Unit of a long term plan: Our health Date: 09.01.23. Teacher name: Rabaeva A Grade: 6в Number present: absent: Lesson title Learning objectives

Short term plan: term 3
The theme: Activities in and out of school
Unit of a long term plan: Our health
Date: 09.01.23. Teacher name: Rabaeva A
Grade: 6в Number present: absent:
Lesson title Activities in and out of school

Learning objectives 6.1.9.1 use imagination to express thoughts, ideas, experiences and feelings
6.2.1.1 understand a sequence of supported classroom instructions
6.3.1.1 provide basic information about themselves and others at sentence level on
an increasing range of general topics
Lesson objectives Learners will be able to:
• Learn vocabulary for school and free-time activities.
• Do a general knowledge quiz.
• Learn how to talk about school routines.
• Write sentences about your routines.
Plan
Stages / Teachers actions Students actions Assessment Resources

Time criteria
Organization moment The wish flower” At the

Start 1.Greeting. method helps to start organization CD 1
Ask about the weather. the lesson with good moment T tries
Warm-up to award active
wishes to each other. Pictures
• With books closed, ask students: Ss. «The
What do you usually do at the praise» method
The aim: To develop Ss is used to
weekend? Elicit ideas and write speaking skills and
them on the board. evaluate Ss with
create friendly phrases like: PPT
• Ask: What activities do you do at atmosphere
school? Elicit some ideas and write “Good job!
Efficiency: By telling the Well done!”
them on the board.
Lead - In wishes they show their
appreciations .
Formative
Describe and imagine Assessment
the pictures
Students say different

words from the picture
The School’s Out team is made up

of a blend of different backgrounds Good job!
and specialities to ensure we
deliver the best camp experience to
all children. From qualified Primary
School Teachers to experienced
Sports Coaches, our team is driven
to providing premium holiday
activities.
Main
part Ex: 1 P: 56 Students with photos. Assessment
Point out the full forms of PE and ANSWERS: criteria
ICT. 1 football - Learn
• Ask students to match the words 2 ICT vocabulary for
individually, then compare their 3 maths school and free-
answers in pairs. 4 chess time activities.
• Check answers, and check 5 art
understanding of the remaining Cards
6 science
words in the box. Drill the Descriptor:
7 geography
pronunciation of any unfamiliar 8 drama
- match eight of
words Students do the Test words in the
your knowledge box Student’s
Differentiation: ANSWERS: book
«Verbal support» method is used 1 a
- to help Students use new words in 2 c Peer
the text. 3a assessment:
4c answer key
Ex: 2 P: 56 5b
• In a weaker class, allow students 6 b
to do the quiz in pairs. 7c Assessment Workshets
• If you have time to extend this 8 b
activity, you can let them look up Students criteria:
check the
answers they do not know. meaning of phrases with - Do a general
• Check answers with the class. the words in blue knowledge quiz.
Find out who got the most correct ANSWERS:
answers. 1 Descriptor:
dance/basketball/music/ - do the Test
Ex: 23 P: 56 chess/football practice your knowledge
• Students use their dictionaries to 2
check the meanings. maths/science/history/ge -Make CCQ
• Point out that several ography/French/music/I questions
combinations are possible. CT test
Students must think carefully about Yes / No
3
meaning and make logical maths/science/history/ge
combinations. ography/French/music/I
CT/art homework
4
ICT/PE/drama/maths/sci
ence/history/geography/
French/ dance/art/music
class.
5
maths/science/history/ge
ography/French/art/musi
c/ ICT exam 6
football/basketball match
Home task: Poster
End Ex: 1 P: 40 WB Success
Саттар Ерубаев атындағы жалпы орта білім беретін мектебі
The theme: Reading: School life
Тексерілді: Қ. Байсеитов
Unit of a long term plan: Our health School: By name S. Erubayev
Date: 11.01.23 Teacher name: S. Murataliyeva
Grade: 6 Number present: absent:
Lesson title Reading: School life

Learning objectives 6.3.1.1 provide basic information about themselves and others at sentence level on
6.2.4.1 understand the main points of supported extended talk on a range of general
and curricular topics
6.4.5.1 deduce meaning from context in short texts on a limited range of familiar
general and curricular topics
• Read about life at a boarding school.
• Read for specific information.
• Talk about your school and give your opinion about boarding schools.
Plan

Time criteria

• Write the word boarding school on Ss. «The
the board and elicit or explain that it praise» method
is a school where children also live speaking skills and
during term time. evaluate Ss with
• Ask students if they would like to atmosphere
go to a boarding school. “Good job!
Lead - In
wishes they show their
appreciations .
Formative
the pictures
The school life is the best life. Most Students say different
children enjoy going to school in the
early years of schooling. A man,
who has been the student, knows
what school life is. During their
early primary years, children will
Good job!
learn the basics of reading, writing,
and arithmetic while getting to know
new friends
Main Ex: 1 P: 58
part • Discuss the questions with the Students read the text Assessment
class and write their ideas on the and discuss about Bilim criteria
board. Innovation Lyceums
- Read about life
Background ANSWERS: at a boarding
There are hundreds of boarding Students’ own answers school.
schools in Britain. Most are private,
for which parents pay fees, but Students read about
Cards
there are also a few state boarding Bibit’s school and match Descriptor:
schools. Boarding schools were questions - read the text
declining in popularity, but have and discuss
ANSWERS:
enjoyed a revival following the about Bilim
a2
success of the Harry Potter books Innovation Student’s
b6
and films Lyceums
c1 book
d not used
- Differentiation: e3
«Verbal support» method is used f 7 Peer
to help Students use new words in g 4 assessment:
the text. h5 answer key
Ex: 2 P: 58 Students read the text Workshets

• Ask students to read the text again and answer the Assessment
quickly and count the number of questions
paragraphs (seven).
criteria:
ANSWERS: - Read for
• Then ask them to read through 1 8.30
the questions. Explain that seven of specific
2 Three times a week. information.
these will match the paragraphs. 3 In a break before they
Check students understand the do their homework.
questions. You may need to pre- 4 To the swimming pool.
teach homesick and typical. 5 His two best friends. Descriptor:
• Play the CD. Students listen and 6 Three times a year in - read about
read the holidays. Bibit’s school
Ex: 23 P: 58 and match
• In a weaker class, tell students to questions
underline the parts of the text
where they find the answers.
• Ask students to compare their -Make CCQ
answers in pairs, then check with questions
the class
Yes / No
Home task: Poster

The theme: Language Focus. Can for ability and permission.

