Lesson plan for the 6th Grades

Module 9 Lesson 1
Teacher’s name:
Date:
Grade: 6 Number of people present Number of people absent
The Theme of the lesson Transport
Objectives according to the Curriculum 6.C8 develop intercultural awareness through reading and discussion
6.L3 understand an increasing range of unsupported basic questions on general and curricular topics
6.S2 ask simple questions to get information about a limited range of general and curricular topics
6.R4 read and understand with some support a limited range of short fiction and non-fiction texts
understanding of general topics
Objectives of the lesson All learners will be able to:
Most learners will be able to:
• learn vocabulary for transport.
• listen to people talking about means of transport.
• talk about means of transport I use often.
Some learners will be able to:
Evaluation criteria
Level of thinking skills Low order thinking
During the lesson:
The stage Actions of the teacher: Actions of the pupils: Student actions Assessment Resources
of the with special
lesson/timi educational needs
ng
The Greetings (1 min)
beginning The teacher greets students; students respond to students respond to greeting and take students respond to
of the greeting and take their places. their places. greeting and take
lesson/ Hello, boys and girls! How are you? their places.
min
Warm up (4 min)
• Books closed. Ask: Can you name some
means of transport you use every day?
• Put students into small groups and give them
one minute to write a list of means of transport.
• You could make this competitive by telling
students that the group which comes up with
 the most means of transport (and which has
written them down correctly in English) wins.
• Ask a member of each group to read their list
out to the class.

The middle • Books closed. Write transport on the board

of the and elicit the meaning of the word (the
lesson – 35 movement of people or goods from one place
min to another).
• Put the following means of transport on the
board: car, train, aeroplane … Use them to tell
students about any means of transport you use
often and then ask students to tell the class
about any means of transport they use too. Students describe the photos and Students describe the 1 point for each Book, slide
• Ask students to open their books at page 98 answer the questions photos and answer correct answer
and describe the photograph. Elicit sentences the questions
and put them on the board, e.g. A cycle taxi in
a city with a passenger.
• Elicit further examples of means of transport
and then ask students why they think people
use different means of transport and on what
occasions. Students work in pairs and answer Students work in 1 point for each Book, slide
• Put students into pairs and give them a couple the questions pairs and answer the correct answer
of minutes to answer the three questions. questions
• Check answers.
• Tell students that the theme of Unit 9 is
means of transport.

1 CD 2.30 Students work with photos and do Students work with 1 point for each Book, audio
Ask students to open their books at page 99. matching photos and do correct answer
• Refer students to the photos and the word matching
box.
• Put students into pairs to match the words
with the photos.
• Play the recording for students to listen, check
their answers and repeat the words.
• Encourage students to learn, as a part of their
homework,
each new set of vocabulary introduced in the
Student’s Book. They can do this by writing
translations and definitions of the words,
covering up the word in English, and testing
themselves to see what they can remember

