LESSON 29 School-lyceum №36 after A.

Tazhibayeva
Unit 3: Our Countryside
Date: Teacher`s name: Ybrayeva A
Grade: 6 «В» Number present: Number absent:
Theme of the lesson: Learning some map reading skills. Things to see in
countryside
Learning objectives 6.3.3.1- give an opinion at sentence and discourse level on an
increasing range of general and curricular topics;
6.4.2.1-understand independently specific information and
detail in short, simple texts on a limited range of general and
curricular topics;
6.5.8.1- spell most high-frequency vocabulary accurately for
a limited range of familiar general topics and some
curricular topics
6.1.1.1- use speaking and listening skills to solve
problems creatively and cooperatively in groups;
Lesson objectives All learners will be able to:
Read for specific information, to listen for sequence and
order of events, to tell about their experiences
Most learners will be able to:
Read for specific information, to listen for sequence and
order of events, to tell about their experiences
Some learners will be able to:
Read for specific information, to listen for sequence and
order of events, to tell about their experiences
Previous learning Unit revision
Plan
Planned Planned activities Learners’ activities Evaluation Resources
timings
Beginin ORGANISATION MOMENT: Ss suggest what this
g Introduction of Learning and module is about.
5 min Lesson Objectives
What’s in this module?
Read the title of the module
Our countryside 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.
Warm-up: Teacher asks Learners read and Individual
learners to read and drills drills pronunciation. avaluation
pronunciation.
Middle To present new vocabulary Ss listen and repeat Verbal Class CD
30 min Draw Ss’ attention to the chorally or evaluation
pictures and ask various Ss to individually
 read out the geographical
feature each one shows.
Play the recording.
To match places to Ss identify which of
continents them are the same as Verbal
evaluation
Present the continents and then the features in the PPP
explain the task. Go through pictures. http://www
the list of places and elicit .download-
whether Ss know any of them. esl.com/ton
Read out the example, and then guetwisters
elicit answers form Ss around /easy/easyt
the class. ongue.html
Play the recording. Ss listen
and check their answers. Ss describe pictures
To describe pictures Mutual
Direct Ss’ attention to the avaluation
pictures and ask various Ss
around the class to describe
them
Ask them to imagine they are
there and elicit what they
might be able to see, hear, Learners work in
smell, etc. pairs. They have a Individual
Pre-listening: vocabulary pile of cards. The avaluation
work task is to take a card
Differentiation: 1) teacher may and translate the
provide learners with word. If the answer
additional time to work with a is correct, a learner
dictionary before they start the keeps the card. Who
game. 2) more able learners has more cards, is a
can explain the words to the winner.
peer to guess. Learners listen to
each sentence and
draw the picture.
While – listening: Dictation Learners add more
Teacher dictates the text. details to their
pictures and write 3-
Post – listening: 4 sentences to
Teacher recommends to use describe them.
prepositions of place.
End Reflection Learners discuss Self-
5 min Teachers opens the slide with their results with assessment
learning and lesson objectives. peers. After that they
Home task: to learn the new can share their
vocabulary experience with the
Saying goodbye whole group.
LESSON 30 School-lyceum №36 after A. Tazhibayeva
Unit 3: Our Countryside
Date: Teacher`s name: Ybrayeva A
Grade: 6 «В» Number present: Number absent:
Theme of the lesson: Learning some map reading skills. That is my village

Learning objectives 6.1.10.1 use talk or writing as a means of reflecting on and

exploring a range of perspectives on the world
6.3.2.1 ask simple questions to get information about a growing
range of general topics
6.3.3.1 give an opinion at sentence level on a limited range of
general and curricular topics
6.3.8.1 recount some extended stories and events on a limited
range of general and curricular topics
Lesson objectives All learners will be able to:
Answer 1-2 questions about the picture with support
Annotate the text and complete the table 80 % correctly
Retell some of the text
Most learners will be able to:
- Answer 3 questions about the picture with support
- Annotate the text and complete the table 90 % correctly
- Retell most of the text
Some learners will be able to:
Answer 3 questions about the picture independently
Annotate the text and complete the table 100 % correctly
Retell the text completely
Previous learning Learning some map reading skills
Plan
Planned Planned activities Learners’ activities Evaluation Resource
timings s
Begining ORG.MOMENT: Learners discuss the
5 min Introduction of Learning and questions in pairs.
Lesson Objectives
Warm-up: The list of questions: Individual
Teacher demonstrates the Where is the village? avaluation
picture of village. Then What does it look
teacher asks learners some like?
questions about it. What kind of people
Differentiation: less able do live there?
learners are provided with
useful language according to
their needs.
It is recommended to discuss
with the whole class
examples of good language
 and some common errors.
Middle Pre-reading: vocabulary Learners scan it for Verbal
30 min work unfamiliar words. evaluation
Teacher provides learners They should
with the text. underline/ highlight
Differentiation: 1) Less able them
learners may ask their peers
about the meaning of
unknown words.
2) teacher may provide
learners with additional time
to work with a dictionary.
FA: Teacher monitors,
checks understanding of the
words’ meaning.

While – reading: text Learners work Verbal

annotation independently. They evaluation
Teacher introduces the read the text and
criteria. annotate it in the
Scaffolding: if it is the first following way:
time for learners to annotate After that they
the text, teacher should show complete the table in
how to do it. the appendix 3.
_ _ _ activities to do in the
village
……. places in the village
_____ emotions and feelings
of people

Post – reading: retelling the Learners retell the Mutual

avaluation
text text as a Chain
Learners are recommended to recounting
ask questions to their peers to
help them in retelling the text.
They have to answer the
question: Do you want to live
in this village? Why? Why
not?
End Reflection Learners discuss Self-
5 min Teachers opens the slide with their results with assessment
learning and lesson peers. After that they
objectives. can share their
experience with the
Home task: to write an assay whole group.
about your village
Saying goodbye
LESSON 31 School-lyceum №36 after A. Tazhibayeva
Unit 3: Our Countryside
Date: Teacher`s name: Ybrayeva A
Grade: 6 «В» Number present: Number absent:
Theme of the lesson: Learning about the flora of Kazakhstan. Plants in the
countryside
Learning objectives 6.4.8.1- use independently familiar paper and digital reference
resources to check meaning and extend understanding
6.6.3.1- use common participles as adjectives and order adjectives
correctly in front of nouns on a growing range of familiar general
and curricular topics;
6.2.5.1- understand most specific information and detail of
supported, extended talk on a range general and curricular topics;
6.1.6.1 - organiseand presentinformation clearly to others
Lesson objectives All learners will be able to:
Read for specific information, to listen for sequence and order of
events, to tell about their experiences
Most learners will be able to:
Read for specific information, to listen for sequence and order of
events, to tell about their experiences
Some learners will be able to:
Read for specific information, to listen for sequence and order of
events, to tell about their experiences
Previous learning Learning some map reading skills
Plan
Planned Planned activities (replace the Learners’ activities Evaluation Resource
timings notes below with your planned s
Begining activities)
ORGANISATION MOMENT In pairs they write
5 min To consolidate new vocabulary as many words as Mutual
Warm-up: possible connected avaluation
Teacher plays hangman with the with gardens.
word ‘garden’ on the board. Asks Teacher may set
learners to imagine a typical time limit. Asks
garden and to tell some of the the pair with the
things they would expect to see most words to
there. write their list on
FA: teacher monitors learners’ the board. Invite
work and clarifies meaning and others to add to
pronunciation. the list.
Middle To present and categorise new Ss copy the Verbal
30 min vocabulary completed table evaluation
Write the heading on the board from the board in
and ask Ss around the class to their
read out the activities one at a notebooks.
time and elicit which heading
 they go under.
To act out exchanges talking Ss work in pairs
about activities and act out similar
Explain/Elicit the meanings of exchanges using
the adjectives in the list. the adjectives.
Ask a pair of Ss to model the
example.
Monitor the task around the class.
Then ask various pairs to act out
their exchanges.
Verbal
To listen for specific information Ss listen and put evaluation
and order of events events in the order
Explain the situation and the task they happened.
and play the recording.

