Importance of the Lesson Planning, prepare short / long term plans.

The lesson plan is a brief description of the lesson, indicating its subject
matter, goals, progress and possible forms of pedagogical control.

The lesson plan is drawn up by the teacher in advance of the lesson and can
be checked by representatives of the administration of the educational institution
(director or his deputy for academic work) both immediately after the end or before
the start of the lesson, and in advance. In some educational institutions, there is a
practice of drawing up plans for the classes conducted by the teacher for a certain
period in advance (for example, for the next semester). This allows the
administration and methodologists to identify vulnerabilities in the educational
process in advance and point them out to the teacher so that he can work to
eliminate them and, thereby, change the structure of the lesson.

Short—term planning

Short—term planning is the allocation of time into small segments for the
sequential execution of small tasks. They may take, for example, a day, several
days or a week. Short-term planning helps to integrate routine tasks, studies,
hobbies, and recreation into the schedule.
The general goal of training is to systematize the acquired knowledge ,to be able to
reflect on education;
- understand the importance of education;
- apply new and previously learned words in the
discussion;
- - evaluate their capabilities when performing testing on
the completed section.
Key ideas Critical thinking in the classroom allows children to
develop analytical skills, the ability to reason, generalize,
and interpret ideas.
Engaging in group work can help overcome the language
barrier in children who are afraid of making mistakes.
The use of differentiated tasks will allow all students to
develop mental operations.
The collaborativeлаборативная environment in teaching
and learning helps to increase the emotional mood in the
classroom, increases students ' self-esteem.
Self-esteem and mutual appreciation can help improve self-
regulation.
Expected learning outcome Students can conduct a conversation on a topic (ask and
answer questions, dialogue), using new and previously
learned words and expressions.
They analyze the received information and can transmit it
toyou..
 They can perform the final test for the completed section.
Lesson Progress

Teacher Actions Student Actions

Time
Introduction
1. Creatinganabortive environment. The to each other Children perform the 1 min.
teacher greets the children and offers to actions that the teacher suggests.
cheer them up with a smile!
- look at your friends and smile at them!
- say nice words

2. Check your homework. Students present their projects of 7 min.

The teacher invites the children to perform the "School of my Dreams" and
their homework. evaluate each other on evaluation
"Method-project" " School of my dreams tablesам.
"(as a poster)
3. Define the lesson topic. Children solve a crossword puzzle 2 min.
The teacher offers the children a and name the topic of the lesson.
crosswordpuzzle, thekey word in which the
topic of the lesson will be expressed.
Main stage
1. Group work with new words Work with the dictionary in a of 2
group minutes.
2. Making sentences with new words on Using new words make sentences 4 min.
separate sheets
3. Exchange sheets between groups for exchanged with the sheets . They for 5
mutual verification. Prior to mutual check their works based on the minutes.
verification, criteria are drawn up and following criteria: put the final
mutually evaluated and score on the 5-point system
4. Individual work with the sentences Students after reading the 4 min
"Truth" and "Untruth". There will be sentences raise their hands and say
suggestions on the interactive whiteboard. "true " or"no". If someone makes a
The teacher voices them . mistake, they forward it and prove
their case.
Phys.minute 1 min.
5.The teacher asks the children to choose The children choose the envelopes 1 min.
envelopes containing the numbers from 1 and sit in the group whose number
to 4. they pulled out.
6. Solving problematic issues:“Many pupils Students listen to a question from 4min.
don’t like to go to school”. the blackboard and answer
• How to make school attractive for questions while thinking.
pupils?
• What should be changed at school?
• What subjects should be studied
and shouldn’t study at school?
• What is the school of your dream?
Example words: modern school, free, high
salary, kind, a computer, sports rooms,
during break
7. Individual work. Children pass the computers and 12 min.
 The teacher suggests that children take a
computer course and complete a test on
past topics, such as summing up results.
Reflection
1.Homework.
The teacher suggests that children complete
their homework in mini-groups of no more
than 4 people. (Children form their own
groups). You must create a test based on
the completed topics.
2. The teacher invites children to decorate
the sun and express their opinion about the
past lesson " Did you likethe lesson or did
you not like it? What were the difficulties?
Who helped me deal with them?"
complete the test. After the end of
the test, the teacher is called to get
acquainted with the result.
Children write down their 1 min.
homework. And they choose their
own groups.
Children write their opinion about 1 min.
the past lesson on stickers (apples)
and attach them to the sun, which
was previously attached to the
leaves.

