6 Класс 3 Четверть

LESSON 49 School: Stavropolka Secondary School
Unit 5: Our Health

Date: Teacher name: Rogova V.V.
Grade: 6 Number present: Number absent:
Theme of the lesson: Sport in our class
Learning objectives 6.2.5.1 understand most specific information and detail of supported,
extended talk on a range general and curricular topics curricular
topics
6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk
about a limited range of general topics, and some curricular topics
6.6.13.1 use modal forms including, mustn’t (prohibition), need
(necessity), should (for advice) on a range of familiar general and
curricular topics
Lesson objectives To improve listening skills for specific information
To apply topic related vocabulary in speech appropriately arranging
words and phrases into well-formed sentences.
To use modal verbs “should” in positive and negative forms correctly
Previous learning Unit revision
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Beginnin Organizational moment
g Teacher greets students. PPT
5 min Teacher sets positive atmosphere by
asking such ice breaking questions as
How was your weekend?
What date is it today?
What is the weather like today?
Teacher discusses learning objectives
with the students. Handout 1
Warm –up.
Teacher shows a PPT slide with the Learners use
examples. the advice Individual
Teacher elicits learners when should and should or avaluation
and shouldn’t are used. Learners shouldn’t to
work in pairs and match the write
problems and the advice. sentence
Open class discussion
Teacher can write some additional
examples on the board.
I have a stomach ache, what should I
should I do?
You should ……., but you shouldn’t
……..
I have a toothache, what should I
do?
You should ……., but you shouldn’t ..
Middle Focus on listening Learners Verbal Audio
30 min Pre-listening should write evaluation Track 1
Teacher shows a PPT slide and down the full
explains to learners that they should sentences into Handout 2,
complete the speech bubbles with the their
new words in the box. copybooks.
Teacher drills the pronunciation of
the new words.
Learners listen and check their
answers.
While-listening Learners Handout 3
Individual
Peers assess each other according to listen to a
avaluation
the answers provided by the teacher. conversation
Teacher asks and makes notes on the between a
number of correct answers and writes doctor and a
down the answers on the board so patient and
that learners could correct spelling complete the
mistakes. notes given.
Post-listening: Speaking: Role play
Student A imagines s/he has got one Learners
of the problems in pre-listening work in pairs Mutual
avaluatio
activity and s/he goes to a doctor and use
(Student B). Student A tells Student experiences
B what’s wrong with him/her and from their life
asks for advice. to hold a life-
Student B imagines s/he is a doctor. like
Student A has got a problem. Student conversation
B asks what’s wrong and gives
him/her advice. Student B is to use
should and shouldn’t and some of the
ideas in the box.
Pairs act out their dialogues in front
of the class.
Teacher listens attentively and makes
notes on the mistakes made by
learners then teacher elicits the
correct answers from students.
End REFLECTION
5 min At the end of the lesson, learners Learners Plenary
reflect on their learning: throw the Self- Dice
I would like to tell you about … dice to find assessment
I would like to explain why … out a random
The best part of today’s lesson was question they
… should
One important thing to remember is.. answer
Today I have learnt …
Home task: to learn the new words
Saying goodbye