Listening
Teacher tells learners that s/he is Ss can write words Individual
going to describe the garden of on the garden if avaluation
his/her grandparents/sister’s in they don’t want to
England and that they have to draw.
listen and draw. Keeps it simple
and use some of the vocabulary
from the warm up task.
FA: teacher holds up a prepared
sketch for learners to compare
their drawings with.

Post listening: Learners invent an Mutual

FA: teacher monitors learners’ ideal garden (they avaluation
work and takes notes of good use may all live in
of language as well as errors. flats and not have
Differentiation: individual gardens). They
support for less able learners. have to write 3-5
sentences to say
what they
like/dislike about
their garden.
End To narrate person’s experience Ss narrate Ian’s Self-
5 min Play the recording again. Then experience assessment
ask various Ss to narrate Ian’s
experience using the sentences in
Ex.5.
Home task: to describe the
garden of your grandparents
Saying goodbye
LESSON 32 School-lyceum №36 after A. Tazhibayeva
Unit 3: Our Countryside
Date: Teacher`s name: Ybrayeva A
Grade: 6 «В» Number present: Number absent:
Theme of the lesson: Learning about the flora of Kazakhstan. Countryside nature

Learning objectives 6.4.2.1 understand independently specific information and detail

in short, simple texts on a limited range of general and curricular
topics
6.4.5.1 deduce meaning from context on a limited range of
familiar general and curricular topics, including some extended
texts
Lesson objectives All learners will be able to:
-read the text and answer some open-ended questions;
-deduce the meaning of some phrases;
Most learners will be able to:
-read the text and answer most open-ended questions;
-deduce the meaning of most phrases;
Some learners will be able to:
-read the text and answer all the open-ended questions;
-deduce the meaning of all the phrases;
Previous learning Learning about the flora of Kazakhstan. Plants in the
countryside
Plan
Planned Planned activities Learners’ Evaluation Resource
timings activities s
Beginin ORGANISATION MOMENT: PPP
g Introduction of Learning and Lesson
5 min Objectives
Warm-up: Learners work Mutual
A: It’s a forest. in pairs. The 1st avaluation
B: There are trees and flowers there. learner names
FA: teacher monitors learners’ work a place. The
and takes notes of good use of 2nd learner
language as well as errors. It is should say two
recommended to discuss with the things it has
whole class examples of good got.
language and some common errors.
Middle Pre-reading: vocabulary work Learners get a Verbal
30 min Their task is to find the words in the list of words; evaluation
text and underline or highlight them. they look
Teacher asks for the meaning and through, and
drills pronunciation. look them up if
Differentiation: necessary.
1) Less able learners may ask their Then they
peers about the meaning of unknown work with the
 words. text.
2) teacher may provide learners with
additional time to work with a
dictionary.
FA: Teacher monitors, checks
understanding of the words’ meaning.
While – reading: Learners Individual
Key answers: should avaluation
Task 1: complete two
Bren is in the countryside. tasks. They
There are dangerous farm animals. answer the
It is winter. questions to
He meets an angry cow. the text and
Task 2: deduce
1.D 2.C 3.H 4.E 5.G 6.A 7.B 8. F meaning from
FA: learners are given keys for peer- the context by
assessment. matching
phrases with
their
Post – reading: definition. Mutual
FA: teacher monitors reading and avaluation
takes notes of good pronunciation and Learners in
intonation as well as errors. pairs read the
Scaffolding: Teacher reads the text text aloud.
aloud as a model. They have to
express
To practise role-playing emotions of
Read the Study Skills box aloud and main character.
explain that this tip will help them Ss complete
complete the task. the task in
Explain the situation. pairs.
Remind Ss that they can use the
dialogue in Ex. 2 as a model, as
well as any ideas of their own to
complete the task.
To help Ss, draw the following
diagram on the board and elicit
appropriate phrases Ss should use.
Write them on the board. Ss can refer
to the diagram while doing the task.
End REFLECTION Learners Self-
5 min Teacher opens the slide with learning discuss their assessment
and lesson objectives. results with
Home task: make up riddles to revise peers. After
learnt vocabulary that they can
Saying goodbye share their
experience
with the whole
 group.

LESSON 33 School:
Unit 3: Our Countryside
Date: Teacher name:
Grade: 6 Number present: Number absent:
Theme of the lesson: Learning about the flora of Kazakhstan. (This relates to
Biology and Geography)
Learning objectives 6.1.1.1 use speaking and listening skills to solve problems
creatively and cooperatively in groups
6.3.2.1 ask simple questions to get information about a growing
range of general topics
6.6.9.1 use appropriately an increased variety of present and past
simple active and some passive forms on a growing range of
familiar general and curricular topics
Lesson objectives All learners will be able to:
Make up 1 simple riddle and questions
Answer some questions of their peers
Most learners will be able to:
Make up 2-3 simple riddles and questions with learnt vocabulary
and recommended structure
Answer most questions of their peers
Some learners will be able to:
Make up 2-3 original riddles and with learnt vocabulary and
appropriate grammar
Answer all questions of their peers
Previous learning Learning about the flora of Kazakhstan. Countryside nature
Value links Be friendly, be responsible
Plan
Planned Planned activities Learners’ activities Evaluation Resource
timings s
Begining ORGANISATION MOMENT: Learners check Verbal PPP
5 min Introduction of Learning and riddles to revise evaluation
Lesson Objectives learnt vocabulary.

Warm-up:
Differentiation: less able
learners are provided with
pictures or cards with words.
Middle Pre-speaking: Learners write 3-4 Individual
30 min Teacher gives each learner a questions to the avaluation http://
picture 1 or 2. picture. E.g. they resources.
Differentiation: 1) Less able use a modal verb campnavi
learners are provided with can or any structure gator.com
models. to revise. /things-to-
 FA: Teacher monitors, checks do-while-
order and appropriate tense of camping/,
questions. https://ww
Mutual w.visitlak
Speaking: Learners show avaluation egeorge.c
FA: learners are given keys for their picture to the om/campi
peer-assessment. partner and ask ng/island-
FA: teacher monitors retelling questions. camping
and takes notes of good use of
language as well as errors.
Peer – assessment: learners are
provided with criteria for peer
assessment. They have to write
advice or recommendation for
their peer.
Differentiation: less able
learners can use models or
useful language
Post – speaking:
Learners with the same picture
come together. They have to
choose the best\ most
interesting\ longest and etc. Individual
question. Learners do the task avaluation
To practise pronunciation of
situational language
Play the recording.
Pay attention to Ss’
pronunciation and intonation Mutual
and correct as necessary. Learners listen and avaluation
To listen for specific repeat chorally
information and/or individually.
Read the rubric aloud. Play the Individual
recording. Learners listen and avaluation
To learn synonymous phrases follow the text in
Read out the phrases. Refer Ss their books and find
back to the dialogue and elicit the information
the synonymous ones from
various Ss around the class.
End REFLECTION Learners choose Self-
5 min The tree of wishes one assessment
Apple- I have known much
information.
Flower- I have understood
much information. It was very
useful information.
Leaf- Today some questions
were not clear for me.
 Home task: to write a short
email about a place where you
live
Saying goodbye