Word stress Students work in pairs and complete Students work in 1 point for each Book, audio
1 • Explain that words of more than one the table pairs and complete correct answer
syllable carry the main stress on one of those the table
syllables. Weaker students
• Ask students to open their books at page 113. work with stronger
• Refer students to the stress patterns. students
• Put students into pairs and ask them to
complete the table with the words on page 113.
2 Play the recording for students to listen,
check their answers and repeat the words. Students complete the task and check Students complete 1 point for each Book, slide
the answers the task and check correct answer
2 • Tell students that they are going to complete the answers
the sentences with the words in the box in
Exercise 1.
• Encourage students to underline words in the
sentences that can help them make their choice.
• Check answers with the class. Students follow the instructions and
play a game
• Play Pictionary to practise the transport words
in Exercise 1.
• See Games Bank on page 29. Students mark statements true/false Students mark Students evaluate
and check answers statements true/false each other
3 • Give students a few minutes to write two and check answers
true sentences and two false sentences with
words from Exercise 1. These sentences can be
about a friend or a family member.
• If students can include means of transport that
aren’t in Exercise 1, they can add those things
to their list.
 4 • Put students into pairs to compare the Students guess the correct answer Students guess the
sentences they wrote in Exercise 3. correct answer
• Students can guess which are true and which
are false.
• Ask some students to tell the class something
they found out about their partner.
• To extend the work on this vocabulary, you
could ask students to turn to the Vocabulary
bank on page 129 and complete the exercises
for Transport.
The end of Homework (5 min)
the lesson – Set Exercises 1, 2, 3 and 4 on page 75 of the
5 min Workbook for homework.
You could also ask students to do some
research at home and in school and find out
which are the
most common means of transport in their area.
Students can share what they find out with a
partner at the beginning of the next lesson.
Module 9 Lesson 2
Teacher’s name:
Date:
Grade: 6 Number of people present Number of people absent
The Theme of the lesson A city for cyclist
Objectives according to the Curriculum 6.S1 provide basic information about themselves and others at sentence level on an increasing range of
general topics
6.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular
topics
Objectives of the lesson All learners will be able to:
Most learners will be able to:
• read an article about Amsterdam.
• learn nouns with the suffix -ist.
• talk about similarities and differences of my town compared to other towns.
Some learners will be able to:
Evaluation criteria
Level of thinking skills Low order thinking
During the lesson:
The stage Actions of the teacher: Actions of the pupils: Student actions Assessment Resources
of the with special
lesson/timi educational needs
ng
The Greetings (1 min)
beginning The teacher greets students; students respond to students respond to greeting and take students respond to
of the greeting and take their places. their places. greeting and take
lesson/ Hello, boys and girls! How are you? their places.
min
Warm up (4 min)
• Books closed. Write article on the board and
elicit its meaning (a text in a magazine,
newspaper or on a website, which
informspeople about a person, place or event.
• Ask: Do you ever read articles?
The middle 1 • Ask students to open their books at page
of the 100.
lesson – 35 • Students look at the photos and say which city
min they think
this is and what is unusual about it. Students read the article and answer Students read the 1 point for each Book, slide
2 • Ask students to read the article to check the questions article and answer correct answer
their answers to Exercise 1. the questions
• Find out if any students in the class ride a
bike to school
Students work individually and read Students work 1 point for each Book, slide
3 • Give students time to read through the text. They then choose the correct individually and read correct answer
sentences 1–5. Help weaker students by answer the text. They then
guiding them to the part of the text where they choose the correct
will find the information they need to choose answer
the correct answers.
• Ask students to work alone to read the text
again and choose the correct answers.
• Check answers.
• Read out the information in the FACT! Box.
Ask students to guess what percentage of
secondary school students ride bikes to school.
Then ask students what other means of
transport they use to get to school.
Students discuss the statements and Students discuss the Teacher evaluates Book
• Write the following statement on the board: share ideas statements and share and guides
The most efficient way to travel across town is ideas students
by bike.
• Check understanding of efficient (fast and
convenient).
• Elicit phrases used in discussions, e.g. I think,
I agree,I disagree, In my opinion.
• Put students into small groups to discuss the
statement on the board.

4 Students work individually and find Students work 1 point for each Book, slide
• Refer students to the nouns in the text with nouns individually and find correct answer
the suffix -ist. nouns
• Ask students to work alone to find two other
 nouns with the suffix -ist.

• Check answers. Students work with vocabulary and Students work with 1 point for each Book, slide
• To extend the work on this vocabulary, you complete the task vocabulary and correct answer
could ask students to turn to the Vocabulary complete the task
bank on page 129 and complete the exercises
for Explore the suffix - ist.
Students read the sentences and Students read the 1 point for each Book, slide
5 • Ask students to read the underlined words make nouns sentences and make correct answer
in each sentence. nouns
• Put students into pairs to make nouns using
the suffix -ist.
• Check answers.
Students ask and answer the Students ask and Teacher evaluates Book, slide
6 Read out the questions. questions answer the questions and guides
7 • Put students into pairs to ask and answer the students
questions.
• Ask some students to tell the class about
the discussion they had with their partner.
Students watch the video and answer Students watch the Point for each Book, slide,
You can show this video as a follow-up to the the questions video and answer the correct answer video
Reading lesson, on the subject of transport questions
solutions.
CD 9.1 Pizza problems
• Ask: How can technology help us solve
problems?
Elicit students’ answers and then read out the
information about the video.
• Play the video.
• Students watch it and answer the three
questions.
• Check answers.
• Then ask students: What do you think of the
robot the men built?
• See page 143 for further activities you can do
with this video.
The end of Homework (5 min)
the lesson – Set Exercise 6 on page 76 and Exercises 1, 2,3,
5 min 4 and 5 on page 79 of the Workbook for
homework