Lesson title Language Focus. Can for ability and permission.

Learning objectives 6.6.13.1 use might may could to express possibility on a limited range of familiar
6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a
limited range of general topics
6.5.8.1 spell most high-frequency words accurately for a limited range of general
topics
• Learn the form and use of can for ability and permission.
• Write sentences about your abilities using can.
• Learn how to request, give and refuse permission.
• Practise a dialogue in which you ask for permission.
Plan

Time criteria

• Ask individual students questions Ss. «The
using can, for example: Can you praise» method
swim? Can you play the guitar? speaking skills and
• Ask students to find examples of evaluate Ss with
can in the text on page 50. atmosphere
• Discuss the examples with the “Good job!
class and elicit that we use can to
talk about abilities or permission wishes they show their
Lead - In appreciations .
Formative
the pictures

Good job!
Main Ex: 1 P: 59
part • Ask students to read the Students look at the Assessment
sentences carefully, then answer sentence and answer criteria
the questions. the question
- Learn the form
• Make sure that students ANSWERS: and use of can
understand the meaning, for 1 a and d for ability and
example by asking them to 3 can’t permission.
translate the sentences into their 2 b, c and e
own language Cards
4 No, we don’t.
Descriptor:
Differentiation: Students look at the - look at the
«Verbal support» method is used sentences and write P sentence and
to help Students use new words in (permission) or A answer the Student’s
the text. (ability) question
book
ANSWERS:
- Ex: 2 P: 59 1A
• Students identify the use of can in 2P
the sentences individually. In a Peer
3A
weaker class, check understanding 4P assessment:
by doing the first item together as 5P answer key
an example. 6A Workshets
• Ask students to compare their
answers in pairs before you check Students write Assessment
with the class sentences about your criteria:
ability - Write
Ex: 23 P: 59 ANSWERS:
• Read the example with the class sentences about
Students’ own answers your abilities
and elicit one or two more
examples of sentences using can I can play chess. using can.
for ability. I can speak three
• Go through the ideas in the box languages Descriptor:
and check understanding. In a I can run one killometre -write sentences
stronger class ask students to write about your
more sentences, using their own ability
ideas.
• Students write their sentences -Make CCQ
individually. In a weaker class,
check students’ answers at this
questions
point before they go on to ask and Yes / No
answer.
Home task: Poster

The theme: Food and drink.
Date: 14.01.23 Teacher name: Rabaeva A

Lesson title Food and drink.

6.5.5.1 link without support sentences using basic coordinating connectors
• Learn vocabulary for food and drink.
• Listen to a report about healthy eating in schools.
• Practise extending vocabulary.
Plan

Time criteria

• Ask individual students what they Ss. «The
have for lunch when they are at praise» method
school. speaking skills and
• If there is a school canteen, ask if evaluate Ss with
the meals are healthy. atmosphere
• Ask students if they make an “Good job!
effort to eat healthy food.
appreciations .
Formative
the pictures

Lemonade and summer go hand-in-

hand. This quintessential refreshment
is also the perfect companion for a Good job!
fresh and fruity appetizer like this
strawberry fields salad. For an added
burst of strawberry flavor, try making a
strawberry-lemonade variation (recipe
below)!
Main Ex: 1 P: 60
part • Students work in pairs to match Students match in the Assessment
the words with the pictures. Point photos with words in the criteria
out that not all the words in the box box.
- Learn
are needed. ANSWERS: vocabulary for
• Play the CD for students to check
1 soup 9 ice cream food and drink.
their answers. 2 water 10 fizzy drink
• Check that students understand3 fish 11 chips
the meaning of all the words. Play Descriptor: Cards
4 rice 12 burger
the CD again and get students to5 salad 13 sweets - match in the
repeat. 6 cheese 14 juice photos with
Differentiation: 7 meat 15 sandwiches words in the
«Verbal support» method is used 8 beans 16 crisps box. Student’s
to help Students use new words in . book
the text. Students think of two Peer
- more words to add to assessment:
Ex: 2 P: 60 each group answer key
• Remind students that a useful way ANSWERS:
to learn vocabulary is to put new Students’ own answers
words in groups and list them in
Assessment
their vocabulary notebooks. Workshets
• Check students understand the
criteria:
Students ask and answer - Listen to a
first word in each group. the questions with a report about
• Students copy the word groups partner
and add two more words to each healthy eating in
ANSWERS: schools.
group. They can use dictionaries for Students’ own answers
this. In a stronger class, tell them to Descriptor:
find four more words. - listen to the
Students listen to the programme
Ex: 3 P: 60 programme again and again and
• When students have done the choose the correct choose the
questionnaire, discuss their answers correct answers
responses and ask if they agree ANSWERS:
with the key 1 Some
2 many -Make CCQ
Ex: 5 P: 60 3 There are a lot of
• Explain that students are going to 4 eat questions
listen again for specific information. 5 isn’t much Yes / No
Allow them time to read the
sentences and the multiple choice
options. • Play the CD twice.
Students answer the questions
while they listen.
Home task: Poster
End Ex: 1 P: 42 WB

The theme: Language Focus. Countable and uncountable nouns.

Lesson title Language Focus. Countable and uncountable nouns.

Learning objectives 6.1.1.1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
6.6.2.1 use quantifiers many, much, a lot of ,a few on a limited range of familiar
6.3.2.1 ask simple questions to get information about a limited range of general
topics
• Learn about countable and uncountable nouns.
• Learn the difference between a / an, the, some, any, much, many and a
lot of.
• Write about what you usually eat and drink.
Plan

Time criteria

• Ask students what kinds of foods Ss. «The
they like. Elicit some words and praise» method
write them on the board, for speaking skills and
example: bread, chips, vegetables, evaluate Ss with
fish, meat. atmosphere
• Point out that some words are in “Good job!
the singular and some are plural.
Elicit that some are countable wishes they show their
nouns and some are uncountable appreciations .
Lead - In Formative
the pictures