LESSON 34 School:
Unit 3: Our Countryside
Date: Teacher name:
Grade: 6 Number present: Number absent:
Theme of the lesson: Learning about the fauna of Kazakhstan. Animals in the
countryside
Learning objectives 6.3.3.1 give an opinion at sentence level on a limited range of
general and curricular topics
Lesson objectives All learners will be able to:
Use some topical vocabulary when speaking on farm animals
Discuss on some functions and uses of farm animals
Most learners will be able to:
Use most topical vocabulary when speaking on farm animals
Discuss on most functions and uses of farm animals
Some learners will be able to:
Use less-frequent topical vocabulary when speaking on farm
animals
Discuss on functions and uses of farm animals without support
Previous learning Learning about the flora of Kazakhstan. (This relates to
Biology and Geography)
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining Org moment: Greeting students. Learners Verbal PPP slides
10 min Setting the aim of the lesson: evaluation
answer 1-2
The aims of the lesson are given in PPT: the
develop vocabulary on countryside questions
animals
using vocabulary to speak about farm
animals
Lead-in
Teacher continues the topic on PPP slides
countryside (nature). Teacher asks what 3-4
learners did in the previous lesson.
After learners answer, teacher puts up
several pictures of farm animals. Teacher
asks learners to guess the topic of
today’s lesson using phrases written by a
teacher on the board.
Teacher may ask the following
questions:
 What do you see on the board?
Why did I choose these animals?
What do they have in common?
Where do they live?
Which are useful animals?
Middle Vocabulary work Learners Individual Appendix
25 min Learners get a hand-out to match animals do the avaluation 1
with their pictures. task
Next teacher names 3 animals (dog, cow
and sheep) and asks why people keep
these animals. Teacher elicits learners’
answers who share it with the class. http://
Differentiation. learnenglis
Teacher may support with less able hteens.briti
learners useful language : Dog gives shcouncil.o
protection and loyalty\Cows give milk rg/
and meat\Sheep give meat and wool. vocabulary
Speaking /beginner-
Learners in pair do a concept map on a vocabulary
Learners
farm animal. Teacher shows one Mutual /animals
must avaluation
example of it. make a PPP
concept
map on
A4 paper
with a
certain
animal.

Pairs sit facing each other and take turns

describing their mind map.
Differentiation: less able learners may
read some information from their mind
map.
FA: Teacher oversees the process
providing support where necessary.
FA: teacher discusses criteria for
assessing with learners and they evaluate
their peers work according to these
criteria.
End Feedback Learners Self-
5 min Teacher writes incomplete sentences on provide assessment
the board; feedback
In this lesson I have learnt about………. on what
Now I know that sheep …….. they have
Dogs …….. learned at
Cats catch……. the
Further students may come up with other lesson.
 animals.
Home task: to write a short assay about
your pet
Saying goodbye
LESSON 35 School:
Unit 3: Our Countryside
Date: Teacher name:
Grade: 6 Number Number absent:
Theme of the lesson: Learning about the fauna present:
of Kazakhstan.

Learning objectives 6.1.10.1- use talk or writing as a means of reflecting on and

exploring a range of perspectives on the world
6.5.2.1- write with some support about real and imaginary past
events, activities and experiences on a limited range of familiar
general topics and some curricular topics;6.2.6.1- deduce
meaning from context in supported extended talk on a range of
general and curricular topics
6.3.8.1 recount some extended stories and events on a limited
range of general and curricular topics
Lesson objectives All learners will be able to:
Write some plural forms of the words correctly
Recount some facts and events on the farm according to criteria
Most learners will be able to:
Write most plural forms of the words correctly
Recount most facts and events on the farm according to criteria
Some learners will be able to:
Write all plural forms of the words correctly
Recount all facts and events on the farm according to criteria
Previous learning Learning about the fauna of Kazakhstan. Animals in the
countryside
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining Organisation moment: Learners brain Verbal PPP
10 min Introduction of Learning and storm what kind evaluation
Lesson Objectives of animals and
Warm-up: birds live on the
Teacher writes on the board all farm.
the words in column in singular.
Differentiation: teacher asks
more able learners to write the
animals on the board
It is recommended to elicit the
words: horse, cow, donkey,
sheep, camel, goose, chicken and
etc.
Middle Pre-speaking: vocabulary work Learners write Individual PPP
25 min Step 1. teacher monitors their plural form of avaluation
work and explains the rule if each word on the
necessary. board.

Step 2. Learners should Mutual

They use their own experience or tell about life in avaluation
background knowledge. the farm.
Differentiation: for less able Learners make a
learners teacher may prepare plan of their
useful language or a model description.
answer according to their needs

While – speaking:
FA: learners are given criteria for Learners listen to
peer-assessment. each other and
take some notes.
Post – speaking:
FA: teacher monitors their Learners discuss
discussion and keeps notes of the question: Is
good use of language and life on the farm
common errors. hard? Why? Why
not?
To practise pronunciation of
situational language Learners listen
Play the recording. and repeat
Pay attention to Ss’ chorally and/or
pronunciation and intonation and individually.
correct as necessary.

To listen for specific

information Learners listen
Read the rubric aloud. Play the and follow the
recording. text in their
books and answer
To act out a dialogue
Ask Ss to work in pairs, take Learners read out
roles and read out the dialogue. the dialogue in
Monitor the activity around the front of the class.
class and ask some pairs to read
out the dialogue in front of the
class.
End REFLECTION Learners discuss Self-
5 min Teachers opens the slide with their results with assessment
learning and lesson objectives. peers
After that they can share their
experience with the whole group.
Home task: to write an assay
 about farm’s life
Saying goodbye

LESSON 36 School:
Unit 3: Our Countryside
Date: Teacher name:
Grade: 6 Number present: Number absent:
Theme of the lesson: Researching and presenting a labelled map of information
about our country (This relates to Geography and Computer
Science)
Learning objectives 6.1.10.1 use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
6.3.2.1 ask simple questions to get information about a growing
range of general topics
6.3.3.1 give an opinion at sentence level on a limited range of
general and curricular topics
6.3.8.1 recount some extended stories and events on a limited
range of general and curricular topics
Lesson objectives All learners will be able to:
Answer 1-2 questions about the picture with support
Annotate the text and complete the table 80 % correctly
Most learners will be able to:
Answer 3 questions about the picture with support
Annotate the text and complete the table 90 % correctly
Some learners will be able to:
Answer 3 questions about the picture independently
Annotate the text and complete the table 100 % correctly
Previous learning Learning about the fauna of Kazakhstan
Plan
Planned Planned activities Learners’ Evaluation Resource
timings activities s
Begining Organisation moment: Learners Verbal
10 min Introduction of Learning and Lesson discuss the evaluation
Objectives questions in
Warm-up: pairs.
Teacher demonstrates the picture of
village. Then teacher asks learners
some questions about it.
Differentiation: less able learners are
provided with useful language
according to their needs.
Middle Pre-reading: vocabulary work Learners Individual
25 min Teacher provides learners with the text. scan it for avaluation
Differentiation: unfamiliar
 1) Less able learners may ask their words. They
peers about the meaning of unknown should
words. underline/
2) teacher may provide learners with highlight
additional time to work with a them.
dictionary. Learners
While – reading: text annotation read the text
and
Teacher introduces the criteria. complete the
Learners work independently. They table
read the text and annotate it in the
following way:
_____ activities to do in the village
_____ places in the village
_____ emotions and feelings of people
After that they complete the table in the
appendix 3.
Scaffolding: if it is the first time for
learners to annotate the text, teacher
should show how to do it.
FA: learners are given keys for peer-
assessment. Learners
retell the
Post – reading: retelling the text text as a
OR learners work in a group of 3 Chain
people: the 1st learner tells about recounting: Mutual
activities to do in the village; the 2nd avaluation
one learner
learner’s task is to tell about places in – one
the village; the 3rd learner tells about sentence.
emotions and feelings of people.
Learners are recommended to ask
questions to their peers to help them in
retelling the text. They have to answer
the question: Do you want to live in this
village? Why? Why not?
FA: teacher monitors retelling and
takes notes of good use of language as
well as errors.
Differentiation: 1) teacher gives time
for creating a plan.
2) less able learners can use their
annotation notes.
End REFLECTION Learners Self-
5 min ‘suitcase’ – I know the material; ‘meat stick the assessment
grinder’- I need to repeat the material. smiles to the
Students answer the concept questions: column and
What did you take from the lesson? answer the
What tasks were interesting to do? concept
What were the problems? questions
 Were the criteria of the lesson realized?
Home task: To prepare a quiz on the
world’s oceans . Look up information
on the Internet using the key word
‘oceans’ in the search bar or in
encyclopaedias, atlases or other
reference books.
Saying goodbye