Module 9 Lesson 3
Teacher’s name:
Date:
Grade: 6 Number of people present Number of people absent
The Theme of the lesson Language focus 1 /Present Simple Passive
Objectives according to the Curriculum 6.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups
6.L1 understand a sequence of supported classroom instructions
Objectives of the lesson All learners will be able to:
Most learners will be able to:
• learn the present simple passive.
• learn past simple passive question forms.
• practise using the present simple passive to talk about holidays.
Some learners will be able to:
Evaluation criteria
Level of thinking skills Low order thinking
During the lesson:
The stage Actions of the teacher: Actions of the pupils: Student actions Assessment Resources
of the with special
lesson/timi educational needs
ng
The Greetings (1 min)
beginning The teacher greets students; students respond to students respond to greeting and take students respond to
of the greeting and take their places. their places. greeting and take
lesson/ Hello, boys and girls! How are you? their places.
min
Warm up (4 min)
• Books closed. Write the following two
sentences on the board:
A: People drive cars to work.
B: Cars are driven to work.
• Ask: What is the difference between the
 sentences? Elicit or introduce the idea that A is
an active sentence and B a passive.
The middle 1 • Ask students to open their books at page Students read the sentences and Students read the 1 Point for each Book, slide
of the 101. complete the task. sentences and correct answer
lesson – 35 • Explain that the gapped sentences in Exercise complete the task.
min 1 are all from the text on page 100.
• Put students into pairs to complete the
sentences.
• Check answers.
• For further information and additional
exercises, students can turn to page 121 of the
Grammar reference section.
Students complete the sentences and Students complete 1 point for each Book, slide
2 • Read out the first sentence as an example. choose the correct words the sentences and correct answer
• Tell students to complete the sentences by choose the correct
choosing the correct word. words
• Students can compare answers in pairs before
you check answers with the class.

3 CD 2.32 Students read the text and complete Students read the 1 point for each Book, slide
• Check that students understand that sentences the correct words text and complete correct answer
2 and 3 are in the passive because neither the the correct words
cars nor the door do the actions of driving or
closing.
• Ask students to read the text and work in pairs
to complete it with the correct words.
• Play the recording for students to check their
answers.
Students read the questions and Students read the 1 point for each Book, slide
Present simple passive questions complete the rule questions and correct answer
4 • Put students into pairs to read the questions complete the rule
and complete the rule.
• Check the answer.
Students make questions and Students make 1 point for each Book, slide
5 • Ask students to work alone to make compare answers questions and correct answer
questions. compare answers
• Students can compare answers in pairs before
 you check answers with the class.
6 • Ask students to work in pairs to answer the
questions.
• Check answers with the class.
The end of Homework (5 min)
the lesson – Set Exercises 1, 2, 3, 4 and 5 on page 76 of the
5 min Workbook for homework
Module 9 Lesson 4
Teacher’s name:
Date:
Grade: 6 Number of people present Number of people absent
The Theme of the lesson Listening A Conversation
Objectives according to the Curriculum 6.S1 provide basic information about themselves and others at sentence level on an increasing range of
general topics
6.L4 understand the main points of supported extended talk on a range of general and curricular topics
6.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular
topics
Objectives of the lesson All learners will be able to:
Most learners will be able to:
• listen to a conversation about a photo.
• learn some prepositional verbs and phrasal verbs.
• talk about the things I am interested in, excited about or worried about.
Some learners will be able to:
Evaluation criteria
Level of thinking skills Low order thinking
During the lesson:
The stage Actions of the teacher: Actions of the pupils: Student actions Assessment Resources
of the with special
lesson/timi educational needs
ng
The Greetings (1 min)
beginning The teacher greets students; students respond to students respond to greeting and take students respond to
of the greeting and take their places. their places. greeting and take
lesson/ Hello, boys and girls! How are you? their places.
min
Warm up (4 min)
A conversation
• Books closed. Elicit sightseeing and go
abroad and ask students to name examples of
either in their region or country.
The middle 1 • Ask students to open their books at page Students work in pairs and answer Students work in 1 point for each Book, slide
of the 102. the questions pairs and answer the correct answer
lesson – 35 • Put students into pairs to ask and answer the questions
min question.
• Discuss the answers with the class.