Unit 5: Our Health
Theme of the lesson: Grade 6 is a healthy class!
Learning objectives 6.1.9.1 use imagination to express thoughts, ideas, experiences and
feelings
6.2.5.1 understand most specific information and detail of supported,
extended talk on a range general and curricular topics
6.6.8.1 use future form will and going to make offers, promises, and
predictions and plans on a growing range of familiar general and
curricular topics
Lesson objectives To understand specific information from the recording
To use future form “be going to” creating sentences
To enrich vocabulary with new topical words
Previous learning Sport in our class
Plan
timings activities
Beginning Organizational moment
5 min Teacher greets learners and
introduces the lesson objectives PPT
in a simplified manner.
Warm –up.
What healthy\unhealthy habits Learners work
do you know? in pairs and
Do you think it is important to discuss the
be fit and healthy? questions.
Teacher monitors and
encourages students.
Teacher conducts brief class
feedback of students’ ideas by
discussing them with the whole
class.
Middle Focus on listening Learners listen Handout 1
30 min Pre-listening to the recording
Verbal
Ask learners to predict what or watch the evaluation Video
Rob is going to do using the video following http://
words in the worksheet. Do not the link and esol.britishco
uncil.org/
forget to give out the worksheet underline the
content/
with words. Ask learners to words they hear learners/
follow the structure: from Handout 1. skills/
I think he is going to … speaking/
health-and-
fitness
Note: In Handout 2 teacher can
find the transcript of this audio
and video, if it is difficult for
learners to follow the speed, Handout 2
teacher can read himself or
http://
herself. esol.britishco
Teacher says right answers or uncil.org/
shows them on smart board on content/
PPT learners/
Listening skills/
speaking/
Teacher gives out worksheets Learners need
Mutual health-and-
with comprehension questions. to answer the avaluatio fitness
Teacher asks learners to read the questions.
comprehension questions and
underline key words before they
listen to the recording. Teacher
plays the audio or video again. Handout 3
Teacher shows right answers on
PPP.
Teacher tells learners to check
their answers together in pairs.
Weaker learners can read the
transcript before they watch the
video.
Post – listening
Teacher gives out worksheet. Learners Individual
Ask learners to work complete the avaluation
individually to complete the sentences using
sentences using the correct form the correct form
of going to. of going to.
Teacher monitors and corrects
answers where necessary. Handout 4
Teacher tells learners to check
their answers in pairs. The
answers can also be found on
PPT.
End REFLECTION Self-
5 min assessment
At the end of the lesson,
learners reflect on their learning:
Learners list 3 things they
found out/learnt on the lesson.
Home task: to write how you
keep fit using future form “be
going to”
Saying goodbye
Unit 5: Our Health
Theme of the lesson: How we keep fit and healthy
Learning objectives 6.1.8.1 develop intercultural awareness through reading and

discussion
6.4.4.1 read independently a limited range of short simple fiction and
non-fiction texts
6.3.2.1 give an opinion at sentence and discourse level on an
increasing range of general and curricular topics
Lesson objectives To read texts independently and discuss with others
Previous learning Grade 6 is a healthy class!

Plan
timings activities
Beginnin Organizational moment Verbal
g Teacher greets learners. evaluation PPT
5 min Teacher sets positive atmosphere
by asking such ice breaking
questions as
How was your weekend? Learners
What date is it today? should find the
What is the weather like today? word and not Handout 1
Teacher discusses learning showing it to
objectives with the students. group-mates
Warm –up. explain the
Teacher prepares cards with the word (using
words from the previous lesson either words or
and sticks them under the student’s gestures) for
chairs. others to
guess.
Middle Focus on reading
30 min Pre-reading. New vocabulary Learners make Individual
Teacher shows a PPT slide with their own avaluation PPT
pictures and words to match. sentences
Learners should write down the using the new Audio
new words into their vocabularies. vocabulary. Handout 2
Teacher drills the pronunciation of https://
the new words. www.gocom
Peer assessment ics.com/
Teacher asks and makes notes on pickles
the number of correct answers
While-reading
Learners listen to the recording Learners read
and at the same time follow the the text
text to identify who the man on the attentively to
bus is. answer the
Teacher allocates 2 minutes to questions
look through the text and the given.
pictures.
Teacher asks the whole class who
the man on the bus is.
Teacher explains to learners that
they should write full answers in
full sentences and provides Mutual
examples. Learners avaluation
discuss their
Open class discussion experiences in
Post-reading pairs, and then
Think-Pair-Share share with the
Teacher asks learners if they have class.
been in such a situation at hospital.
OR Learners work in pairs to act
out the situation they have read
about in the text. They are also
free to make any changes. Learners listen
and follow the
To introduce the topic, to listen text in their
and read for gist books to find
Direct Ss to the title of the article out
and the pictures. Elicitwhat
remedies Ss think someone might
find at home.
Play the recording.
Learners
To read for specific information complete the
Give Ss time to read the text again task
and complete the task.
Check Ss' answers. Tell Ss to
check any words they are
unsure of in their dictionaries.
End REFLECTION
5 min Learners Self-
At the end of the lesson, learners assessment
reflect on their learning: reflect on their
3 new words they learnt learning
2 activities they liked
1 challenge (difficulty) they
experienced
Home task: to write an assay
HOW TO KEEP HEALTH
Saying goodbye