LESSON 37 School-lyceum №36 after A. Tazhibayeva

Unit 3: Our Countryside
Date: Teacher`s name: Ybrayeva A
Grade: 6 B Number present: Number absent:
Theme of the lesson: World of wonder
SA 1
Learning objectives 6.2.5.1- understand most specific information and detail of
supported, extended talk on a range general and curricular topics
6.3.3.1- give an opinion at sentence and discourse level on an
increasing range of general and curricular topics;
6.3.8.1- recount some extended stories and events on a limited
range of general and curricular topics
Lesson objectives Identify the main ideas in extended talk with some support
Provide a point of view in conversations and discussions
Retell extended stories and episodes on a given topic
Previous learning Researching and presenting a labelled map of information
about our country. Life in the countryside
Value links Be active, be responsible, be kind
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Beginin Organisation moment: Verbal PPP
g Introduction of Learning and evaluation
5 min Lesson Objectives Appendix 1
Warm-up: Learners get
Optional: teacher may organize the hand out
competition. with Unit
FA: teacher monitors learners’ ABC. They
work and clarifies meaning and have to fill it
pronunciation. in.
Middle Speaking Learners create Mutual Ideas of
10 min Teacher presents the idea of the their concept avaluation concept map
concept map. Teacher gives map to reflect https://
learners time to create their concept what they americaneng
map to reflect what they learned in learned in the lish.state.go
the unit. Then learners go around to unit v/files/ae/
study their peers maps. Teacher resource_fil
 may ask them to comment on es/
stickers. etf_54_2_pg
FA: teacher monitors learners’ 20-26.pdf
work.
Differentiation: individual support
for less able learners.
FA LISTENING Learners listen Individual Worksheets
20 min Task 1.Teacher reads story twice. to the story avaluation
The chicken and the duck were friends. and choose the
They lived on a farm. They walked correct option.
around together. They swam in the pond
together. They talked about many things.
They talked about the cat. They thought
the cat was tricky. They thought the cat
was dangerous. The cat looked at them a
lot. They didn't trust the cat. "We must
always keep our eyes open when the cat is
around," they both agreed.
They talked about the dog. The dog was
very friendly. The dog wanted to play.
The dog had lots of energy. It barked a
lot. It ran around a lot. They both liked the
dog.
They talked about the farmer. The farmer
brought them food. The farmer took care
of them. The farmer took care of all the
animals. He fed the cow. He fed the pig.
He fed the goat. He fed the sheep. He fed
the rabbit. They liked the farmer. He took
good care of everyone. He was a nice
man. "Farmers are good," said the
chicken. "We need farmers," said the
duck.
Example: The chicken and the duck were
friends/enemies.
The speaker tells the story about farm
friends/ city friends.
The speaker says that the cat is a good
animal/a bad animal.
The speaker is sure that the dog is
friendly/ angry. Learners
complete the
Task 2. Listen to the second time and sentences
complete the sentences.
In the beginning the chicken and the duck
are speaking about the___.
The second animal they speak about
the__.
At the end of the story they speak about Learners gets a
the__. picture and
describes it
SPEAKING
Look at the picture. You have 1 minute to
prepare.
What can you see on the picture?
 Is it a city or a country?
How many animals can you see on the
farm?
Can you name some animals?
What do people do in villages?
Do you want to live in a village? Why? /
Why not?
End REFLECTION Learners Self-
5 min Teacher opens the slide with discuss their assessment
learning and lesson objectives. results with
Home task: to repeat the grammar peers.
themes
Saying goodbye

LESSON 38 School:
Unit 3: Our Countryside
Date: Teacher name:
Grade: 6 Number present: Number absent:
Theme of the lesson: Unit revision

Learning objectives 6.2.5.1- understand most specific information and detail of

supported, extended talk on a range general and curricular topics
6.3.3.1- give an opinion at sentence and discourse level on an
increasing range of general and curricular topics;
6.3.8.1- recount some extended stories and events on a limited
range of general and curricular topics
Lesson objectives All learners will be able to:
Fill in some words in the tables;
Tell some information on the given topic.
Most learners will be able to:
Fill in most words in the tables;
Tell most information on the given topic.
Some learners will be able to:
Fill in all words in the tables;
Tell detailed information on the given topic.
Previous learning Unit revision
SA 1
Plan
Planned Planned activities Learners’ Evaluation Resource
timings activities s
Beginin Organisation moment:
g Introduction of Learning and Lesson Learners PPP slides
Verbal
5 min Objectives discuss their evaluation 1-2
Warm-up ideas and fill
Then ideas are compared with another in the table. Appendix
pair. They try to 1
FA: teacher monitors learners’ work revise
 and clarifies meaning and vocabulary
pronunciation. on topic.
Middle Vocabulary work
30 min Step 1 (presentation): teacher explains PPP slide
the rule of Verbs followed by ‘ing’ or 3
by ‘to + infinitive’. Some of the
sentences are modeled at the board with
detailed explanation.
Step 2 (guided practice): Teacher Learners Individual
presents pictures with camping write avaluation PPP slide
vocabulary. sentences 4
Optional: teacher provides learners with using the
handout 1. They work on the paper. given words
Step 3: (independed practice) The and verbs.
number can be limited or not. Learners
Differentiation: less able learners are compose their
provided with support according to own
their needs. More able learners can sentences.
write logically connected sentences like
a text.
FA: Teacher monitors learners’ work.
Mutual
Tell your neighbor Learners avaluation
Teacher presents a mini topic which should ‘tell
was covered in the unit. Teacher asks a their
question/ or gives a topic, provides neighbors’ as
thinking time and then asks learners to a means of
tell their neighbor their thoughts. articulating
their
Personalise the topic and talk and thoughts.
write about a local place of natural Verbal
beauty evaluation
Ask Ss to think of a place of natural Learners talk
beauty in Ss’ own country they are and write
familiar with. about a local
Allow Ss two or three minutes to make place of
notes under the headings. natural
Allow Ss a further five minutes to use beauty
their answers to write a short paragraph
about the place.
Ask various Ss to read out their piece of
writing to the class.
Mutual
avaluation
Unit feedback
Learners work in pairs, reflect on Unit
and discuss the following questions:
•What skills have you practiced?
•What new knowledge have you
 gained?
•What was challenging for you?
•What was easy?
End Reflection Learners get Self- PPP slide
5 min “The Bullet Point” technique the sticky assessment 5
-Learners get the sticky papers, write papers, write
their names on them, go to the board their names
and stick the paper on one of the four on them, go
areas: to the board
-Participated actively; and stick the
-It was interesting; paper on one
-Everything was clear; of the four
-I have learned something new. areas
Home task: to write an assay about
your favourite places in your nativeland
Saying goodbye