Long Term Plan

Long Term Plan or abbreviated LTP, are plans that are used by teachers to help
them teach their classes. A Long-Term Plan is typically a plan that covers the
topics taught over the course of a school year.

• The long-term plan for the levels of education defines the sections of subjects
of all classes and establishes general rules.

• As an element of the curriculum, the long-term plan defines the topics and
sections for the academic year. The long-term plan covers the necessary
learning objectives within a specific section/subsection, topic.

• The long-term plan as an element of the curriculum determines the

sections/topics of the training material that will be completed during the year.
The long-term plan includes learning objectives that need to be covered within
a specific section/subsection/topic.

For the 6th grade of basic secondary education

On the implementation of a model curriculum with updated content in the

subject "English".
Teacher’s name: Erkinkyzy Gauhar
CLASS: 6 Number present:
Theme of the lesson: Language focus 1 /Present Simple Passive

Learning objective ask simple questions to get information about a growing range of
(s) that this lesson is general topics;
contributing to use questionsin the present simple passive to talk about holidays. The
including questions with whose, how often, how long and a growing
range of tag questions on a growing range of familiar general and lomg-
curricular topics; term
plan
All learners will be able to:
Most learners will be able to:
will:
• learn the present simple passive.
Lesson objectives
• learn past simple passive question forms.
• practise using the present simple passive to talk about holidays.
Some learners will be able to:
Demonstrate the ability to ask a variety of questions in different tenses
Form simple perfect forms for recent, indefinite and unfinished past
Success criteria
actions

Lifelong learning
Value links
Cross curricular Kazakh, Russian
links
Previous learning
Plan
Stages of Planned activities (replace the notes below Teacher’s notes
the lesson with your planned activities)
Greeting The teacher greets students; students respond to greeting and take their places.
Warm up • 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.
1. Exchange of questions between Answers from students
Practice
students
Language note
The passive is most commonly used in formal written and spoken English.
2 • Read out the first sentence as an example. Answers
• Tell students to complete the sentences by 1 is 2 aren’t 3 are 4 made 5 built
choosing the 6 by
correct word.
• Students can compare answers in pairs
before you check
answers with the class.
• Check that students understand that Answers
sentences 2 and 3 are in the passive because 1 are driven 2 is closed 3 are
neither the cars nor the door do the actions of served
driving or closing. 4 aren’t shown
• Ask students to read the text and work in 5 aren’t allowed 6 isn’t provided
pairs to complete it with the correct words. 7 is needed
• Play the recording for students to check their 8 are sold
answers.
Present simple passive questions Answers
4 • Put students into pairs to read the To form questions we use be +
questions and complete the rule. subject + past participle.
• Check the answer.
5 • Ask students to work alone to make Answers
questions. 1 Are films shown on the Greek
• Students can compare answers in pairs ferry?
before you check 2 Is food served on the ferry?
 - Provide a forward vision of the range, content and curniculum coverage;
- Link to the medium-term plans and by implication, the short-term plans;
- Be adaptable and evolve according fo changing circumstances and needs;
- Be evaluated inrough feedback to see that it matches the needs of the
learners.

Long-term plan

- Long-term (subject) planning of the subject - defining the topics and hours
of study for each (broad) subject section;
- Division (if necessary) of sections into blocks, including several interrelated
topics within one section;
- Identification and ongoing consideration of students physical, social,
psychological. cognitive and other barriers and their own;
- Identification of talented and gifted children;
- Identifying sources of subject information and adapting them to the learning
objectives;