in brackets. -can complete
comparative and superlative Descriptor: the sentences
adjectives. Check the answers as a - complete the with the
class sentences with the comparative or
comparative or superlative
superlative Total: 1 point
Conclusion during the lesson
some tasks differentiated by Answers:
outcomes of the students and by 1 the highest 4
their abilities. further 2 the best
5 more interesting
3 more popular
each other and
The theme: CLIL. Geography: Reading a map

Lesson title CLIL. Geography: Reading a map
Learning objectives 6.2.2.1 understand with little or no support most specific information in
extended talk on a wide range of general and curricular topics
6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk
about a range of general topics, and some curricular topics
• Learn vocabulary and key phrases for reading a map.
• Practise reading a map.
Plan

Time criteria


criteria
-Identify detailed
information in
Lead – In extended
• Write the word map on the board conversation
and elicit the meaning. with support
• Ask students what information
we can find on maps, and elicit
some ideas.
• Ask students when they use
maps.
• Tell students they are going to
practise reading maps in English
Main part Ex: 1 P:101 Students check the -can match the
• Students work in pairs to check meaning of the words words with the
the meaning of the words and and match them with symbols.
10 min match them with the symbols. Total: 1 point
symbols. Read and
• When students have listened and Answers:
checked their answers, find out listen to the text and 1 river
how many they got correct. check your answer. 4 railway Cards
• Check answers with the class Descriptor: 2 road
and make sure that students - match the words with 5 forest
understand the meaning of the the symbols. 3 hill
words. Differentiation: 6 path
• Model and drill the pronunciation
«Verbal support»
if necessary. Worksheets
method is used to help -can read the
Ex: 2 P:101 Students use new text again.
Total: 1 point
• Ask students to read the text words in the text. Answers:
again carefully and answer the A black circle on
question. a railway is a
• In a stronger class, you could Students read the text train station, and
10 min photocopy the legend of a map and again. What other a red area is a
allow students to use dictionaries symbols are on a map. city or town
to translate more words for the park.
Descriptor:
symbols on the key.
- read the text again. 7 True There
- read the text again. are formal and
Ex: 3 P:101 informal areas
• Focus students on the two maps
at the bottom of the page. Students
work in pairs to look at map A and Students look at map A -can look at map
10 min choose the correct options. and choose the correct A and choose
• Check answers by asking words. the correct
individual students to read out the Descriptor: words.
correct sentences
- complete the table.
Total: 1 point
Answers:
Conclusion during the lesson 1 1:50,000
8 min some tasks differentiated by 4 156
outcomes of the students and by 2 paths
their abilities. 5 road
3 hill
6 train station
each other and
The theme: Reading: A description of a place WB / Summative assessment for the unit “Our Neighbourhood”

Lesson title Reading: A description of a place WB / Summative assessment for the unit “Our
Neighbourhood”.
Learning objectives 6.1.5.1 use feedback to set personal learning objectives
6.5.6.1 link, with some support, sentences into a coherent paragraph using
basic connectors on a limited range of familiar general topics
 Recognise detailed information in extended conversation with support
 Give basic information about themselves and others in a talk
 Make up simple interrogative sentences to get information about the topic
and ask questions
Plan

Time criteria


criteria
-Identify detailed
information in
some ideas.
maps.
Main part Ex: 1 P:68 Students read the text. -can read the
• Before students read the text, ask Choose the correct box. text
them to look at the photos and read Descriptor: Total: 1 point
10 min the words in the box. Remind them Answers:
- read the text
that photos can help them interpret C Sark
a text, and give them useful clues Differentiation:
about the content. «Verbal support»
-can match Cards
• Check understanding of the method is used to help topics with
words in the box. In a stronger Students use new paragraphs
class, ask one or two students to words in the text. Total: 1 point
say which words they chose and
Answers:
why.
1E Worksheets
• When students have listened,
Students read the text 2D
discuss the words again and check
again and match topics 3A
their answer from the warm-up
activity with paragraphs. 4B
Ex: 2 P:68 Descriptor:
• Ask students to read the text -can fill in the
- read the text again.
again and match topics with gaps
- match topics with Total: 6 point
10 min paragraphs. In a weaker class,
paragraphs. Answers:
they can complete this activity in
pairs. 1 life
• Check answers with the class. 2 family
Ask students to identify the area of Students Listen to the 3 18 or eighteen
the text where they found the conversation and fill in 4 spent
answer the gaps 5 relaxed
Descriptor: 6 country
Summative assessment for the
unit “Our Neighbourhood”. - fill in the gaps
10 min
Listening
Task 1.Listen to the conversation
and fill in the gaps. Use NO MORE
THAN ONE WORD and a
NUMBER.
8 min Speaking
Task 2. Work with your partner and
tell him/her about the
neighbourhood you live in. You
have 1 minute to prepare and 2-3
minutes to talk.
their abilities.
each other and
The theme: Review 8