LESSON 39 School:
Unit 4: Drama and Comedy
Date: Teacher name:
Grade: 6 Number present: Number absent:
Theme of the lesson: TV programmes, films and cartoons

Learning objectives 6.4.3.1- understand the detail of an argument on a limited range

of familiar general and curricular topics, including some extended
texts
6.1.9.1 - use imagination to express thoughts, ideas, experiences
and feelings;
6.1.6.1 organize and present information clearly to others
6.3.7.1 use appropriate subject-specific vocabulary and syntax to
talk about a limited range of general topics, and some curricular
topics
Lesson objectives All learners will be able:
talk about programmes, films and cartoons genres they
like/dislike with more support
use some new phrases in their speech
ask questions and interact with their partners with more support
Most learners will be able:
talk about programmes, films and cartoons genres they
like/dislike with some support
use new phrases in their speech appropriately
ask questions and interact with their partners with some support
Some learners will be able:
talk about programmes, films and cartoons genres they
like/dislike without support
use less frequent phrases in their speech make correct questions
and interact with their partners creatively
Previous learning Unit revision
Plan
Planned Planned activities Learners’ activities Evaluation Resource
timings s
Begining Introducing of learning and Learners compare Verbal https://
5 min lesson objectives their answers with evaluation www.yout
Warm-up peers and check as ube.com/
Learners watch the video shown a group. watch?
by the teacher and try to v=HVNY
memorize types of movies. c0OiHfs
They write them down.
Middle Vocabulary work Learners do the task Individual Appendix
30 min Teacher asks to match the avaluation 1
photos with the types of PPP
programmes, films and
cartoons. Learners should use
Pre-speaking phrases:
Learners work in pairs. Invite I`m a big fan of....
learners to tell about the I really like....
....are OK
programmes, films and
I prefer …to …
cartoons they like and why.

Speaking Learners think

Teacher asks to make notes about the points
about a programmes, films and below and use the
cartoons that they really liked adjectives:
and they hated. The story
Differentiation: less able The acting
learners could be provided with The images/special
a list of adjectives and models effects
of sentence structures. The music

(Peer assessment)
- Tell about TV programmes in Then learners have PPP slide
your life. Answer the following to tell their partner 6
questions. about the TV
 What type of programme programmes.
is it?
 What is it about?
 What are the characters
like?
 What do they do?
 Why do you watch/ like
it?
They use learned words and
phrases in their speech
They talk about TV
 programmes they like and/or
dislike
They cover all the points in the
task
Learners should Mutual
Post - speaking write names of their avaluation
Teacher prepares a short quiz classmates to match
using information from learners information.
speaking. Teacher asks
questions like: Who likes to
watch sports on TV?
End Feedback Learners talk about Self- PPP slide
5 min Home task: draw a picture to what they can do assessment 7
your like cartoon, film or TV after the lesson.
program and then write about it
Saying goodbye

LESSON 40 School:
Unit 4: Drama and Comedy
Date: Teacher name:
Grade: 6 Number present: Number absent:
Theme of the lesson: TV programmes, films and cartoons

Learning objectives 6.4.2.1- understand independently specific information and detail in

short, simple texts on a limited range of general and curricular topics
6.1.6.1 - organise and present information clearly to others;
6.3.8.1 - recount some extended stories and events on a limited range
of general and curricular topics
6.3.5.1 - keep interaction going in longer exchanges on a range of
general and curricular topics;
6.2.5.1- understand most specific information and detail of supported,
extended talk on a range general and curricular topics
Lesson objectives All learners will be able to:
To read for gist and specific information, to learn literary elements, to
summarise a text, to act out an excerpt, to write a new ending for
story
Most learners will be able to:
To read for gist and specific information, to learn literary elements, to
summarise a text, to act out an excerpt, to write a new ending for
story
Some learners will be able to:
To read for gist and specific information, to learn literary elements, to
summarise a text, to act out an excerpt, to write a new ending for
story
Previous learning TV programmes, films and cartoons
Plan
Planned Planned activities Learners’ activities Evaluation Resources
timings
Beginin Organisation moment: Learner A chooses a Verbal
g Introduction of Learning and letter from their box. evaluation
5 min Lesson Objectives Learner B then says
an adjective OR
Warm-up: movie type
Work in pairs. The winner is beginning with that
the first person to get a correct letter. Then, swap
line. roles.
Middle To talk about types of films; Ss discuss their Mutual
30 min to practise using adjectives favourite types of avaluation
Explain the task and read out films in pairs
the example. following the
example dialogue.
To read for specific
information Ss read the text again
Allow Ss two minutes to read and answer the Individual
questions. avaluation
the text again and answer the
questions.
To consolidate new vocabulary
through synonyms Draw Ss'
attention to the words in bold
in the text and give Ss time to
match them to the synonymous
words/phrases in the list.
Check Ss' answers around the
class.
Ss answer the
To consolidate questions
comprehension of a text
Read the questions aloud and
give Ss time to look through
the text again and formulate
their answers. Ask various Ss
around the class to share their
answers with the rest of the
class. Ss read the text again
and list the main
To present literary elements events in order
Ask Ss to read the definitions.
Then give Ss time to read the
excerpt again and then answer
the questions.
Elicit answers from Ss around
the class. Ss discuss in pairs
what they think will
To act out a scene
 Divide the class into groups happen next.
and have them act out the
scene from the excerpt using
their own words.
To predict the next events in a
story
Then ask some pairs to tell the
class their ideas.
To listen for specific
information
Play the recording for Ss to
listen and check their
answers to Ex. 9, and see what
happens to Oliver
Twist.
End Reflection Learners complete ‘I Self-
5 min They can share their can’ sentence. assessment
experience in pairs or with the
whole group.Home task: to
write an alternative ending to
the story
Saying goodbye

LESSON 41 School:
Unit 4: Drama and Comedy
Date: Teacher name:
Grade: 6 Number present: Number absent:
Theme of the lesson: Role-playing and drama

Learning objectives 6.2.5.1 understand most specific information and detail of

supported, extended talk on a range general and curricular topics
6.5.8.1- spell most high-frequency vocabulary accurately for a
limited range of familiar general topics and some curricular topics
6.6.12.1 - use an increased variety of adverbs, including adverbs
of degree too, not enough, quite, rather on a growing range of
familiar general and curricular topics;
Lesson objectives All learners will be able to:
To read for specific information, to give a presentation on two
writers, to write about writer in your country, to learn about
rhymes, to draw picture
Most learners will be able to:
To read for specific information, to give a presentation on two
writers, to write about writer in your country, to learn about
rhymes, to draw picture
Some learners will be able to:
To read for specific information, to give a presentation on two
writers, to write about writer in your country, to learn about
 rhymes, to draw picture
Previous learning TV programmes, films and cartoons
Plan
Planned Planned activities Learners’ Evaluation Resource
timings activities s
Begining INTRODUCING THE LEARNING
5 min AND LESSON OBJECTIVES Learners Verbal PPP
evaluation
Lead-in answer
Teacher shows a picture of Shakespeare
and asks learners what they know about
him.
Middle Pre –listening Appendix
30 min They work with their peers, and then Learners fill Individual
they compare their answers as a whole the table avaluation http://
group. with learnengli
Differentiation: teacher may provide vocabulary. shkids.brit
additional time for work with a dictionary ishcouncil
Listening Learners .org/en/
Learners watch the story two times and watch the short-
they have to complete two tasks: to put story and stories/
the sentences in the right order and complete hamlet
multiple choice questions. two tasks
Differentiation: individual support for more
struggling learners.

Post – listening:
Learners discuss the following Learners
questions in their groups: discuss the
Which famous writers do you know? questions
Tell about a famous writer from your
country.