It's important to distinguish between

countable and uncountable nouns
Good job!
in English because their usage is
different in regards to both
determiners and verbs.
Main Ex: 1 P: 61
part • Read the rules with the class, and Students study the rules Assessment
allow students time to read through and match the words in criteria
the text quietly. blue.
- Learn about
• Students work individually to ANSWERS: countable and
match the words from the text to a shop rule 1 uncountable
the rules, then compare their a sandwich rule 2 nouns.
answers in pairs. the school cafeteria rule
Cards
3
Differentiation: the shop rule 4
«Verbal support» method is used Descriptor:
to help Students use new words in Students complete the - study the rules
the text. and match the Student’s
text with a / an and the
words in blue.
ANSWERS: book
Ex: 2 P: 61 1a
- • Students now put the rules into 2 the
practice by completing the text. Peer
3a
• In a weaker class, allow students 4a assessment:
to do this in pairs. 5a answer key
• Check answers with the class. 6a
Encourage students to explain their 7 the Workshets
choices, making reference to the 8 the Assessment
rules.
criteria:
Students look at the - Write about
Ex: 3 P: 61 pictures and complete what you usually
• Refer students to the pictures and the table with the words eat and drink.
elicit that they are made of different in the box.
foods. Identify some of the foods as ANSWERS:
a class before they start. Descriptor:
1 rice
• Students complete the table. In a - look at the
2 cheese
stronger class, ask if students can
3 water
pictures and
think of more food for each
4 vegetables complete the
category
5 pears table with the
6 crisps words in the
box.
-Make CCQ
questions
Yes / No
Home task: Poster

The theme: Speaking: Making, accepting and refusing invitations

Lesson title Speaking: Making, accepting and refusing invitations

• Listen to a conversation about making, accepting and refusing invitations.
• Learn key phrases for making, accepting and refusing invitations.
• Listen to three dialogues about invitations.
• Practise a dialogue about making, accepting and refusing invitations.
Plan

Time criteria

• Refer students to the photograph Ss. «The
and ask: What do you think Jake praise» method
and Tina are talking about? . speaking skills and
• Suggest that they might be evaluate Ss with
arranging to meet, and then ask: atmosphere
What do you think they are saying? “Good job!
Elicit some phrases they might be
using to invite each other to do wishes they show their
something. appreciations .
Lead - In Formative
the pictures

Good job!
Main Ex: 1 P: 62
part • In a weaker class, read through Students answer the Assessment
the questions with the class and question with a partner criteria
check understanding before they ANSWERS: - Listen to a
ask and answer. Students’ own answers. conversation
• Allow students a few minutes to
about making,
talk, then ask a few individuals for
accepting and
their ideas. refusing
Differentiation: Cards
Students listen to the invitations
«Verbal support» method is used dialogue. Can Tina go to
to help Students use new words in the shopping centre on
the text. Descriptor:
Saturday?
- answer the
ANSWERS: Student’s
Ex: 2 P: 62 question with a
Yes, she can. partner book
• Read the task with the class and
- explain that they should listen to
answer the general question. Students complete the
• When students have listened to dialogue with the key
the CD, ask the question for the Peer
phrases.
class to answer. assessment:
ANSWERS:
Ex: 23 P: 62 1 Are you busy answer key Workshets
• Read through the key phrases 2 Do you want
and check understanding. 3 No, sorry; I can’t.
• Students can use the main 4 That’s a pity. Assessment
dialogue as a guide to help them 5 Sounds good
complete the gapped dialogue. criteria:
• After they have listened to the CD - Learn key
to confirm the answers, students phrases for
can practise the dialogue in pairs making,
accepting and
refusing
invitations
Descriptor:
- complete the
dialogue with
the key phrases.
-Make CCQ
questions
Yes / No
Home task: Poster

The theme: Writing:An email about school

Lesson title Writing:An email about school

Learning objectives 6.4.5.1 deduce meaning from context in short texts on a limited range of familiar
6.5.1.1 plan, write, edit and proofread work at text level with support on a limited
range of general and curricular topics
• Study a model email.
• Learn key phrases for writing emails.
• Learn about giving examples.
• Write an email about your school.
Plan

Time criteria

• Ask students: Do you send Ss. «The
emails? Who do you send them to? praise» method
Elicit some ideas. speaking skills and
• Ask: What kind of language do evaluate Ss with
you use in emails? Elicit that we atmosphere
use informal language. “Good job!
Lead - In
wishes they show their
appreciations .
Formative
the pictures

How to write an email to your
teacher.
Tip #1: Be respectful Good job!
Tip #2: Always include your name
Tip #3: Drop the text lingo
Tip #4: Know when to talk to your
teacher in person
Tip #5: Check your inbox for a
response
Main Ex: 1 P: 63
part • Refer students to the email and Students read the model Assessment
ask: Who is the email from? What text and answer the criteria
greeting does the writer use? (Hi!) questions
- Study a model
What ending does the writer use? ANSWERS: email.
(Bye for now.) 1 To give her exchange
• In a weaker class, students can student some
answer the questions in pairs. information about her Descriptor:
school. - read the model Cards
Ex: 2 P: 63 2 The email is informal text and answer
• Read through the key phrases 3 Paragraph 3 the questions
with the class. 4 Paragraph 4
• Ask students to find the phrases in 5 Five: English, maths, Student’s
the email and complete them. science, geography, and book
• Ask students to translate the French.
- phrases into their own language.
• Model pronunciation, and ask Assessment
students to repeat the phrases Students complete the
criteria:
key phrases for giving - Learn key
Ex: 3 P: 63 information. phrases for
• Elicit examples from the model ANSWERS: writing emails. Workshets
text. 1 some; about
• Students complete the sentences 2 starts; there are
with their own ideas. Descriptor:
3 classes; long - complete the
• Ask some students to read out 4 All; can 5 after
their sentences to the class. key phrases for
• Point out that we use a comma giving
before such as and for example, information.
Students use like, for
but not before like
example and such as to
give examples. Find -Make CCQ
Differentiation:
examples of these in the
«Verbal support» method is used questions
text.
to help Students use new words in Yes / No
the text. ANSWERS:
... subjects like
geography and French.
There are clubs after
school, for
example,drama ... ...
snack food, such as
sandwiches and pizza ...
Home task: Poster

The theme: My Country. Almaty Marathon

Lesson title My Country. Almaty Marathon

6.6.2.1 use quantifiers many, much, a lot of ,a few on a limited range of familiar
• Read a text about the Almaty Marathon
• Revise and learn nationality words
• Learn how to use something, anything, nothing, ever and every
• Make a video about fitness training
Plan