Lesson title Review 8
6.5.6.1 link, with some support, sentences into a coherent paragraph using basic
connectors on a limited range of familiar general topics
• Use vocabulary for places in a town.
• Use adjectives to describe places.
• Write and use the question forms Is there …? and Are there …?
Plan

Time criteria


criteria
-Identify detailed
information in
some ideas.
maps.
Main part Ex: 1 P:102 Students match the -can match the
• Read the words in the box and words in the box with words in the
check students understand them sentences box
10 min all. Total: 1 point
Descriptor:
• Check students understand the
- match the words in Answers:
task, and encourage them to be as
the box 1 train station
imaginative as possible in order to Cards
2 library
create their ideal place to live. Differentiation:
3 cinema
• Remind students to make sure «Verbal support» 4 sports centre
they use there’s and there are method is used to help 5 restaurant
correctly.
Students use new 6 hospital
• Students write their sentences
individually. words in the text. 7 park Worksheets
• Ask students to compare their 8 shop
answers in pairs, then ask some
students to read their sentences to Students write the -can write the
the class. opposite. There are opposite
Total: 1 point
two adjectives that you Answers:
don’t need. 1 ugly
10 min Ex: 2 P:102
• Explain that the adjective that the Descriptor: 2 dangerous
words in the box are the opposites - write the opposite. 3 quiet
of these. 4 enormous
• When students have checked 5 unfriendly
their answers, use the recording to Students write 6 old
drill the pronunciation of any words affirmative and negative 7 dirty
that are new to students. sentences 8 far
Descriptor:
10 min - use there is and there -can use there is
Ex: 3 P:102 are and there are
• In a weaker class, tell students to Total: 1 point
circle the nouns to help them form Answers:
the questions correctly. 1 There are some
• Go round and listen as they are factories. 2 There
talking. Check that they are using aren’t any offices.
short answers correctly. 3 There are one or
two cheap shops.
4 There isn’t a
8 min sports centre.
Conclusion during the lesson 5 There aren’t any
some tasks differentiated by good restaurants.
6 There’s a train
outcomes of the students and by station.
their abilities. 7 There’s a nice
library.
8 There are two
cinemas
each other and
The theme: Project. City profile

Lesson title Project. City profile
Learning objectives 6.1.3.1 respect differing points of view
6.3.2.1 ask simple questions to get information about a limited range of general
topics
• Read a city profile and find out key information from it.
• Follow the steps in a project checklist.
• Produce a profile about a famous city.
Plan