To listen and read for specific Learners

information, to make notes from a listen and
text read the
Play the recording. Write the table on texts, and
the board and complete it with the complete the
class. table

To write a text about a writer from Learners

your country research
Explain the task and ask Ss to copy the information
headings into their notebooks. Then about a
give Ss time to research information writer from
about a writer from their country and their country
make notes under the headings. Tell Ss and make
to use their notes to write a short text notes under
the headings
 and pay attention to correct spelling.
Ask various Ss to present the writer to
the class. Learners
listen the
To predict the content of a text text and find
Direct Ss’ attention to the title and the out the
picture and elicit what the poem can be answer to
about. Play the recording. the question

To read for specific information

Give Ss time to read the poem again
and then answer the questions.
End Feedback Learners Self-
5 min Teacher opens the slide with learning discuss their assessment
and lesson objectives. After that they results with
can share their experience with the peers.
whole group.
Home task: To draw a picture
Point out that the poem is divided into
four parts and explain that each part is a
verse.
Then explain the task and give Ss time
to complete it.
Saying goodbye

LESSON 42 School:
Unit 4: Drama and Comedy
Date: Teacher name:
Grade: 6 Number present: Number absent:
Theme of the lesson: Role-playing and drama

Learning objectives 6.5.3.1- write with some support about personal feelings and opinions
on a limited range of familiar general and curricular topics;
6.2.5.1- understand most specific information and detail of supported,
extended talk on a range general and curricular topics
6.3.7.1 - use appropriate subject-specific vocabulary and syntax to
talk about a limited range of general topics, and some curricular
topics;
6.3.2.1 - ask simple questions to get information about a growing
range of general topics;
6.3.6.1 communicate meaning clearly at sentence level during, pair,
group and whole class exchanges
Lesson objectives All learners will be able to:
To read for specific information, to talk about different types of
films, to listen for specific information, to decide on a film to watch,
to write an email
Most learners will be able to:
 To read for specific information, to talk about different types of
films, to listen for specific information, to decide on a film to watch,
to write an email
Some learners will be able to:
To read for specific information, to talk about different types of
films, to listen for specific information, to decide on a film to watch,
to write an email
Previous learning Role-playing and drama
Plan
Planned Planned activities Learners’ Evaluation Resource
timings activities s
Begining Introducing the learning and lesson PPP
5 min objectives
Warm Up
Teacher shows a number of pictures Learners
and asks learners to guess the topic of guess
the lesson. Teacher gives hints if
necessary.
Middle Pre –listening Learners fill Mutual Appendix
30 min Students work individually, then they the table with avaluation 1
compare their answers with peers and vocabulary http://
as a whole group. that comes learnengli
Differentiation: teacher may provide from the shkids.brit
additional time for work with a dictionary listening. ishcouncil
Listening Learners .org/en/
Task 1: students put the events in the watch the Individual short-
right order.(Teacher may cut cards story and avaluation stories/
out). follow romeo-
Task 2: True/ False task through these and-juliet
Task 3: Write and draw exercises.
Differentiation: Some students may be
provided with the script of the story.
FA: teacher manages and monitors
learners’ work and keeps reflective
notes about learners’ performance and
learning gaps.

Post – listening:
Learners discuss in the group why Learners
Verbal
Romeo and Juliet is drama. discuss evaluation

True or false sentences

Watch the story. Circle true or false Learners
for these sentences. watch the Individual
a. The Capulet family and the Montague story and avaluation
family don’t like each other. circle true or
b. Romeo meets Juliet at a Montague party. false for these
c. Romeo and Juliet get married in secret. sentences
 d. Tybalt kills Mercutio, then Romeo kills
Juliet.
e. The Prince of Verona is very happy and
sends Romeo away.
f. Friar Lawrence gives Juliet a drink to
make her sleep.
g. Friar Lawrence sends Romeo a letter to
tell him the plan.
h. Romeo buys a knife and goes to see
Juliet.
i. Romeo and Juliet kill themselves.
j. The Prince of Verona tells the families
what happened.
End Feedback Learners Self-
5 min Teacher opens the slide with learning discuss their assessment
and lesson objectives. After that they results with
can share their experience with the peers.
whole group.
Home task: Write and draw! Imagine
the Montagues and the Capulets have
a party together to celebrate the end of
their fighting. At the party Mrs
Montague and Mr Capulet say sorry
to each other. Draw a picture and
write their conversation!
Saying goodbye

LESSON 43 School:
Unit 4: Drama and Comedy
Date: Teacher name:
Grade: 6 Number present: Number absent:
Theme of the lesson: Making a poster about favourite film (by Shakespeare)

Learning objectives 6.4.2.1- understand independently specific information and detail in

short, simple texts on a limited range of general and curricular topics
6.1.10.1 - use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
6.5.8.1- spell most high-frequency vocabulary accurately for a limited
range of familiar general topics and some curricular topics
6.2.5.1- understand most specific information and detail of supported,
extended talk on a range general and curricular topics
6.1.3.1 - respect differing points of view;
Lesson objectives All learners will be able to:
To read for sequence of events, to listen for specific information and
ideas, to write a story
Most learners will be able to:
To read for sequence of events, to listen for specific information and
ideas, to write a story
 Some learners will be able to:
To read for sequence of events, to listen for specific information and
ideas, to write a story
Previous learning Role-playing and drama
Plan
Planned Planned activities Learners’ Evaluation Resource
timings activities s
Begining INTRODUCING THE LEARNING Learners Verbal PPP
5 min AND LESSON OBJECTIVES answer evaluation
Lead-in
Teacher shows a picture of
Shakespeare and asks learners what
they know about him.
Middle Pre –listening Learners fill Appendix
30 min They work with their peers, and then the table with Individual 1
they compare their answers as a whole vocabulary. avaluation
group. http://
Differentiation: teacher may provide learnengli
additional time for work with a dictionary shkids.brit
ishcouncil
Listening Learners Mutual .org/en/
Learners watch the story two times watch the avaluation short-
and they have to complete two tasks: story and stories/
complete two hamlet
to put the sentences in the right order tasks
and multiple choice questions.
Differentiation: individual support for more
struggling learners.

Post – listening:
Learners Verbal
Learners discuss the following evaluation
questions in their groups: discuss the
Which famous writers do you know? questions
Tell about a famous writer from your
country.

What’s the order?

Hamlet asks some actors to perform a
play showing a king poisoned like Learners Individual
Hamlet’s father. watch the avaluation
Hamlet and Laertes cut each other story and put
with the poisoned sword. the sentences
Hamlet’s father dies and his mother in order.
gets married again to Claudius.
Claudius and Laertes make a plan to
kill Hamlet.
The ghost of Hamlet’s father tells
Hamlet that Claudius killed him.
Hamlet kills Claudius with the
 poisoned sword and the poisoned
drink.
Claudius runs away from the play so
Hamlet knows that Claudius killed his
father.
Hamlet’s mother drinks the poisoned
drink.

Think about it!