Unit 5: Our Health
Theme of the lesson: How we keep fit and healthy
Learning objectives 6.1.10.1 use talk or writing as a means of reflecting on and

exploring a range of perspectives on the world
Lesson objectives To enrich vocabulary with new words related to the topic
To share their personal pieces of advice for a healthy heart using new
words
Previous learning How we keep fit and healthy
Plan
timings activities
5 min Teacher greets learners and PPT
introduces the lesson objectives in
a simplified manner.
Warm –up.
Word race.
Teacher divides class into 2-3 Learners play
groups according to the rows. with Word
Learners are given A4 papers to race
write down the words. Teacher
sets 2 minutes to write as many
words from the previous lessons as
they can within the time limit.
Learners take turns to write 1
word. The winner is the team who
wrote the biggest number of words
and made no spelling mistakes.
Each spelling mistake takes away
1 point. Learners explain the
meaning of the words.
Middle Focus on vocabulary Handout 1
30 min Pre-teaching new vocabulary Learners Mutual
Learners are given handout 1 with swap their avaluatio
pictures and phrases to match works and
(there is a slide with this task) for check the
learning new phrases. They work answers in
on their own. pairs.
Teacher tells learners to compare
their answers with their partners.
Teacher shows the answers on the
slide.
Teacher monitors the process and
explains the phrases where
learners have mistaken.
Teacher shows the pictures again
and asks learners to explain the
meaning of the words.
Focus on speaking
Pre-speaking Verbal Video
evaluation
Learners are shown the word Learners https://
keeping fit. work in pairs www.youtu
Learners are divided into two and decide be.com/
groups. The task of the first group which of the watch?
is to write the phrases into the first phrases v=XcENkf
column (Healthy habits) and the match wLjOc
task of the second group is to write keeping fit.
the phrases into the second column
(healthy eating).
Teacher should also show the
video about healthy and unhealthy
habits to support learners with
some ideas. Individual
While speaking avaluation
Learners work in pairs and discuss
whether they think they have Learners
healthy or unhealthy habits. discuss
Post speaking
Teacher and learners give
feedback to the learners using Learners
“Two stars and a wish” technique present their
(Two stars = 2 things that are good dialogues to
about the dialogues, a wish = the whole
something they can improve to class.
make it even better).
End REFLECTION
5 min At the end of the lesson, learners Self-
assessment
reflect on their learning:
3 new words they learnt
experienced
Home task: to learn the new
vocabulary
Saying goodbye

Unit 5: Our Health
Theme of the lesson: Creating a presentation about our favourite sport
Learning objectives 6.3.6.1- communicate meaning clearly at sentence and discourse

level during pair, group and whole class exchanges;
6.1.10.1- use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
6.5.6.1- link, with minimal support, sentences into coherent
paragraphs using basic connectors on a growing range of familiar
general topics;
Lesson objectives All learners will be able to:
To listen and read for gist, to read for specific information, to
write about health services
Most learners will be able to:
Some learners will be able to:
Previous learning How we keep fit and healthy
Plan
Planned Planned activities Learners’ Evaluation Resource
timings activities s
Beginning ORGANIZATIONAL MOMENT
5 min To practise role-playing Learners
Mutual
Explain the situation. complete the avaluatio
Remind Ss that they can use the task in pairs,
dialogue in Ex. 2 as a model as draw the
well as any ideas of their own to diagram on the
complete the task. board and
elicit
Middle To earn intonation when Learners earn
30 min expressing sympathy intonation Verbal
Play the recording with pauses evaluation
when
for Ss to repeat chorally and/or expressing
individually. Pay special sympathy
attention to Ss' intonation and
pronunciation.
To introduce the topic and Learners listen
predict the content of a text and follow the
Direct Ss’ attention to the texts in their
pictures, title and subheadings books and
and elicit their guesses as to what check.
the texts are about.
To read for specific information Learners read Individual
Ask Ss to use the Word List to the texts and avaluation
look up the meanings of the words answer the
in the Check these words box, then questions.
check Ss’ answers.
To consolidate comprehension of
a text
Give Ss some time to consider
their answers and then elicit
answers from Ss around the class.
To write about a health service Learners write