2 CD 2.33 Students listen to recording and Students listen to 1 point for each Book, audio
Tell students they are going to listen to a answer the questions recording and correct answer
conversation. answer the questions
• Play the recording for students to listen and
answer the question in Exercise 1.

3 CD 2.33 Students listen and complete the Students listen and 1 point for each Book, audio
Play the recording again. sentences complete the correct answer
• Students listen and complete the sentences. sentences
• Check answers.

Prepositional and phrasal verbs

4 СD 2.34
Read out the information in the Get it right!
box.
• Test students’ understanding of prepositional Students do matching and answer the Students do 1 point for each Book,
verbs and questions matching and answer correct answer audio, slide
phrasal verbs and how they are inseparable the questions
• Put students into pairs to match the verbs in
bold with their meanings.
• Play the recording. Students listen, check
their answers and repeat. Students work individually and Students work 1 point for each Book, slide
replace the underlined words individually and correct answer
5 • Refer students to the verbs in Exercise 4 and replace the
their meanings. underlined words
• Ask students to work alone to replace the
underlined words.
• Check answers. Students answer the questions and Students answer the 1 point for each Book, slide
compare answers questions and correct answer
6 • Ask students to work alone to answer the compare answers
questions.
• Students can compare answers in pairs
 before you check answers with the class.
7 • Put students into pairs to ask and answer the
questions. Students discuss the ideas and check Students discuss the 1 point for each Book, slide
• Ask some students to tell the class about each other ideas and check each correct answer
the discussion they had with their partner. other
• To extend the work on the vocabulary, you
could ask students to turn to the Vocabulary
bank on page 129 and complete the exercises
for Prepositional and phrasal verbs.
The end of Homework (5 min)
the lesson – Set Exercises 1, 2, 3 and 4 on page 77 of the
5 min Workbook for homework.
Module 9 Lesson 5
Teacher’s name:
Date:
Grade: 6 Number of people present Number of people absent
The Theme of the lesson Language focus 2 /Present Continuous for Future
Objectives according to the Curriculum 6.L1 understand a sequence of supported classroom instructions
6.UE9 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 topic
6.S1 provide basic information about themselves and others at sentence level on an increasing range of
general topics
Objectives of the lesson All learners will be able to:
Most learners will be able to:
• learn the present continuous for future arrangements.
• complete a diary and talk about future arrangements.
Some learners will be able to:
Evaluation criteria
Level of thinking skills Low order thinking
During the lesson:
The stage Actions of the teacher: Actions of the pupils: Student actions Assessment Resources
of the with special
lesson/timi educational needs
ng
The Greetings (1 min)
beginning The teacher greets students; students respond to students respond to greeting and take students respond to
of the greeting and take their places. their places. greeting and take
lesson/ Hello, boys and girls! How are you? their places.
min
Warm up (4 min)
• Books closed. Write the following on the
board: I’m playing tennis tomorrow.
• Elicit the tense used in sentence (Answer: the
present continuous) and then ask students
whether the sentence refers to the present or the
future. Elicit the fact that it refers to the future.
The middle 1 • Ask students to open their books at page
of the 103.
lesson – 35 • Tell students that the example sentences are Students complete the sentences and Students complete 1 point for each Book, slide,
min from the listening on page 102. In order for the check by listening the sentences and correct answer audio
students to complete the sentences, you could check by listening
either play the listening again or write the
words that they will need to fill the gaps on the
board. Once students have completed the
sentences, ask them to answer the question.
• Check answers.
• For further information and additional
exercises, students can turn to page 121 of the
Grammar reference section.

2 CD 2.35
Ask a student to read out the example. Students read examples and complete Students read 1 point for each Book,
• Ask students to work alone to complete the the conversation examples and correct answer audio, slide
conversations with the present continuous. complete the
conversation
Students can write an additional gapped line of Students may write more lines in a Students may write Students evaluate Book, slide
dialogue to two of the conversations in dialogue more lines in a each other
Exercise 2. You can then collect these dialogue
sentences, write them on the board and use
them as further practice with the class.

3 • Read out the two questions and elicit the Students read the questions and Students read the 1 point for each Book, slide
correct answers from the class. Guide weaker answer questions and correct answer
students to the correct answers by asking them answer
to look for time phrases such as next week,
which will indicate which sentences refer to the
future.