What do you think? Do you feel sorry
for Hamlet? Did he do the right
thing?
Did he wait too long to punish
Claudius?
End Feedback an apple - Self-
5 min The results of the lesson can be everything assessment
summed up on the "Tree of Success". worked out,
After the lesson, the children attach a the flower -
fruit, a flower or a leaf to the tree (a worked well,
poster is drawn) but
something
Home task: Write and draw. Imagine did not quite
you see a ghost one day! What does work out, the
the ghost say to you? Draw a picture leaflet -did
and write about it! not work
Saying goodbye today, but I
do not despair

LESSON 44 School:
Unit 4: Drama and Comedy
Date: Teacher name:
Grade: 6 Number present: Number absent:
Theme of the lesson: Making a poster about favourite film (This relates to Art and
Design and Computer Science)
Learning objectives 6.6.15.1- use common verbs followed by infinitive verb / verb + ing
patterns;use infinitive of purpose on a limited range of familiar
general and curricular topics
6.1.3.1 - respect differing points of view;
6.1.10.1 - use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
6.4.3.1- understand the detail of an argument on a limited range of
familiar general and curricular topics, including some extended texts
6.5.8.1- spell most high-frequency vocabulary accurately for a limited
range of familiar general topics and some curricular topics
Lesson objectives All learners will be able to:
To learn and discuss values, to practise infinitive and -ing forms, to
 do quiz, to write a quiz, to listen and read for gist
Most learners will be able to:
To learn and discuss values, to practise infinitive and -ing forms, to
do quiz, to write a quiz, to listen and read for gist
Some learners will be able to:
To learn and discuss values, to practise infinitive and -ing forms, to
do quiz, to write a quiz, to listen and read for gist
Previous learning Making a poster about favourite film (by Shakespeare)
Plan
Planned Planned activities Learners’ Evaluation Resource
timings activities s
Beginin Org moment: Greeting students. PPP
g Introducing learning and lesson
5 min objectives.
Lead-in
Learners discuss the following questions: Learners Verbal
Do you like to go to the cinema? discuss the evaluation
How often do you go to the cinema? questions
What genre do you usually watch?
Middle To talk about a story Learners Appendix
30 min Explain the task and ask various Ss talk about a 1
around the class to tell the rest of the story.
class about a film they have seen.
To test knowledge learnt in this Learners Individual
module/to do a quiz read the avaluation
Explain the task. Allow Ss some time to questions
read the questions and decide if each and decide if
statement is true or false. each
Alternatively, you may allow Ss to statement is
review the module and find the relevant true or false
information to mark the sentences
correctly.
True or false?
a. Hamlet’s mother gets married to his father’s Learners Mutual
brother, Claudius. avaluation
discuss the
b. Hamlet sees the ghost of his friend.
c. The ghost says that Claudius killed him with questions
a knife.
d. Hamlet is confused and doesn’t know what
to do.
e. When Claudius watches the play he is very
happy.
f. Hamlet knows that Claudius killed his father.
g. Claudius and Laertes want to kill Hamlet.
h. Hamlet and Laertes dance.
i. Hamlet’s mother sleeps from the poisoned
drink.
j. Finally, Hamlet knows he must stop
Claudius.
Learners Individual
 To consolidate vocabulary learnt in write a quiz avaluation
the module/to write a quiz
Explain the task and allow Ss time to
work in pairs, look through the module
and think of quiz questions.
Tell Ss they can use the quiz in the
previous task as a model. Offer an
example (Shakespeare wrote
Hamlet. [T])
While – making Learners Verbal
Learners make a poster about favourite make a evaluation
film Differentiation: Teacher’s support poster about
individually for more struggling learners. favourite
FA: learners exchange their work for film
peer assessment. Learners tell
Post - making
Learners should tell about their works.
End Reflection “The Bullet Point” technique Learners get Self-
5 min -Learners get the sticky papers, write the sticky assessment
their names on them, go to the board and papers, write
stick the paper on one of the four areas: their names
-Participated actively; on them
-It was interesting;
-Everything was clear;
-I have learned something new.
Home task: to finish your poster about
favourite film
Saying goodbye

LESSON 45 School:
Unit 4: Drama and Comedy
Date: Teacher name:
Grade: 6 Number present: Number absent:
Theme of the lesson: Creating a cartoon strip (This relates to Art and Design and
Computer Science)
Learning objectives 6.4.2.1 understand independently specific information and detail in
short, simple texts on a limited range of general and curricular topics
Lesson objectives All learners will be able to:
Match names of people with appropriate information with more
support
Most learners will be able to;
Match names of people with appropriate information with some
support
Some learners will be able to:
Match names of people with appropriate information with minimal
support
Previous learning Making a poster about favourite film (This relates to Art and
Design and Computer Science)
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining Org moment: Greeting students. Learners Verbal PPP Slide
5 min Introducing learning and lesson find at least evaluation 1-2
objectives. one person
Lead-in to match the PPP slide 3
Learners are given cards with “Find statement Appendix 1
someone who” task. They have to find
at least one person to match the
statement. Who is the first to complete
activity is a winner.
Middle Pre-reading Learners fill Individual Appendix 2
30 min Learners are given a text. They have the table avaluation
to scan it for the words they do not with
know. They write them down and vocabulary.
look up their meaning.

While – reading Learners Mutual PPP

They should match names of authors read short avaluation
texts about
with the facts from the text. TV
Key answers:
Read the text and match names of Alibek
Learners John
people with facts from the text. read the text Individual
John
John, 12 and match avaluation Lisa
I think TV is a great source of information. I
know my friends don’t like the news, but I names of Lisa
people with Alibek
do. I think it is important to know what is
happening in our world. I also watch facts from
documentaries, especially about wild life. the text
I’m very curious about the way crocodiles,
tigers and snakes live. I always have a lot of
fun watching programmes about elephants or
monkeys.
Lisa, 10
I watch TV but not very often. As a rule I do
it two times a week. I like that I can listen to
my favourite music and watch the singer or
band at the same time. My mum likes these
types of shows too and sometimes we watch
a concert together.
Alibek, 11
I love TV. The first thing I do when I wake
up is to switch it on. My favourite
programme is the cartoon network. I can
watch cartoons every day. I watch TV about
three or four hours a day. My parents do not
like my free time activity And ask me not to
watch TV too often. They think my marks at
 school would be better if I concentrated
more on homework work. I have already
promised my parents to watch less TV every
day.

Who gives the following information:

1. I watch TV every morning.
2. I prefer to watch programmes
about animals.
3. I watch news.
4. I listen to the songs on TV.
5. I share my mother’s interest.
6. I usually watch animated films.

FA: self-assessment. The keys are

displayed on the board.
Learners Verbal
Post - reading discuss the evaluation
Learners discuss the following questions
questions with their peers.
How often do you watch TV?
What do you usually watch? Why?
End Feedback Learners Self-
5 min Teacher shows the slide with LOs provide assessment
again. Learners provide feedback on feedback on
what they have done at the lesson. what they
Home task: to prepare their stories for have done at
presentation for the next lesson the lesson
Saying good-bye

LESSON 46 School:
Unit 4: Drama and Comedy
Date: Teacher name:
Grade: 6 Number present: Number absent:
Theme of the lesson: Learning about narrative Structure

Learning objectives 6.6.15.1- use common verbs followed by infinitive verb / verb + ing
patterns; use infinitive of purpose on a limited range of familiar
general and curricular topics
6.1.10.1 - use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
6.4.3.1- understand the detail of an argument on a limited range of
familiar general and curricular topics, including some extended texts
6.5.8.1- spell most high-frequency vocabulary accurately for a limited
range of familiar general topics and some curricular topics
 6.2.5.1- understand most specific information and detail of supported,
extended talk on a range general and curricular topics
Lesson objectives All learners will be able to:
To learn and discuss values, to practise infinitive and -ing forms, to
do quiz, to write a quiz, to listen and read for gist
Most learners will be able to:
To learn and discuss values, to practise infinitive and -ing forms, to
do quiz, to write a quiz, to listen and read for gist
Some learners will be able to:
To learn and discuss values, to practise infinitive and -ing forms, to
do quiz, to write a quiz, to listen and read for gist
Previous learning Learning about narrative Structure
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining ORGANISATION MOMENT: Learners Verbal
5 min Introduction of Learning and Lesson answer evaluation
Objectives
Warm-up: Teacher demonstrates the
title of the lesson and asks learners to
share ideas what a review is. If it was
taught before teacher may ask about
structure of a review.