Time criteria

Books closed. Put students into Ss. «The
small groups. Ask them to discuss praise» method
what sports they do and whether speaking skills and
they do any extra fitness training. evaluate Ss with
Ask the groups to feedback what atmosphere
they found out about each other “Good job!
and who does the most exercise /
training. wishes they show their
Lead - In appreciations .
Formative
the pictures

The seventh Almaty Marathon has
come to an end, but emotions and
impressions are still being
Good job!
discussed by the participants. Some
of them remembered new tracks,
or added a new medal and start
number to their collection, some
are preparing for new starts.
Main Ex: 1 P: 64
part Students quickly read the text and Students listen and read Assessment
find the country words. Tell them to the text quickly. Which criteria
write a list in their notebooks with nationalities run in the
- Read a text
the nationality word next to it in Almaty Marathon
about the
English. Students may need to use ANSWERS: Almaty
their dictionaries for any new Russia – Russian Marathon
nationalities such as Norwegian. Kyrgystan – Kyrgyzstani
Differentiation: Cards
The UK – British Italy –
«Verbal support» method is used Italian Spain – Spanish Descriptor:
to help Students use new words in Denmark –Danish
- listen and read
the text. Norway – Norwegian
the text quickly.
Kazakhstan – Kazakh
Which Student’s
Ex: 2 P: 64 nationalities run
Focus students’ attention on the in the Almaty book
- questions. Give them a minute to Students read the text Marathon
read them before playing the again and choose the
recording for students to listen to correct answers.
while they read. Students check ANSWERS:
their answers in pairs. Check 1 a
answers as a class. 2b Workshets
3c Assessment
Ex: 3 P: 64 4a criteria:
-Draw students’ attention to the 5 b - Learn how to
blue words in the text. Ask them to use something,
read out the sentences they are in Students look at the anything,
and write them on the board. Tell words in blue in the text. nothing, ever
students to look at the sentences Complete the rules and every
and in pairs look at the rules 1–4.
ANSWERS: Descriptor:
-Go through the answers with the
1 something I need - look at the
class. Make sure they understand
that anything is used in questions
something to eat. words in blue in
and negative - not affirmative -
2 anything, nothing I the text.
sentences. Also point out that in
didn’t do anything. I’ve Complete the
English a double negative = a
got nothing to do. rules
3 every Every Monday
positive. For example, I don’t have
evening I go to music -Make CCQ
nothing means I have something.
school. questions
4 each We give food to
each of the
Yes / No
Home task: Poster

The theme: CLIL. Physical Education: Rules of a game

Lesson title CLIL. Physical Education: Rules of a game

Learning objectives 6.2.4.1 understand the main points of supported extended talk on a range of general
range of general and curricular topics
• Learn vocabulary for talking about the rules of a game.
• Read a text about basketball.
• Practise talking about the rules of a game.
Plan

Time criteria

What’s your favourite game? Elicit praise» method
a few ideas and write them on the speaking skills and
board. evaluate Ss with
• Point to one of the games and atmosphere
ask: How do you play this game? “Good job!
Elicit some ideas.
appreciations .
Formative
the pictures

Good job!
Main Ex: 1 P: 65
part • Students work in pairs to match Students match the Assessment
the verbs with the actions in the verbs in the box with criteria
pictures. If students find this actions
- Learn
difficult, remind them to look closely ANSWERS: vocabulary for
at the arrows for clues if necessary.
1 kick talking about the
• Check answers by calling out the
2 catch rules of a game.
picture numbers at random and 3 pass
asking students to say the verbs Cards
4 bounce
Descriptor:
5 shoot
Differentiation: 6 score
- match the
«Verbal support» method is used 7 throw verbs in the box
to help Students use new words in with actions Student’s
the text. book
- Ex: 2 P: 65 Students read and listen
• Refer students to the photo and to the text. how many
the title of the text, and elicit that it players are there on the
is about basketball. court in a basketball Assessment
• Read the question with the class, game? criteria:
then play the CD and ask students ANSWERS: - Read a text Workshets
to read and listen for the There are ten players on about
information to answer this gist task. the court. basketball.
• Elicit the answer to the question.
Students read the text Descriptor:
Ex: 23 P: 65 again and answer the - read and listen
• Students work individually to read questions. to the text. how
the text again more closely and ANSWERS: many players
answer the questions.
1 It’s from North are there on the
America. court in a
answers in pairs, and check any
2 Substitutes change basketball
answers they disagree on.
with others during the game?
• Check that students understand
match.
the use of can / can’t for permission
3 Forty-eight minutes
when talking about rules.
long. -Make CCQ
4 You can use one hand questions
to bounce the ball.
5 No, you can’t kick the Yes / No
ball.
6 The other team gets
the ball.
Home task: Poster

The theme: Review5
Lesson title Review 5

Learning objectives 6.1.5.1 use feedback to set personal learning objectives
6.5.6.1 link, with some support, sentences into a coherent paragraph using
basic connectors on a limited range of familiar general topics
Use vocabulary for school and free-time activities
Write sentences using can or can’t
Plan

Time criteria

Start 1.Greeting. method helps to start the organization CD 1
Ask about the weather. lesson with good wishes moment T tries
Warm-up to each other. to award active Pictures
What do you usually do at the The aim: To develop Ss praise» method
weekend? Elicit ideas and write speaking skills and is used to
them on the board create friendly evaluate Ss with PPT
• Ask: What activities do you do at atmosphere phrases like:
school? Elicit some ideas and write Efficiency: By telling the “Good job!
them on the board wishes they show their Well done!”
• Ask individual students questions appreciations .
using can, for example: Can you
swim? Can you play the guitar? Describe and imagine Formative
Pre-teaching the pictures Assessment

Good job!
Go camping-
Go fishing-
Go for a bike ride-
Go for a walk-
Go out for a drink-
Go out for dinner-
Go shopping-
Go to a concert-
Go to a party-
Main Ex: 1 P: 66
part • Ask students to match the words Students match the Assessment
individually, then compare their words in the box with criteria
answers in pairs. sentences - Use
• Check answers, and check ANSWERS: vocabulary for
understanding of the remaining 1 chess school and free-
words in the box. Drill the 2 history time activities
pronunciation of any unfamiliar 3 ICT Cards
words 4 PE Descriptor:
5 break - match the
Differentiation: 6 maths words in the box
«Verbal support» method is used 7 exam with sentences Student’s
to help Students use new words in 8 music book
- the text.
Ex: 2 P: 66 Students complete the