Game
• Play The chain game to practise the present Students follow the instructions and Students follow the
continuous for future. play a game instructions and play
• See Games Bank on pages 28–29. a game
 4 • Ask student to look at the photo and say Students complete the task and share Students complete 1 point for each Book, slide
what job they think the young woman does. To ideas the task and share correct answer
help weaker students with this you could put ideas
the following sentence beginning on the board:
I think she’s a/an ….
• Do not confirm or reject students’ ideas at this
point. They will read the text in Exercise 5 to fi
nd out about the woman in the photo.

5 • Ask students to read the text to check their

ideas to Exercise 4.
• Check answer. Students work in
pairs and complete
6 • Put students into pairs and ask them to Students work in pairs and complete the task 1 point for each Book
complete the text in Exercise 5 with the present the task correct answer
continuous form of the verbs in brackets.
• Check answers.
Students follow the
Your turn instructions and
7 • Refer students to the diary and the example Students follow the instructions and complete the task
entry. Students can either copy the diary into complete the task
their notebooks or use one on their
smartphones.
• Ask students to work alone to complete their
diaries for next week using the phrases in the
box or their own ideas.
• Students should only write fi ve activities in
the diary.
• Monitor and help as necessary.
8 • Read out the example question and answer.
• Put students into pairs to talk about their plans
for next week.
• Ask some students to report back to the class
on their partner.
The end of Homework (5 min)
the lesson – Set Exercises 1, 2, 3, 4 and 5 on page 78 of the
5 min Workbook for homework.
Module 9 Lesson 6
Teacher’s name:
Date:
Grade: 6 Number of people present Number of people absent
The Theme of the lesson Discover culture
Objectives according to the Curriculum 6.L4 understand the main points of supported extended talk on a range of general and curricular topics
6.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular
topics
Objectives of the lesson All learners will be able to:
Most learners will be able to:
• watch a video about the calendar system used by the ancient Mayan people of Mexico.
• talk about good days and bad days and whether it is possible to predict either.
Some learners will be able to:
Evaluation criteria
Level of thinking skills Low order thinking
During the lesson:
The stage Actions of the teacher: Actions of the pupils: Student actions Assessment Resources
of the with special
lesson/timi educational needs
ng
The Greetings (1 min)
beginning The teacher greets students; students respond to students respond to greeting and take students respond to
of the greeting and take their places. their places. greeting and take
lesson/ Hello, boys and girls! How are you? their places.
min
Warm up (4 min)
• Books closed. Ask: Do you have a favourite
and a least favourite day of the week?
• Put students into pairs to ask and answer the
question.
Encourage students to give reasons for their
answers, e.g. Sunday is my least favourite day
of the week because it is such a quiet day.
The middle 1 • Ask students to open their books at page Students work with photos and Students work with 1 point for each Book, slide
of the 104 and look at the photos. answer the questions photos and answer correct answer
lesson – 35 • Read out the four questions and then put the questions
min students into pairs to answer them.

2 CD 9.2 Play the first part of the video for Students watch the video and check Students watch the Book, video
students to check their answers to Exercise 1. the answers video and check the
answers
3 DVD 9.2 Play the first part of the video Students work in pairs and answer Students work in 1 point for each Book, slide,
again and then put students into pairs to answer the questions pairs and answer the correct answer video
the two questions. questions
• Check answers.

4 9.2 Give students time to read through the Students watch the complete the text Students watch the 1 point for each Book, video
gapped text. complete the text correct answer
Help weaker students by eliciting or suggesting
the sort of words or numbers that you would
expect to put in each gap.
• Play the next part of the video.
• Students watch and complete the text.
• Students can compare answers in pairs before
you check answers with the class.

5 • Read out the four sentences. Tell students Students order the pictures and Students order the 1 point for each Book, video
that the sentences describe images seen in the compare their answers pictures and correct answer
video. compare their
• Ask students to put the images in the order in answers
which they appear in the video.
• Students can compare their answers in pairs.