To practise the infinitive/-ing form, Learners Individual

to learn about the importance of complete the avaluation
reading sentences
Explain the task and give Ss time to
complete the sentences. Check Ss'
answers.
Middle To read for specific information Learners read Verbal
30 min Give Ss time to read the poem again and answer evaluation
and then answer the questions the questions
To express feelings and give
reasons
Give Ss time to consider their
answers and then elicit answers with
reasons from various Ss around the
class. To identify rhyming words
Elicit the words that rhyme in the
poem from Ss around the class. Learners Mutual
To predict the order of events in a discuss the avaluation
story questions
Explain the task and direct Ss’
attention to the pictures. Ask
questions. How many characters are
there? (3) How do you think they are
 related? (They’re a family.) Where
are they? (By a lake.) What are they
doing there? (They are having a Individual
picnic.) Learners do a avaluation
To test knowledge learnt in this quiz
module/to do a quiz
Explain the task. Allow Ss some time
to read the questions and decide if
each statement is true or false.
Alternatively, you may allow Ss to
review the module and find the
relevant information to mark the
sentences correctly. Check Ss’
answers. Learners
To consolidate vocabulary learnt swap their
in the module/to write a quiz quiz with
Explain the task and allow Ss time to another pair
work in pairs, look through the and do it and
module and think of quiz questions. then report
Tell Ss they can use the quiz in the back to the
previous task as a model. Offer an class.
example (e.g. Shakespeare wrote
Hamlet. [T])
End REFLECTION Learners Self-
5 min To listen and read for gist listen and assessment
Read the question in the rubric aloud follow the
and play the recording. Elicit an song in their
answer to the question in the rubric books.
from Ss around the class.
Home task: to revise grammar theme
and vocabulary
Saying good-bye

LESSON 47 School:
Unit 4: Drama and Comedy
Date: Teacher name:
Grade: 6 Number present: Number absent:
Theme of the lesson: Summative control work for the 2nd term

Learning objectives 6.L6 Deduce meaning from context in supported extended talk on a
range of general and curricular topics
6.R3 Understand the detail of an argument on a limited range of
familiar general and curricular topics, including some extended texts
6.W2 Write with some support about real and imaginary past events,
activities and experiences on a limited range of familiar general
topics and some curricular topics
6.S7 Use appropriate subject-specific vocabulary and syntax to
talk about a limited range of general topics, and some curricular
 topics
Lesson objectives Learners read the text on topic ‘Our Countryside’ and answer the
questions.
Learner should choose one topic. They should write on topics ‘Our
countryside’ or‘Drama and Comedy’.
Learners are provided with some questions to organize a monologue.
They should provide own experience on topics, using appropriate
subject-specific vocabulary.
Previous learning Learning about narrative Structure
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining ORGANIZATION MOMENT
2 min 1.Greeting
2. Lesson objective
SA LISTENING Learners Individual Worksheets
35 min Task 1. Listen to the conversation listen to the avaluation
between Harry and Elizabeth twice. conversation
Mark sentences as True or False. between
A horror movie is scary. Harry and
Harry likes movies about love. Elizabeth
Harry really hates action and twice.
adventure movies. Mark
Fill in the gaps with ONE word. sentences as
Musicals do not sound too __for True or
Harry. False
I heard it's pretty exciting because
nobody can guess who the is. Learners
READING read the text
Task 2. Read the text about Alex’s and circle
hometown. Circle the 3 things Alex
writes about.
Rainy weather in Newquay
Water activities in Newquay
Interesting history of Newquay
Water attraction to visit in Newquay
Tasty meals in Newquay
Location of Newquay in England
Complete the sentences below follow Learners
the sentence structure: complete the
4. Alex likes Newquay because he can sentences
go … 5. While coasteering you should
always take a special instructor with
you because it involves…
WRITING
Task 3. Choose ONE of the topics Learners
below. Follow the tips for writing. write the
Answer all the questions. topic
 Spell topical vocabulary accurately.
Use prepositions of time, location and
direction.
Topic 1. Our countryside
Think about your home place (home town or
village) and write some information about it.
Where do you live? Write about its location.
Do you like this town / village? Why?
What is your favourite place in this town /
village? Where is it located?
What can you do in your home town /
village? Write about some winter or summer
activities and sports.
Topic 2. Drama and comedy
Think about your genre preferences and
write some information about your
experience.
Do you like watching films on the weekdays
or on Sundays? Why? Can you name your
favourite cinema? Where is it located?
How do you usually get to your favourite
cinema? What is your favourite movie? Why
do you like it? Learners
SPEAKING prepare an
Task 4. Choose one of the cards and individual
prepare an individual talk. Provide talk
own experience on topics, using
appropriate subject-specific
vocabulary. You have 1 minute to
prepare and 1-2 minutes to talk.
End REFLECTION Tree of success Learners do Self-
3 min Green leaf - I totally understand the task assessment
Yellow leaf - I understand the lesson
but I need some helps
Red leaf - I don't understand
Home task: to revise grammar themes
Saying goodbye

LESSON 48 School:
Unit 4: Drama and Comedy
Date: Teacher name:
Grade: 6 Number present: Number absent:
Theme of the lesson: Unit revision

Learning objectives 6.3.5.1 keep interaction going in longer exchanges on a range of

general and curricular topics
Lesson objectives All learners will be able to:
Fill in some words in the word search;
Tell some information on the given topic.
 Most learners will be able to:
- Fill in most words in the word search;
- Tell most information on the given topic.
Some learners will be able to:
- Fill in all words in the word search;
- Tell detailed information on the given topic.
Previous learning Summative control work for the 2nd term
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining ORGANISATION MOMENT: PPP slides
5 min Introduction of Learning and Lesson Learners Verbal 1-2
Objectives find evaluation
Warm-up adjectives to Appendix 1
Learners work with the word search. describe
They should find adjectives to films.
describe films.
Middle Category game PPP slide 3
30 min This activity can be used as a review. Learners do Individual http://
The teacher chooses a category (types the task avaluation www.teach
of films, theatre, TV programmes) and ingenglish.
each learner has to say a word that org.uk/
belongs to that category. article/
If a learner doesn't know, he / she quick-
stands up. Then, the teacher chooses revision-
another category the following learner games
starts again. In the following round,
the learner who's standing will have
another chance. If he / she can say a
word that belongs to the new category,
he / she can sit down.
It's a great game for revision and to
get learners tuned into the lesson
topic.

Learners Mutual
To read for structure and order of read for avaluation
events and give a summary of a structure
story and order of
Explain the task and read out the events and
Study Skills box. give a
Allow Ss time to read the text again summary of
and put the events in order and then a story
ask various Ss around the class to give
a
summary of the story.
Ask Ss to use the Word List to look up
 the meanings of the words in the Learners Verbal
Check these words box. listen and evaluation
answer the
To listen for ideas for a story questions in
Go through the plan with Ss. the plan.
Underline the key words.
Explain that these words will help
them do the task. Play the recording Learners Individual
twice if necessary. write a story avaluation

To write a story
Allow Ss time to complete the task in
class. Remind Ss to give their story a
title. Ask various Ss to read out their
stories to the class.
Alternatively, assign as HW and check Learners Mutual
Ss answers in the next lesson. discuss the avaluation
following
Unit feedback questions
Learners work in pairs, reflect on Unit
and discuss the following questions:
• What skills have you practiced?
• What new knowledge have you
gained?
• What was challenging for you?
• What was easy?

End REFLECTION Learners Self-

5 min Teacher opens the slide with learning discuss their assessment
and lesson objectives. After that they results with
can share their experience with the peers.
whole group.
Home task: to revise grammar and
vocabulary
Saying goodbye