Students do the exercise list with the words in the
individually and check their box. Assessment
answers in pairs. ANSWERS: criteria: Workshets
1 basketball - Write
Ex: 3 P: 66 2 French sentences using
In a stronger class ask students to 3 class can or can’t
write true sentences, using can or 4 juice
can’t 5 chips Descriptor:
• Students write their sentences 6 pears - write true
individually. In a weaker class, Students write true sentences with
check students’ answers at this sentences with can or can or can’t
point before they go on to ask and can’t
answer. ANSWERS:
I can play tennis -Make CCQ
I can’t swim one questions
kilometre Yes / No
I can’t speak Mandarin
I can’t stand on my
hands
I can cook Pizza
Home task: Poster

The theme: Project: My Dream school.
Summative assessment for the unit “Our health”
Grade: 6в
Lesson title Project: My Dream school. Summative assessment for the unit “Our health”
Learning objectives 6.3.1.1 provide basic information about themselves and others at sentence
level on an increasing range of general topics
6.4.5.1 deduce meaning from context in short texts on a limited range of
familiar general and curricular topics
6.2.7.1 (6.L7) Recognise the opinion of the speaker(s) in supported
extended talk on a limited range of general and curricular topics 6.3.5.1
(6.S5) Keep interaction going in longer exchanges on a range of general
• Create a poster about a dream school.
• Follow the steps in a project checklist.
• Identify the position of speakers in an extended talk with support
Plan

Time criteria

• With books closed, ask students Ss. «The
to list three positive points about The aim: To develop Ss praise» method
their school. Discuss these as a speaking skills and is used to
class, then ask for students’ ideas create friendly evaluate Ss with PPT
about any ways they could change atmosphere phrases like:
their school. Do not go into too Efficiency: By telling the “Good job!
much detail at this stage, but write wishes they show their Well done!”
their ideas on the board appreciations .
Lead - In
Describe and imagine Formative
the pictures Assessment

Good job!
Main Ex: 1 P: 67
part • Put students into groups of four or Students work in groups Assessment
five. Read through the questions and answer the criteria
with them and check question. - Create a
understanding. • Remind students ANSWERS: poster about a
to use the questions to help them Students’ own answers. dream school.
focus their discussion.
• It will be helpful if they make notes Descriptor: Cards
at this stage. You might like to Students read the text. - work in groups
nominate one person in each group How many of the ideas and answer the
to make notes. are the same as yours. question
• Go round and listen as students ANSWERS: Student’s
talk. Check that they are focusing Students’ own answers. book
- on the specific questions, and
encourage them to give reasons for
their ideas. Students listen to the
talk twice and circle the Assessment
Ex: 2 P: 67 correct answer criteria:
• Students read through the text ANSWERS: - Identify the Workshets
individually, then discuss the 1A position of
question in their groups. You could 2C speakers in an
ask for feedback at this stage to 3B extended talk
find out how many of the ideas in 4A with support
the text had been covered in the 5B
Descriptor:
students’ discussions.
Students the learners - listen to the
• In a weaker class, help with any
are arranged in pairs talk twice and
vocabulary in the text that students
circle the correct
find hard, or refer them to a
answer
dictionary
Summative assessment for the
unit “Our health”
-Make CCQ
Listening
questions
Task 1.
Yes / No
Listen to the talk twice and circle
the correct answer. Go to this link
to listen:
https://listenaminute.com/h/health.h
tml. Transcript can be found after
the rubrics.
Speaking
Task 2.
The learners are arranged in pairs.
It is a two-way conversation. You
have 1 minute to prepare and 2
minutes to talk on the topic.
Home task: Poster

The theme: Travel equipment
Unit of a long term plan: Travel and holidays
Lesson title Travel equipment

Learning objectives 6.5.8.1 spell most high-frequency words accurately for a limited range of
general topics of familiar general topic
6.3.3.1 give an opinion at sentence level on a limited range of general and
curricular topics
• Learn vocabulary for travel equipment.
• Do a Rainforest Survival quiz.
• Learn about imperatives.
Plan

Time criteria

• With books closed, write the word Ss. «The
rainforest on the board and elicit The aim: To develop Ss praise» method
the meaning. speaking skills and is used to
• Teach the words expedition, create friendly evaluate Ss with PPT
survival and survive. atmosphere phrases like:
• Ask students what they think it is Efficiency: By telling the “Good job!
like on an expedition in a rainforest. wishes they show their Well done!”
Ask what they think the dangers appreciations .
are, and if it is difficult to survive.
Ask: What do you need to take with Describe and imagine Formative
you when you go to the rainforest? the pictures Assessment
Elicit some ideas and write them on
the board.
Lead - In
Good job!
Main Ex: 1 P: 68
part • Encourage students to read all the Students match the Assessment
words carefully. Point out that four equipment with photos. criteria
of them are not shown in the photo. Which four things are - • Learn
• After listening, check that students
not in the photos? vocabulary for
understand all the vocabulary, and ANSWERS: travel equipment
drill pronunciation of any words that1 tent
are new to students. 2 sleeping bag Descriptor: Cards
3 rucksack - match the
Differentiation: 4 stove equipment with
«Verbal support» method is used 5 waterproof clothes photos. Which
to help Students use new words in 6 torch four things are Student’s
the text. 7 first aid kit not in the book
- 8 satellite phone photos?
Ex: 2 P: 68 9 compass
• Students do the quiz individually. 10 map
In a weaker class, they can work in 11 sunscreen
pairs. 12 insect repellent
• Ask them to work in pairs to add Not in the photos: rope, Workshets
up their scores and read the key. sunglasses, gloves, Assessment
Ask them to discuss whether or not helmet criteria:
they agree with the key. • Do a
Students do the Rainforest
Ex: 3 P: 68 Rainforest Survival quiz Survival quiz
• Students complete the table ANSWERS:
individually, then answer the Students’ own answers. Descriptor:
question. - do the
Rainforest
LANGUAGE NOTE Students complete the Survival quiz
The full form for negative table with imperatives
imperatives is do not, but in spoken from the quiz.
language we usually use the ANSWERS: -Make CCQ
contraction don’t: Do not disturb (a Affirmative: go back, questions
notice on a door). Don’t worry. We look, watch, stay, wear, Yes / No
use imperatives to ask or tell be quiet, shine, light, get
someone to do something: Turn left in, eat, use, call, give, go
by the supermarket. Be careful! Negative: don’t worry,
Don’t watch that film – it’s terrible! don’t eat We use
Have a nice holiday! We can say imperatives for
please after imperatives to make instructions.
them more polite: Hurry up, please.
Home task: Poster
Short term plan : term 3
The theme: Reading: An adventure story
Unit of a long term plan: Unit 6 Travel and holidays
Lesson title Reading: An adventure story