6 Put students into pairs to complete the short Students complete the text Students complete 1 point for each Book, slide
text by choosing the correct words. the text correct answer
7 DVD 9.2 Play the video again for students
to check their answers to Exercises 5 and 6.
 8 • Read out the questions.
• Put students into pairs to ask and answer
the questions. Students work in pairs and answer Students work in 1 point for each Book, slide
• Ask some students to report back to the the questions pairs and answer the correct answer
class on the opinions of their partner. questions

The end of Homework (5 min)

the lesson – For homework, ask students to do a survey
5 min among their friends at school to find out what
the most and least popular days of the week
are. Students can share the results of their
survey with the class at the beginning of the
next lesson.
Module 9 Lesson 7
Teacher’s name:
Date:
Grade: 6 Number of people present Number of people absent
The Theme of the lesson Superstitions! Who needs them?
Objectives according to the Curriculum 6.L1 understand a sequence of supported classroom instructions
6.S1 provide basic information about themselves and others at sentence level on an increasing range of
general topics
6.R7 recognize typical features at word, sentence and text level in a limited range of written genres
Objectives of the lesson All learners will be able to:
Most learners will be able to:
• read an article about superstitions.
• learn adjective opposites.
• talk about superstitions in my country
Some learners will be able to:
Evaluation criteria
Level of thinking skills Low order thinking
During the lesson:
The stage Actions of the teacher: Actions of the pupils: Student actions Assessment Resources
of the with special
lesson/timi educational needs
ng
The Greetings (1 min)
beginning The teacher greets students; students respond to students respond to greeting and take students respond to
of the greeting and take their places. their places. greeting and take
lesson/ Hello, boys and girls! How are you? their places.
min
Warm up (4 min)
• Books closed. Check students’ understanding
of the noun superstition (an irrational belief
that something will either bring you good luck
or bad, e.g. Friday the 13th is believed to be an
unlucky day in some countries).
• Elicit or introduce the adjective superstitious.
 • Drill the pronunciation of superstition
/su_p__st__(_)n/ and superstitious
/su_p__st___s/.
The middle 1 • Ask students to open their books at page Students work with pictures and Students work with 1 point for each Slide
of the 105. identify superstitions pictured pictures and identify correct answer
lesson – 35 • Focus attention on the pictures. superstitions
min • Put students into pairs and ask them to pictured
identify the superstitions pictured.
Students listen and read the text and Students listen and 1 point for each Audio, book
2 • Check understanding of the following: answer the questions read the text and correct answer
ladder (noun): a piece of equipment used for answer the questions
climbing up and down something, consisting of
steps between two long lengths of wood, rope
or metal. magpie (noun): a bird with a long tail
and a noisy call.
• Ask students listen to read the text to check
their answers to Exercise 1.
• With the whole class, discuss the question of
whether any of the superstitions referred to in
the article are a feature of life in the students’
country.
Students read the text and mark Students read the 1 point for each Book, slide,
3 • Ask students to read the text again and statements true/false text and mark correct answer audio
work alone to decide whether the sentences are statements true/false
true or false. Tell students to correct the false They then check the answers They then check the
sentences. answers
• Check answers with the class.
• Read out the information in the FACT! box.
Go through
the pronunciation of the word
triskaidekaphobia
/tr_sk__d_k__f__b__/ with the class. Tell
students that
the word comes from the Greek for thirteen,
which is
treiskaideka.
Students work individually and work Students work 1 point for each Book, slide
Explore opposite adjectives with vocabulary individually and correct answer
4 work with
• Refer students to the list of adjectives. Help vocabulary
weaker students by checking they understand Weaker students
the meaning the adjectives in the list. Do this may translate and
by asking questions and eliciting the find the meaning of
appropriate word, e.g. Which adjective adjectives before the
describes someone who wears a scarf when it’s task
cold? (sensible) Which adjective describes
someone who loses their keys and breaks their
computer on the same day? (unlucky)
• Put students into pairs and ask them to match
the adjectives in the list with their opposites
highlighted in the text.
• Check answers.
• To extend the work on the vocabulary, you
could ask
students to turn to the Vocabulary bank on page
129 and complete the exercises for Explore Students work in
opposites. Students work in pairs and check pairs and check each Students evaluate Book, slide
each other other each other
Optional activity
• Ask students to work in pairs (A and B).
• Student A defines an adjective highlighted in
the text or one of the ones in the list in Exercise
4 for their partner to guess.
• Once Student B has guessed the word,
Student A then asks them to name that word’s Students work
opposite. Students work individually and write individually and 1 point for each Book, slide
• Student swap roles until all the adjectives descriptions for their country write descriptions correct answer
have been described. for their country