Individual
Explain the task and ask Ss to a short text and
avaluation
copy the headings into their pay attention
notebooks. Then give Ss time to to correct
research information about a spelling
health service from their country
or another country and make notes
under the headings. Tell Ss to use
their notes to write a short text and
pay attention to correct spelling.
Ask various Ss to present the
health service to the class
To make a presentation about Mutual

favourite sport Learners make avaluatio
Ask Ss to look up information on a presentation
the Internet using the key word about favourite
‘Sport’ in the search bar or in sport
encyclopedias/other reference
books. Ss can use the website
suggested at the Express
Publishing website.
End FEEDBACK.
5 min At the end of the lesson learners Learners
Self-
reflect on: choose one and assessment
- What they learned; put on the
- What remained unclear for board their
them; stickers.
- What they need to continue
working on;
Teacher gives comments about
learners work and awards learners.
Home task: to finish the
presentation about favourite sport
Saying goodbye

Unit 5: Our Health
Theme of the lesson: Creating a presentation about an aspect of keeping healthy
feelings
Lesson objectives To listen for specific information while doing listening assignments
To share an opinion on the topic interacting classmates and using
topical vocabulary
Previous learning Creating a presentation about our favourite sport
Plan
timings activities
5 min Teacher greets learners and introduces PPT
the lesson objectives in a simplified
manner.
Warm –up.
Show a photo, ideally of a celebrity, Learners
who’s particularly fit (e.g. Daniyar describe
Eleusinov or Kazhymukan people by
Munaitpassov) that learners might photo
admire or simply use this photo, and
ask learners how they would describe
these people.
Middle Focus on speaking Learners Verbal https://
30 min Write these words on the board, follow the evaluation englishlesson
plan.co.uk/
explain that these are groups of some instruction
fit-in-15-
specific exercises within the workout: minutes-
cardio exercises core exercises create-your-
cool down exercises own-work-
Predict definitions of these words or out/
explain meanings if necessary. Show
photos to explain the meaning:
cardio activities core exercises
cool down exercises
Ask learners what type of exercises
they do or did in each stage of the
workout. Ask them to explain the
activity.
By recalling these exercises teacher
will be able to elicit some key phrases.
Depending on the level here are some
phrases teacher can elicit: lift arm/leg,
bend shoulder, hip circles, knee
circles, crunches, squats, stretch.
Focus on listening
Tell learners that they’re going to Learners
watch a British TV presenter Davina watch the Individual Video
talking about her new fitness video and avaluation https://
programme. the find out www.youtu
The task says Which of the words are the be.com/
used in the video? Cross out the answers to watch?
words which are not used in the video. the Task 1. time_conti
Learners watch the video again and nue=8&v=j
answer the questions. Show questions pgVbKutE-
on PPT and ask learners to focus on c
questions. Remind them that before Handout 1
listening they should underline key
words of each sentence.
What is the name of Davina’s fitness
programme? (Fit in 15) https://
How many parts of workout are englishless
included in the programme, what are onplan.co.u
the names? (cardio, arms, legs and k/fit-in-15-
core,cool down,chill out stretch.) minutes-
How long has Davina been exercising create-
with the personal trainers? (10 years) your-own-
What is the third exercise shown on work-out/
the video? Do you think you can do 10
repetitions of this activity? (the
activity is called ‘squads’. The
answer to the other question depends
on learners physical condition.)
End REFLECTION
assessment
3 new words they learnt
experienced
Home task: to make a presentation