Time criteria


criteria
-Identify detailed
information in
• With books closed, ask students conversation
to think of some famous cities. with support
Write these on the board, and ask
them to say which country each
city is in
Main part Ex: 1 P:103 Students cover the text -can complete
• Allow students to look at the map and answer the the task
quickly before they hide the text question. individually
10 min about Sydney. Point out that you Total: 1 point
What do you know
want to find out how much they Answers:
know about the city before they about Sidney? Students own
read the text. Descriptor: answers Cards
• Students write the answers to - read the text.
each question. They should - complete the task
complete this task individually if individually -can read the
possible.
text and check
• Discuss their ideas, but do not Differentiation:
correct any wrong answers at this their answers. Worksheets
«Verbal support»
stage.
method is used to help Total: 1 point
Ex: 2 P:103 Students use new Answers:
• Allow students time to read the words in the text. 1 Australia
text. Remind them that they should 2 On the east
read it through quickly first, to get a coast.
general understanding of the Students read the text 3 No, it isn’t.
10 min
meaning. Then they should read it 4 4.4 million
and check their
again more carefully and find the 5 English
answers. 6 Sydney
information they need to check
their answers from exercise 1. Descriptor: Harbour Bridge,
• Ask around the class to check - read the text. Sydney Opera
answers, and to find out how many House, Bondi
students answered correctly in Beach
exercise 1 Students make a poster
10 min Ex: 3 P:103 about a famous city.
• Tell students that they are now Follow the steps -can make a
going to make a similar poster Descriptor: poster in group
about a famous city of their choice. Total: 1 point
• Put students into groups to
- make a poster
-group work Answers:
prepare their posters. Allow them
Students own
time to find out the information they
answers
need, using the internet or other
resources.
8 min • Students will need to spend time
on this outside the lesson, in order
to gather photos and maps. Set a
time limit for this, and encourage
them to bring the material to the
next lesson if possible.
Alternatively, in a stronger class,
you could ask them to plan their
ideas in class and produce the
whole project in their groups for
homework.
• If the project is being done in
class, provide the materials each
student will need for their poster:
large pieces of paper and glue.

their abilities.
each other and
The theme: Jobs
Unit of a long term plan: Unit 9 Transport. School:

Lesson title Jobs
6.4.5.1 deduce meaning from context in short texts on a limited range of familiar
• Learn vocabulary for different jobs.
• Do a quiz about famous people.
Plan

Time criteria


Lead – In criteria
• With books closed, ask students
-Identify detailed
what famous people they know.
information in
• Students will probably give the
extended
names of current celebrities.
conversation
Accept a few names, then ask
with support
students if they know any famous
people from the past.
• Elicit a few names and write
them on the board. Tell students
they are going to do a quiz about
famous people from the past.
• In a weaker class, remind descriptions of the the quiz
students what vowels are. people with words in individually or in
10 min • Students complete the quiz pairs.
the box.
individually or in pairs. Total: 1 point
• If necessary, allow students to Do the People and Answers:
use the Wordlist or dictionaries to Transport Quiz. Students own Cards
look up the words in the box. Descriptor: answers
• Do not check answers at this - complete the quiz
stage. individually or in pairs.
Ex: 2 P:104 - do the quiz. -can use a and
•. Students listen and check their an article
answers. In a weaker class, ask Worksheets
Differentiation:
students if they need to listen Total: 1 point
«Verbal support»
again. Answers:
• Make sure students understand method is used to help
Students use new 2 businessman,
the meaning of all the words from Levi jeans
exercise 1, and model and drill the words in the text.
3 musician,
pronunciation of any words that are
saxophone
10 min new to students.
4 explorer,
• Ask the question about the use of
Students listen and America
a and an and elicit the answer (we
do). Ask students if this is the same check their answers. Do 5 scientist,
or different in their own language. they use a and an with curium
• Write on the board: My dad is a words for people in 6 queen, pizza
teacher. My parents are teachers. 7 doctor, Doc
English.
Elicit that we do not use a / an in Martens boots.
Descriptor: Yes, we do use
plural sentences - listen and check their a and an with
10 min answers
Ex: 3 P:104 jobs in English.
-use a and an article
• Go through the adjectives and
check understanding. Ask for -can categorize
translations if necessary. the adjectives
• In a stronger class, you could into positive and
categorize these into positive and negative.
negative adjectives in relation to Total: 1 point
work. Write positive and negative Answers:
8 min on the board as headings, and ask Students own
individual students to come up and answers
write each word in the correct Students look at the
category. Not all of these will be adjectives in the box.
clear cut, for instance some Which words can you
students might think that an easy use to describe the jobs
job would be a positive thing, while and activities.
others might want more challenge.
Descriptor:
In this case, encourage them to
explain their ideas. - categorize the
• Students describe the jobs in adjectives into positive
pairs. Again, they will have different and negative.
opinions about the jobs, so
encourage them to give reasons for
their choices.
their abilities.
each other and
The theme: Jobs 2

Lesson title Jobs2
• Learn key phrases for talking about jobs.
• Ask and answer about jobs you would like to do
Plan