5 • Ask students to work alone to write brief

descriptions of three common superstitions in Students work in
their country. Students work in pairs and compare pairs and compare 1 point for each Book, slide
• Monitor while students do this. Help with their ideas their idea correct answer
vocabulary as necessary
 6 • Put students into pairs to compare the
superstitions they wrote about in Exercise 5.
Students can tell one another whether they pay
attention to any of the superstitions they wrote
about or whether they ignore them.
• Give students some time to discuss the
question of whether people make their own
luck and then continue the discussion with the
class as a whole.
The end of Homework (5 min)
the lesson – Set Exercise 6 on page 78 of the Workbook for
5 min homework. You could also ask students to find
out about some unusual superstitions from
around the world. Students can look online for
this information. At the beginning of the next
lesson, students share what they found out with
the class
Module 9 Lesson 8
Teacher’s name:
Date:
Grade: 6 Number of people present Number of people absent
The Theme of the lesson Expressing surprise
Objectives according to the Curriculum 6.S1 provide basic information about themselves and others at sentence level on an increasing range of
general topics
6.L4 understand the main points of supported extended talk on a range of general and curricular topics
6.W5 link without support sentences using basic coordinating connectors
Objectives of the lesson All learners will be able to:
Most learners will be able to:
• watch teenagers talking about what they are afraid of.
• listen to two friends talking about a friend who doesn’t like sailing.
• practise expressing surprise.
Some learners will be able to:
Evaluation criteria
Level of thinking skills Low order thinking
During the lesson:
The stage Actions of the teacher: Actions of the pupils: Student actions Assessment Resources
of the with special
lesson/timi educational needs
ng
The Greetings (1 min)
beginning The teacher greets students; students respond to students respond to greeting and take students respond to
of the greeting and take their places. their places. greeting and take
lesson/ Hello, boys and girls! How are you? their places.
min
Warm up (4 min)
• Books closed. Write surprise on the board and
check understanding of the noun: surprise is a
feeling of shock caused by an unexpected
 event.
• Ask students if they know any ways of
expressing surprise in English, e.g. I’m
shocked, I’m surprised, I don’t believe it, I
can’t believe it, No way!
• Write any phrases that students come up with
on the board
The middle Real talk: What are you afraid of?
of the 1DVD 9.3 Ask students to open their books at Students do watching and answer the Students do 1 point for each Book, video
lesson – 35 page 106. questions. watching and answer correct answer
min • Tell students they are going to watch some the questions.
teenagers answering the following question:
What are you afraid of?
• Give students some time to look at the three
questions and then play the video.
• Students work alone to answer the question.
• Students can compare answers in pairs before
you check answers with the class

2 Put students into pairs to ask and answer the Students work in pairs and answer Students work in 1 point for each Book, slide
question. the questions pairs and answer the correct answer
• Ask some students to report back to the class questions. They
on what their partner said. work with stronger
students

3 CD 2.36 Tell students they are going to Students do listening and answer the Students do listening 1 point for each Book, audio
listen to Jack and Rosa talking about their questions and answer the correct answer
friend Mike. questions
• Play the recording for students to listen and
answer the question.
Students work with conversation and Students work with 1 point for each Book, slide
4 • Give students time to look through the complete it with the given words conversation and correct answer
conversation. complete it with the
• Ask students to work alone to complete the given words
conversation with the words in the Useful
language box. Stronger students can try to
complete the conversation without looking at
 the phrases in the box.
• Students can compare answers in pairs.