about aspects of keeping healthy
Saying goodbye

Unit 5: Our Health
Theme of the lesson: Grade 6 eats healthy food!
Learning objectives 6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk
about a growing range of general topics, and some curricular topics
6.3.3.1 give an opinion at discourse level on a range of general and
curricular topics
6.4.6.1 recognise the attitude or opinion of the writer on a growing
range of unfamiliar general and curricular topics, including some
extended texts
Lesson objectives To talk about food preferences;
To present vocabulary in the context of article about fruit and
vegetables
To identify specific information in the text;
words and phrases into well-formed sentences
Previous learning Creating a presentation about an aspect of keeping healthy
Plan
timings activities
5 min Greeting learners. Teacher PPT
draws students’ attention to
the title of the lesson and asks
them to tell what they think
the lesson is about (eating the
right kind of food or healthy
food).
Teacher discusses Learning
Objectives with the learners.
Warm –up.
Teacher shows PPT slide with Learners use
pictures and asks learners construction “I like/
which of the fruit and I don’t like”.
vegetables they like most of
all.
Middle Focus on vocabulary Learners read the Verbal
30 min Learners are shown a PPT words “proteins / evaluation Handout 1
slide. They should write the fibre / vitamins /
food in the correct column. cereals / sugar” and
Teacher distributes the put them in the
handouts with vocabulary suitable sentences.
words to the students.
Open class discussion Learners write one Individual Handout 2
Teacher asks learners about or two new words avaluation
the word that was new for and stick them to
them. the poster
Poster will look like a tree
with words on its leaves.
Focus on reading
Pre-reading Learners read the Mutual Handout 3
Learners read the title of the title of the avaluatio
magazine article “A rainbow magazine article
on your plate” and make
predictions about the object Learners give any
of reading. Teacher may help associations with
to deduce the meaning of the the given word
word “rainbow” by (rain, colourful,
brainstorming the word. beautiful etc.).
Teacher writes the word
“rainbow” on the board.
While-reading
Teacher distributes texts for
reading in the form of
magazine article. At first
learners should choose an
appropriate fruit or vegetable
for each its function by
ticking the boxes. Several
food items can be chosen for
each of the function.
Post reading Learners are
Learners have a further encouraged to use
discussion on the topic of the phrases for
article. expressing
Teacher should write out the agreement and
6 statements below on A4 disagreement like
paper and post them around “totally agree”,
the room. “totally disagree”,
Learners should walk around “not sure about
and write their opinion in that/partially agree
response to at least 3 of the or disagree”.
questions.
End Feedback Learners reflect Self-
5 min Home task: to answer the about the reading assessment
questions and draw a poster: activity
1) What foods give energy?
2) What can protect us from
different diseases?
3) How does the water help us?
Saying goodbye
Unit 5: Our Health
Theme of the lesson: Looking at Kazakhstan recipes
Learning objectives 6.1.8.1 develop intercultural awareness through reading and

discussion
6.3.2.1 ask simple questions to get information about a growing range
of general topics
6.4.4.1 read independently a limited range of short simple fiction and
non-fiction texts
Lesson objectives To ask special questions to make a dialogue

To study the cost of food around the world and compare it with
Kazakhstani
To read information and analyze the text through discussion
Previous learning Grade 6 eats healthy food!

Plan
timings activities
10 min Teacher greets learners. PPT
Teacher sets positive
atmosphere by asking some ice https://
breaking questions. Teacher www.fluent
discusses learning objectives u.com/
with students. blog/
Warm –up. Learners do Verbal educator-
For this activity, have learners the task evaluation english/esl-
bring a dish from their culture food-
or personal background for their activities/
classmates to try. Have each one
of them give a short description
of their dish, including how it is
prepared. Elicit vocabulary from
the dish presented and write it
on the board. For example, if
your student introduces falafel,
you can write out vocabulary
such as chickpeas, cumin,
parsley and tahini. When
assigning learners the work for
this activity, encourage each
student to bring in relevant
pictures of ingredients used.
Middle Focus on listening Learners Mutual Video -Cost