Learning objectives 6.3.3.1 give an opinion at sentence level on a limited range of general and
curricular topics
6.4.7.1 recognise typical features at word, sentence and text level in a
limited range of written genres
6.2.5.1 understand most specific information and detail of short, supported
talk on a wide range of familiar topics
• Read about a jungle wildlife holiday.
• Read for general meaning and specific detail.
• Talk about your holiday experiences
Plan
Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria
Organization moment The aim: To develop At the

Start 1.Greeting. pupils speaking skills and organization
Ask about the weather. create friendly moment
The teacher sets the lesson atmosphere teacher tries to
Pictures
Efficiency: By telling the award active
objectives, letting students know
wishes they show their pupils. «The
what to anticipate from the lesson. praise» method
Warm-up appreciations .
is used to
evaluate pupils
with phrases
Students of the class are like:
listed. “Good job!
Well done!”
Students' attention is
students wish each other by
drawn to the lesson. Formative
holding a wishes lamp
Lead – In Assessment Student’s
Students analyze the
• With books closed, ask students book
given pictures in pairs.
who they think travels to the jungle
and why.
Determines the topic
• Elicit that scientists go there to
and purpose of the
study the animals and plants, and
lesson
many students or other people go
there for adventure holidays.
Students say different Good job!
• Ask students if they would like to
go to the jungle.
Main Background Students look at the Assessment
part Jungles are rainy, humid areas with photos. Where are the criteria
dense vegetation. They contain people? What are they - Read about a
many species of wildlife, such as doing?
jungle wildlife
tigers, monkeys, parrots, snakes, ANSWERS:
and alligators, as well as lots of holiday.
Students’ own answers..
insects. A jungle is different to a
Descriptor: Cards
rainforest, because the vegetation
in a jungle is thicker and harder to - look at the
travel through. Students read and listen photos. Where
Ex: 1 P: 70 to Carol’s story and are the people?
• Discuss as a class where the choose the best title. What are they
people in the photos are and what What stupid thing did doing? Worksheets
they are doing. Discuss all the Carol and Peter do?
photos around the text, and elicit ANSWERS:
as much detail as possible. The best title is b, Assessment
• In a weaker class, accept answers
because it includes the criteria:
in students’ own language if
necessary. word ‘lost’. Carol and - Read for
Peter went walking general
• Elicit some ideas from the class
but do not accept or reject any at without a map and meaning and
this stage. without telling anyone specific
Ex: 2 P:70 where they were going detail.
• Pre-teach stupid if necessary.
Read the three titles and point out Students read the text
that students should choose the Descriptor:
again and write true or
best title, and identify what it was - read and listen
false. Correct the false
that Carol and Peter did that was to Carol’s story
stupid. sentences.
and choose the
• Play the CD. Students read and ANSWERS:
best title
listen to the text, and answer the 1 False. Carol was with
questions. eight people: her
• Discuss the answers with the brother, the guide Juan,
class. Encourage them to give and six others.
reasons for their answers. Make CCQ
2 True.
Ex: 3 P:70 questions
3 False. They wanted to
• Remind students to read the Yes / No
take photos of monkeys.
sentences very carefully and
4 True.
compare them with the relevant
5 False. They weren’t
parts of the text. Tell them to
far from the campsite
correct the false sentences.
when they got lost.
• In a weaker class do the first
6 True.
sentence with the class as an
example.
FEEDBACK Students use Poster
End Learners provide feedback on what their stickers to
they have learned at the lesson. show their
The exit ticket knowledge
This is a way for students to self- according to the
reflect on their progress in the lesson.
lesson.
Home task:
Ex: 2 P: 48 WB

The theme: Language Focus to be going to will / won't
Lesson title Language Focus to be going to will / won't

Learning objectives 6.3.3.1 give an opinion at sentence level on a limited range of general and
curricular topics
6.6.8.1 use future forms will for predictions and be going to to talk about already
decided plans on a limited range of familiar general and curricular topics
range of general and curricular topic
• Learn the affirmative, negative and questions forms of be going to.
• Use be going to to talk about plans.
Plan

Time criteria
Organization moment The aim: To develop pupils At the

Start 1.Greeting. speaking skills and create organization
Ask about the weather. friendly atmosphere moment teacher
The teacher sets the lesson objectives, Efficiency: By telling the tries to award Pictures
letting students know what to wishes they show their active pupils.
anticipate from the lesson. appreciations . «The praise»
Warm-up method is used to
evaluate pupils
Students of the class are with phrases like:
Well done!”
students wish each other by holding a Assessment
wishes lamp Students analyze the given Student’s
Lead – In pictures in pairs. book
• Refer students back to the text on
page 80. Ask students to look at the Determines the topic and
second paragraph and find the purpose of the lesson
sentence: I’m not going to walk
further. Students say different
• Ask students whether this sentence words from the picture
refers to the past, the present, or the Good job!
future (the future).
• Ask students to find other examples
of be going to in the text. Write them
on the board and elicit which are
affirmative and which are negative.
Main part Ex: 1 P: 71 Assessment
• Read all the examples and elicit what Students complete the criteria
parts of the sentences are missing. sentences with the words - Learn the
• Look at the words in the box and in the box. Then complete affirmative,
point out that these are needed to the rules negative and
complete the sentences. ANSWERS: questions forms
• Check the answers to the first stage 1 to take 2 ’s 3 aren’t 4 of be going to. Cards
of the exercise before students going
complete the rules Rules 1 future 2 be,
LANGUAGE NOTE pronoun Descriptor:
We use the appropriate part of the - complete the
verb be + going to + infinitive: I am sentences with Worksheets
going to leave. He is going to leave. We Students choose the the words in the
usually use contracted forms: I’m correct words. box. Then
going to leave. He’s going to leave. The ANSWERS: complete the
full form of the negative is made with 1 is rules
not: I am not going to leave. He is not 2 aren’t
going to leave. These forms are usually 3 aren’t
contracted: I’m not going to leave. He 4 have
isn’t going to leave. Students often 5 ’m not
forget the to before the infinitive: We 6 wear Assessment
are going to travel by boat. NOT We criteria:
are going travel by boat - Use be going to
Ex: 2 P:71 to talk about
• In a weaker class, tell students to
plans.
circle the subject to help them choose
the correct option.
Descriptor:
answers in pairs, then check answers
- complete the
with the class
text with the
Students complete the text verbs in the box
Ex: 3 P:71
with the verbs in the box and the correct
• Ask students to read through the
and the correct form of be form of be going
text quickly. To check
going to. to.
comprehension, ask the class:
ANSWERS:
Where is Ray going to travel to?
1 isn’t going to travel \
(The USA.)
2 isn’t going to see
• In a weaker class, do the first item as
3 ’s going to phone Make CCQ
an example, and remind students
4 ’m going to learn questions
to use the affirmative or negative
5 ’m going to see Yes / No
forms as specified in the wordpool.
6 ’m going to meet
Students can work in pairs.
7 is going to eat
• In a stronger class, students should
8 isn’t going to take
complete the text individually. Ask
9 are going to read
students to swap with a partner
10 ’s going to write
and see if they can find any
mistakes in their partner’s
sentences.
This is a way for students to self-reflect according to the
on their progress in the lesson. lesson.
Home task:
Ex: 3 P: 49 WB