5 CD 2.36 Play the recording for students to

check their answers to Exercise 4.
• Ask students to pay particular attention to the
intonation used by the speakers on the
recording.
Students work in pairs and act out a Students work in Teacher evaluates
6 Ask students to work in pairs to act out the conversation pairs and act out a and guides
conversation in Exercise 4. They can act it out conversation students
twice, taking a different part each time.
Students make their own dialogue Students make their Students evaluate Book
7 Ask students to work with a partner to and act it out own dialogue and act each other
practise the language for expressing surprise. it out
• Students use the conversation in Exercise 4 as
a model to follow, changing the words in bold
to the information in Situation 1 and Situation
2.
• Encourage students to take their time when
speaking, to think about what they want to say
and how they want to say it.
• Pair stronger students with weaker students to
do this task.
The end of Homework (5 min)
the lesson – For homework, ask students to video English
5 min speaking friends and family members
answering
the question: What are you afraid of? At the
beginning of the next lesson, students can play
their videos to a partner and say whether they
share the fears expressed in the videos.
Module 9 Lesson 9
Teacher’s name:
Date:
Grade: 6 Number of people present Number of people absent
The Theme of the lesson An email to a friend
Objectives according to the Curriculum 6.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups
6.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular
topics
Objectives of the lesson All learners will be able to:
Most learners will be able to:
• read an email about a plans and a problem.
• learn ways of introducing news and explaining things.
• write an email to a friend.
Some learners will be able to:
Evaluation criteria
Level of thinking skills Low order thinking
During the lesson:
The stage Actions of the teacher: Actions of the pupils: Student actions Assessment Resources
of the with special
lesson/timi educational needs
ng
The Greetings (1 min)
beginning The teacher greets students; students respond to students respond to greeting and take students respond to
of the greeting and take their places. their places. greeting and take
lesson/ Hello, boys and girls! How are you? their places.
min
Warm up (4 min)
• Books closed. Ask: Do you ever look for Students work in pairs and answer Students work in 1 point for each
advice online?
 • Put students into pairs to ask and answer the the questions pairs and answer the correct answer
question. questions
• Ask some students to report back to the class
on what their partner said.
The middle 1 • Ask students to open their books at page Students read the text and answer the Students read the 1 point for each Book, slide
of the 107. questions text and answer the correct answer
lesson – 35 • Ask students to read Stefani’s email and say questions
min what she is worried about.
• Check the answer with the class.

Optional activity Students work in groups and give an Students work in Students evaluate Book, slide
• Put students into small groups. advice. groups and give an each other
• Ask students to read Stefani’s email again and advice.
then think of some advice to help her with her
problem.
• Ask one member of each group to report their
group’s advice to the class.
• You can choose the piece of advice you think
is best.
Students put the information in the Students put the 1 point for each Book, slide
2 • Ask students to work in pairs to put the correct order information in the correct answer
information in Stefani’s email in the correct correct order
order.
• Check answers.
Students work individually and Students work 1 point for each Book, slide
3 • Refer students to the Useful language box. answer the questions. individually and correct answer
• Ask students to work alone to find two other answer the
examples of introducing something in Stefani’s questions.
email.
• Students can compare answers in pairs before
you check answers with the class.

4 • Read out the example. Students work individually and use Students work Teacher evaluates Book
• Ask students to work alone rewrite the the phrases in brackets to complete individually and use and guides
remaining sentences using the phrases in the sentences the phrases in students
brackets. Help weaker students by brackets to complete
showing that the phrase in brackets goes at the the sentences
beginning of the sentence and that it is always
followed by is that.
• Check answers with the class

Get writing
PLAN
5 • Students should do their planning in class.
The writing can either be done in class or at Students plan their writing and check Students plan their Teacher guides
home. with teacher writing and check students
• Tell students they are going to write an email with teacher
to a friend which will include their news and
explain a problem they have. Tell students that
the problem should be connected to their news,
e.g. I’m going to play for the school football
team, but I’m worried I won’t be very good.
Students can invent the news and the problem,
if they prefer.
• Give students times to make notes on the
information from Exercise 2 that they will
include in their emails.
WRITE
6 • Tell students to use Stefani’s email as a
model to follow and encourage them to add Students complete the writing task Students complete
extra information to their own emails, e.g. the writing task
mention someone else with the same problem.
• Give students ten minutes to complete the
writing task. Students should write about 120
words.
• Monitor while students are writing. Help with
grammar and vocabulary as necessary.
• Encourage students to produce at least two
drafts of their email. Point out that while email
is considered an informal form of
communication, care should still be taken to
use capitals, punctuation and full sentences.

CHECK
 7 • Give students a few minutes to look through
their emails and check them against the points
here.
• Collect students’ emails and mark them.

Optional activity
• Students swap their emails with a partner and
write a response to their partner’s email.
• Monitor while students do this and help with
vocabulary as necessary
The end of Homework (5 min)
the lesson – Set Exercises 1, 2, 3 and 4 on page 80 and
5 min Exercises 5, 6, 7, 8, 9, 10 and 11 on page 81 of
the Workbook for homework.
You could also ask students to find out whether
their friends or family members have any ‘big
news’. At the beginning of the next lesson,
students can share what they found out with a
partner, e.g. My uncle’s big news is that he’s
moving to Australia.