Time criteria


Lead – In criteria
• With books closed, ask students
-Identify detailed
what famous people they know.
information in
• Students will probably give the
extended
names of current celebrities.
conversation with
Accept a few names, then ask
support
students if they know any famous
people from the past.
• Elicit a few names and write
them on the board. Tell students
they are going to do a quiz about
famous people from the past.
Main part Ex: 4 P:104 Students look at the -can complete the
• Ask students to think about the key phrases. Which key phrases
kind of words that will complete phrases can you Total: 1 point
10 min each sentence – this is a useful Answers:
complete with a job.
skill in gapfill activities. 1 job (mechanic)
• Check answers with the class, Descriptor:
2 job (actor)
then play the CD to confirm. - complete the key
3 job (teacher); Cards
phrases adjective
- listen and check (stressful)
4 adjective
Ex: 5 P:104 (boring)
• Students work individually to 5 job (waiter)
guess the jobs. Differentiation: Workshee
• When they have listened to the «Verbal support» ts
CD to confirm their answers, ask method is used to help
how many students agree with the
descriptions. Ask them to give Students use new -can work
reasons for their answers. words in the text. individually to
• In a stronger class, ask students guess the jobs.
to write similar sentences Total: 1 point
10 min Answers:
describing different jobs.
1 nurse
2 mechanic
3 businesswoman
Ex: 6 P:104 4 waitress
• Students now put the key phrases 5 teacher
into practice by discussing jobs. 6 fire fighter
They should talk about jobs they
10 min would like to do and give reasons,
Students read the
as well as talk about the jobs that
family members do. descriptions and guess -can put the key
• Go round and listen as students the jobs. phrases
are talking. Check they are using Descriptor: Total: 1 point
the adjectives appropriately to - work individually to Answers:
support their ideas. guess the jobs. Students own
answers
8 min

their abilities. Students work in pairs.
Ask and answer the
questions about jobs.
Use the key phrases
and the words in ex 3
Descriptor:
- put the key phrases
into practice by
discussing jobs
FEEDBACK Students evaluate each Poster
other and encourage
End Learners provide feedback on what classmate with phrases
2 min they have learned at the lesson. like:

The theme: Reading: The history of the steam engine

Lesson title Reading: The history of the steam engine
Learning objectives 6.1.8.1 develop intercultural awareness through reading and discussion
6.2.3.1 understand an increasing range of unsupported basic questions on general
6.3.2.1 ask simple questions to get information about a limited range of general and
curricular topics
6.4.4.1 read and understand with some support a limited range of short fiction and
non-fiction texts understanding of general topics
• Read about English surnames and first names.
• Read for general and specific information.
• Talk about names.
Plan

Time criteria


criteria
-Identify detailed
information in
extended
Lead – In conversation with
• Do a name survey in the class. support
Does anyone share a name? Do
most people like their names, or
would they like to change them?
Main part Ex: 1 P:106 Students answer the -can answer the
• Ask students what the most question. How often question.
popular first names are in their do use the train? Total: 1 point
10 min country. Ask if these names have Answers:
Where do you go on it?
always been popular, or if they Students own
have changed over time. Elicit that Descriptor:
answers
some first names remain popular, - Ask for examples of
Cards
but others change according to unusual names
fashions. Ask for examples of
unusual names
-can match
Background headings with
The top ten family names in paragraphs Workshee
England are: Smith, Jones, Differentiation: Total: 1 point ts
Williams, Taylor, Brown, Davies, «Verbal support» Answers:
Evans, Wilson, Thomas, and method is used to help 1c2a3f4b5e
Johnson. In 2010 the most popular d isn’t needed,
Students use new
names for new babies in England because French
were: (for boys) Jack, Harry, Alfie, words in the text. surnames aren’t
10 min Thomas and Oliver; (for girls) mentioned in the
Olivia, Ruby, Emily, Grace and Lily text: it is only
Students read the text about English
and match headings names
Ex: 2 P:106 with paragraphs.
• Remind students that it is a good
Descriptor:
idea to read through all the -can write true or
headings first, before they read and - read the text false.
listen to the text. - match headings with
paragraphs Total: 1 point
10 min Answers:
1 True.
Ex: 6 P:106
2 True.
• In a stronger class, ask students
3 False.
to see how many they can answer Students read the text
Surnames
before they read again and check. again and write true or weren’t
In a weaker class, ask students to false. necessary in
say where they found the answers. Descriptor:
• Students compare answers in England because
- read the text again the population
8 min pairs, before you check with the
class. Check they have corrected - write true or false. was small and
the false sentences most people lived
in villages.
4 True.
5 False. Many
parents named
their daughters
Conclusion during the lesson after the Queen
some tasks differentiated by of England in the
outcomes of the students and by 19th century
their abilities.
other and encourage
The theme: Language Focus: was/ were, there was/ there were