The theme: Weather conditions
Тексерілді:
Unit of a long term plan: Unit 6 Travel and
holidays
Date: 08.02.2023. Teacher name:Rabaeva A
Lesson title Weather conditions

6.2.5.1 understand most specific information and detail of short, supported
talk on a wide range of familiar topics
6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about
a limited range of general topics
• Learn adjectives to describe the weather.
• Practise talking about the weather.
• Learn how to change nouns to adjectives.
Plan

Time criteria

Pictures
is used to
evaluate pupils
with phrases
Well done!”
students wish each other by Assessment Student’s
holding a wishes lamp Students analyze the
book
Lead – In given pictures in pairs.
• With books closed, write the
word weather on the board. Determines the topic
• Ask the class: What’s the weather and purpose of the
like today? Elicit some ideas. Ask: lesson
What’s the weather like in
summer / winter? Elicit some ideas. Students say different Good job!
Ask: What weather do you like / words from the picture
dislike?
Main Ex: 1 P: 72 Assessment
part • Students match the words to the Students match six of criteria
pictures in pairs. the words in the box - Learn
• Play the CD and ask students to with the photos. Then adjectives
check their answers. listen and check. to describe the
• Check that students understand ANSWERS: weather.
all the adjectives in the box, and 1 snowy Cards
drill pronunciation of any new 2 sunny
words.
3 rainy
Differentiation:
«Verbal support» method is used 4 stormy
to help Students use new words in 5 foggy Descriptor:
the text. 6 icy - match six of Worksheets
the words in the
Ex: 2 P:72 Students work in pairs. box with the
• Read the task with the class and Mime and guess photos.
do an example. In a weaker class, weather words in
this can be done as a whole class exercise 1
activity. Encourage students to use ANSWERS:
a variety of actions and
Students’ own answers. Assessment
expressions. • Monitor while criteria:
students are speaking, and ask - Learn how to
individuals to mime to the class at
the end Students match the change nouns to
nouns with adjectives in adjectives
Ex: 3 P:72 exercise 1. Which word
• Students match the adjectives doesn’t change
from ANSWERS:
exercise 1 with the nouns, and sunny – sun,
answer the Descriptor:
cold – cold,
- match the
question. foggy – fog,
nouns with
LANGUAGE NOTE windy – wind,
adjectives in
We can form adjectives from some icy – ice, .
exercise 1.
nouns by adding -y to the noun. snowy – snow,
Which word
Sometimes there are other hot – heat,
doesn’t change
spelling changes, e.g. sometimes rainy – rain,
the final consonant doubles: cloudy – cloud,
sun-sunny, fogfoggy and if the stormy – storm
noun ends in -e, it is deleted ‘cold’ doesn’t change
Make CCQ
when -y is added: ice-icy. Not all
questions
nouns use this ending, some
Yes / No
form adjectives in different
ways, for example: heat-hot,
cold-cold
lesson.
Home task:
Ex: 1 P: 50 WB
The theme: Language Focus will / won't
Date: 10.02.2023 Teacher name:Rabaeva A
Lesson title Language Focus will / won't

Learning objectives 6.3.2.1 ask simple questions to get information about a limited range of
general topics
6.6.8.1 use future forms will for predictions and be going to to talk about
already decided plans on a limited range of familiar general and curricular
topics
6.5.1.1 plan, write, edit and proofread work at text level with support on a
limited range of general and curricular topic
• Learn the affirmative, negative and question forms of will.
• Ask and answer questions using will.
• Write predictions about the future.
Plan

Time criteria

Pictures
is used to
evaluate pupils
with phrases
Well done!”
book
• With books closed, ask students
what they want to do when they Determines the topic
are older. They should just say the and purpose of the
activity, do not encourage them to lesson
use the form be going to.
• Write their ideas on the board. Students say different Good job!
part • Refer students back to page 82 to Students complete the criteria
complete the sentences. sentences and answer - Learn the
• Check answers with the class, the questions
affirmative,
then ask students to answer the ANSWERS:
questions. In a weaker class, check negative
1 is going to
understanding of predictions. and question
2 won’t Cards
Differentiation: forms
3 will
«Verbal support» method is used of will.
to help Students use new words in 4 will
the text. 5 ’s going to
1 Sentences 1 and 5 are
Ex: 2 P:73 plans. Worksheets
• Tell students to study the 2 Sentences 2, 3 and 4 Descriptor:
pronouns and the verb forms are predictions. - complete the
carefully when matching. 3 won’t sentences and
• Check answers by asking answer the
individual students to read out the Students match the questions
question and the matching answer.
questions with the
• Students complete the rules. In a
weaker class, do this together as a answers. Complete the
group. In a stronger class, ask rules.
individual students to read out the ANSWERS:
completed rules. If they make any 1 b Assessment
mistakes, ask another student for 2 c criteria:
the correct answer. 3a - Ask and
Rules answer
Ex: 3 P:73 questions using
1 will
• Read the task and the example will.
2 No
with the class and check
3 won’t
understanding.
• Students write the sentences
Students write
individually Descriptor:
sentences with will and
• Ask students to compare their -write sentences
won’t and the verbs in
answers in with will and
brackets.
pairs and correct any mistakes. won’t and the
ANSWERS:
verbs in
1 won’t use
brackets.
4 won’t get
2 will be
5 ’ll see
3 ’ll phone
Make CCQ
6 won’t rain
questions
Yes / No
lesson.
Home task:
Ex: 2 P: 51 WB
The theme: Speaking: How was your weekend?
Unit of a long term plan: Unit 6 Travel and

holidays
Teacher name:Rabaeva A
Date:14.02.2023. Grade:6в Number present: absent:
Lesson title Speaking: How was your weekend?