Lesson title Language Focus: was/ were, there was/ there were
Learning objectives 6.2.1.1 understand a sequence of supported classroom instructions
6.6.9.1 use simple present and simple past regular and irregular forms to describe
routines, habits and states on a limited range of familiar general and curricular
topics
6.1.1.1 use speaking and listening skills to solve problems creatively and
• Learn the affirmative, negative, and question forms of was and were.
• Use was and were to ask and answer questions.
• Learn the affirmative and negative forms of there was and there were.
Plan

Time criteria


criteria
-Identify detailed
information in
extended
• Write was, wasn’t, were and support
weren’t on the board and elicit
which are affirmative and which are
negative.
• Elicit that was and were are the
past forms of is and are.
• Refer students back to the first sentences from the the sentences
two paragraphs of the text on page text. Total: 1 point
10 min 60, and ask them to complete the Answers:
Descriptor:
sentences.
• Check answers with the class. - complete the 1 were
2 was
• Allow students time to read the sentences
3 weren’t
rules, and check they understand 4 wasn’t Workshee
them.
-can complete ts
LANGUAGE NOTE
We use was with a singular the questions and
subject and were with a plural answers with
subject: He was happy. They were Differentiation: was, were /
happy. NOT They was happy. We «Verbal support» wasn’t, weren’t
form the negative of was, were by method is used to help Total: 1 point
adding not. We do not use don’t.
Students use new Answers:
The forms was not and were not 1 were
are usually contracted to wasn’t words in the text.
2 Was
and weren’t, but the full forms are 3 wasn’t
10 min used in formal writing. We form 4 Were
questions by putting was or were at
Students complete the 5 was
the beginning of the question: Wasquestions and answers 6 weren’t
she at the party? NOT She was at 1 Before
with was, were /
the party? 2 After
wasn’t, weren’t
Ex: 2 P:107 Descriptor:
-can write
• Students now apply the rules to - complete the
the question and answer forms. questions and answers affirmative and
10 min Check they have completed items negative
1–6 correctly before they answer sentence
the questions. Total: 1 point
Students write Answers:
Ex: 3 P:107 affirmative and 1 William Boeing
• Read the example with the class wasn’t a plane. He
negative sentence
and point out that students must was an engineer.
Descriptor:
write two sentences for each 2 The Beatles weren’t
prompt, one negative and one - Read the example
insects. They were
affirmative. - write affirmative and
8 min musicians.
• Students write their sentences negative sentence 3 Henry Ford wasn’t
individually. a car. He was an
• In a weaker class, check answers inventor.
by asking students to read their 4 Marie and Pierre
sentences out, before students Curie weren’t
move on to ask and answer in explorers. They were
pairs. scientists.
• Go round and listen as students 5 Bach and Mozart
ask and answer.
weren’t writers. They
were musicians.
6 Queen Margherita
wasn’t a pizza. She
was a person.
7 Titanic wasn’t a
village. It was a ship.
8 Picasso and Van
their abilities.
Gogh weren’t actors.
They were artists
other and encourage
The theme: Strange Town USA

Lesson title Strange Town USA
• Learn the affirmative past simple form of regular verbs.
• Practise the skills needed in multiple-choice listening tasks.
• Listen to a radio programme about the origins of town names in America.
• Listen for general meaning and specific details
Plan