Learning objectives 6.3.1.1 provide basic information about themselves and others at sentence
level on an increasing range of general topics
6.4.5.1 deduce meaning from context in short texts on a limited range of
familiar general and curricular topics
6.5.1.1 plan, write, edit and proofread work at text level with support on a
limited range of general and curricular topics
• Listen to a conversation about a trip.
• Learn key phrases for talking about the weekend.
• Practise talking about a recent past event.
Plan

Time criteria

Pictures
is used to
evaluate pupils
with phrases
Well done!”
students wish each other by drawn to the lesson. Formative
holding a wishes lamp Assessment Student’s
Lead – In Students analyze the
book
• Tell students about a trip you given pictures in pairs.
went on recently. For example: I
visited Paris last year. It was Determines the topic
wonderful. and purpose of the
• Invite some students to use the lesson
same verbs and tell the class about
a trip that they went on: I went to Students say different Good job!
Rome last month. It was exciting. words from the picture
part • Remind students that they can Students look at the criteria
use photos to help them establish photo. Who is returning - Listen to a
certain information before they from a trip?
Conversation
read or listen to a text. ANSWERS:
• Students identify who has been about a trip.
Student’s own answers
on a trip, and give reasons. Do not
Cards
confirm or deny their ideas at this
stage.
Differentiation: Descriptor:
«Verbal support» method is used Students complete the - look at the
to help Students use new words in dialogue. Then listen photo. Who is
the text. and check. returning from a Worksheets
ANSWERS: trip?
Ex: 2 P:74 1 visited
• In a weaker class, allow students 2 travelled
to complete the dialogue in pairs. 3 were Assessment
• After students have listened to 4 there criteria:
the CD to check their answers, find - Learn key
5 was
out how many students answered
6 wasn’t Tina has been phrases for
exercise 1 correctly.
on a trip, because she’s talking about
Ex: 3 P:74 got a suitcase. the weekend.
• Read through the key phrases
and the responses with the Descriptor:
- listen to the
class.
• Encourage students to try to Students listen to the key phrases and
match these from memory key phrases and reply reply with the
before listening to the CD again. with the correct correct
responses responses
• Play the CD. Students listen and
reply as a class.\ ANSWERS:
• Check answers before students 1c
2a Make CCQ
move on to practise the dialogue
3d questions
in pairs.
4b Yes / No
lesson.
Home task:
Ex: 3 P: 51 WB
The theme: Writing: A blog.
Тексерілді: Қ. Байсеитов
Unit of a long term plan: Unit 6 Travel and holidays School: By name S. Erubayev
Date: 17.02.23 Teacher name: S. Muratalieva
Grade: 6 Number present: absent:
Lesson title Writing: A blog.

6.5.6.1 link, with some support, sentences into a coherent paragraph using
basic connectors on a limited range
6.3.3.1 give an opinion at sentence level on a limited range of general and
curricular topics
• Listen to a conversation about a trip.
• Learn key phrases for talking about the weekend.
• Practise talking about a recent past event.
Plan

Time criteria

Pictures
is used to
evaluate pupils
with phrases
Well done!”
book
• Tell students about a trip you
went on recently. For example: I Determines the topic
visited Paris last year. It was and purpose of the
wonderful. lesson
• Invite some students to use the
same verbs and tell the class about Students say different Good job!
a trip that they went on: I went to words from the picture
Rome last month. It was exciting.
Main Ex: 1 P: 75 Students read the model Assessment
part • Remind students that they can text and answer the criteria
use photos to help them establish questions - Listen to a
certain information before they ANSWERS: conversation
read or listen to a text. Student’s own answers.
• Students identify who has been about a trip.
on a trip, and give reasons. Do not
Students study the key Cards
confirm or deny their ideas at this
stage. phrases
ANSWERS:
Differentiation: 1 visited Descriptor:
«Verbal support» method is used 2 travelled - read the model
to help Students use new words in 3 were text and answer Worksheets
the text. 4 there the questions
Ex: 2 P:75 5 was
• In a weaker class, allow students 6 wasn’t Tina has been
to complete the dialogue in pairs. Assessment
on a trip, because she’s
• After students have listened to
got a suitcase criteria:
the CD to check their answers, find
out how many students answered - Learn key
exercise 1 correctly. Students match 1-6 with phrases for
a-f and write sentences talking about
Ex: 3 P:75 using so. the weekend.
• Read through the key phrases ANSWERS:
and the responses with the 1c
class. 2a
• Encourage students to try to 3d Descriptor:
match these from memory 4b - study the key
before listening to the CD again. phrases
• Play the CD. Students listen and Students follow the
reply as a class. steps in the writing
• Check answers before students guide. Make CCQ
move on to practise the dialogue ANSWERS: questions
in pairs 1 How was the trip? Yes / No
Ex: 3 P:75 2 The weather was
• Refer the class to the tables, and really bad.
allow time for students to read 3 How was the party?
them. In a weaker class, elicit or 4 The people were very
demonstrate a few examples. nice.
• Play the CD. Students listen and 5 How was the match?
note down the questions and 6 Manchester United
answers that they hear. were rubbish
lesson.
Home task:
Ex: 4 P: 51 WB

Unit of a long term plan: Our health Date: 09.01.23. Teacher name: Rabaeva A Grade: 6в Number present: absent: Lesson title Learning objectives

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Unit of a long term plan: Our health Date: 09.01.23. Teacher name: Rabaeva A Grade: 6в Number present: absent: Lesson title Learning objectives

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Short term plan: term 3

The theme: Activities in and out of school