Time criteria


criteria
-Identify detailed
information in
extended
• Write on the board: Christopher support
Columbus America.
• Ask students what verb should go
in the gap (discover) and elicit that
the verb must be in the past tense
because this happened in the past.
• In a weaker class, check students
sentences with the the sentences
understand the meaning of the verbs in the box. Do the with the verbs
10 min verbs in the box, and allow them to Total: 1 point
sentence refer to the
complete the activity in pairs
past or the present? Answers:
Descriptor: 1 invented
Ex: 2 P:108 2 changed
• Read through the spelling rules - complete the 3 invaded Workshee
with the class. sentences 4 discovered ts
• Students copy the table into their 5 travelled
notebooks and add the past forms 6 crossed
of the verbs from exercise 1. 7 named
• Check answers with the class. 8 established
Point out the double l in travelled All the sentences
and tell students that some verbs Differentiation: refer to the past
double their final consonant in their
«Verbal support»
past tense form.
method is used to help -can complete
Ex: 3 P:108 Students use new the table with the
10 min • Explain that if students read the words in the text. verbs.
questions and the options carefully, Total: 1 point
they may be able to eliminate some Answers:
options that they know are false. + -ed: invented,
Students study the
• Do not check answers at this crossed,
spelling rules. Then discovered,
stage.
complete the table established
Ex: 4 P:108 with the verbs. -e + -d: invaded,
• Refer students to the photos and Descriptor: named, changed
10 min the information about Strange - complete the table double final
Town USA. Allow students time to with the verbs. consonant
read it. + -ed: travelled
• Play the CD. Students listen and
choose the correct answers. Play it
again for them to confirm their Students read the -can read the
choices. information
information about
Strange Town and Total: 1 point
Answers:
8 min Conclusion during the lesson listen to the
1b2c3b4a
some tasks differentiated by programme.
outcomes of the students and by Descriptor:
their abilities. - read the information
- listen to the
programme
other and encourage

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Саттар Ерубаев атындағы жалпы орта білім беретін мектебі

Short term plan: term 4

Unit of a long term plan: Unit 8 Our neighbourhood School:

Date: 27.03.23 Teacher name:

Stages / Teachers’ actions Students’ actions Assessment Resources

Start Organization moment

Determines the topic Student’s

Students say different

Students listen and

Unit of a long term plan: Unit 8 Our neighbourhood School:

Date: 29.03.23 Teacher name:

Stages / Teachers’ actions Students’ actions Assessment Resources

Start Organization moment

Determines the topic Student’s

Students say different

Unit of a long term plan: Unit 8 Our neighbourhood School:

Date: 31.03.23 Teacher name:

Stages / Teachers’ actions Students’ actions Assessment Resources

Start Organization moment

Determines the topic Student’s

Students say different

Саттар Ерубаев атындағы жалпы орта білім беретін мектебі

Unit of a long term plan: Unit 8 Our neighbourhood School:

Date: 03.04.23 Teacher name:

Stages / Teachers’ actions Students’ actions Assessment Resources

Start Organization moment

Determines the topic Student’s

Students say different

Unit of a long term plan: Unit 8 Our neighbourhood School:

Date: 05.04.23 Teacher name:

Stages / Teachers’ actions Students’ actions Assessment Resources

Start Organization moment

Determines the topic Student’s

Fasten your seat belts and get

Саттар Ерубаев атындағы жалпы орта білім беретін мектебі

Unit of a long term plan: Unit 8 Our neighbourhood School:

Date: 07.04.23 Teacher name:

Stages / Teachers’ actions Students’ actions Assessment Resources

Start Organization moment

Determines the topic Student’s

Students say different

Unit of a long term plan: Unit 8 Our neighbourhood School:

Date: 10.04.23 Teacher name:

Stages / Teachers’ actions Students’ actions Assessment Resources

Start Organization moment

Students say different

FEEDBACK Students evaluate Poster

Саттар Ерубаев атындағы жалпы орта білім беретін мектебі

Unit of a long term plan: Unit 8 Our neighbourhood School:

Date: 12.04.23 Teacher name:

Stages / Teachers’ actions Students’ actions Assessment Resources

Start Organization moment

Students say different

• Elicit some ideas from students

Unit of a long term plan: Unit 8 Our neighbourhood School:

Date: 14.04.23 Teacher name:

Stages / Teachers’ actions Students’ actions Assessment Resources

Start Organization moment

Students say different

Unit of a long term plan: Unit 8 Our neighbourhood School:

Date: 17.04.23 Teacher name:

Stages / Teachers’ actions Students’ actions Assessment Resources