25 min Let learners know that they are watch the avaluatio of food
going to discuss a variety of video and https://
foods and their cost. discuss what www.youtub
the different e.com/
Class discussion costs mean. watch?
What is the video saying? v=2dS8qjJ4l
What does it not take into Q0
consideration? (e.g. salaries)
Is it surprising?
Do we take food for granted? Handout 1
Teacher hands out the leaflet https://
with some information about the www.numbe
average price of Kazakhstani o.com/cost-
food and ask learners to analyze of-living/
the price and compare with the country_res
price of food all over the world. ult.jsp?
country=Ka
Focus on speaking zakhstan
Teacher shows some pictures of Learners
Verbal
different foods around the world work in pairs evaluation
and asks learners if they are and discuss
familiar with them, if yes, which the topic:
one they like or dislike? “Which food https://
Note: Teacher should pair should I edition.cnn.c
learners in advance and ask present and om/travel/
learners what Kazakh food they how article/
would like to present to the expensive it world-best-
world and explain why. is” food-
dishes/
index.html
End REFLECTION
5 min At the end of the lesson, Self-
learners reflect on their assessment
learning:
Draw together what has been
learned,
Highlight the most important
rather than the most recent
points,
Summarise key facts, ideas and
vocabulary, and stress what
needs to be remembered;
Home task: to write one of the

recipes Traditional food of
Kazakhstan
Saying goodbye

Unit 5: Our Health
Theme of the lesson: Looking at Kazakhstan recipes
Learning objectives 6.L7 Recognise the opinion of the speaker(s) in supported extended
talk on a limited range of general and curricular topics
6.S5 Keep interaction going in longer exchanges on a range of
general and curricular topics
6.S7 Use appropriate subject-specific vocabulary and syntax to talk
Lesson objectives Identify the position of speakers in an extended talk with support
Communicate with others in longer conversation on familiar topics
Apply topic related vocabulary in speech appropriately arranging
Previous learning Looking at Kazakhstan recipes
Plan
timings activities
Beginning Organizational moment PPT
5 min Warm –up.
Make a fruit salad with as many Learners do Verbal https://
fruits as you can. Students take the task evaluation busyteacher.
turns being blindfolded and org/7055-6-
guessing the fruit they’ve been esl-games-
given to taste. You may divide with-
them into teams, give them points food.html
for correct guesses, and let them
enjoy a healthy snack!
Middle LISTENING Video
10 min Listen to the talk between Mrs Learners listen https://
Pickles and Dr Crawley twice to the talk and Individual www.youtub
and circle the correct answer. circle the avaluation e.com/
1. Mrs Pickles thought the man correct answer watch?
_____ v=1WfyX5
2. According to Mrs Pickles, the GaCmc
man should drink warm tea
because ________
3. According to Mrs Pickles, the
man should be _________
4. Mrs Pickles is going to see a
doctor because _______
5. Mrs Pickles doesn’t know what
Dr Crawley looks like
because_____ Mutual
Focus on listening Learners avaluatio
Inform learners that they are calculate the
going to watch a tutorial video cost of food
how to calculate the cost of food for a particular
for a particular recipe. Ask type of dish.
learners to take notes if necessary
and remember as much as
possible.
Focus on writing Handout 1
Pre-writing http://
Ask learners to choose food and learnenglishtee
ns.britishcounc
write necessary ingredients for
il.org/skills/
food. Demonstrate the simple writing/
example how to calculate. Ask elementary-a2-
more able learners to calculate for writing/recipe
a person including serving as in
video.
For example:
Beshbarmak
Meat – 1.5 kg / 2250 tg
Onion – 2/ 10 tg
Eggs – 2 / 50 tg
Flour – 300 gr/60 tg
Potato – 300 gr/ 30 tg
Total: 2400 tg
Average price of the above food
Meat costs about 1500 tg per 1 kg
Onion costs about 100 tg per a 1
kg
Eggs costs 250 tenge for 10 eggs
Flour costs 200 tenge for 1 kg
Potato costs about 100 tenge per
1 kg Learners Individual
While-writing describe the avaluation
Students will write the recipe of whole process
the dish they have chosen and of cooking
remember learners to use tips for
writing. Less-able learners should
be supported by teacher.
End REFLECTION
5 min Write down 3 things you have
done particularly well this lesson
Write 1 thing that you think you
could have done better
Home task: to revise grammar
and vocabulary
Saying goodbye

Unit 5: Our Health
Theme of the lesson: Unit revision
feelings
6.6.10.1 use present continuous forms with present and future
meaning and past continuous forms for background and interrupted
past actions on a limited range of familiar general and curricular
topics
6.6.13.1 use modal forms including mustn’t (prohibition) need
(necessity)
should (for advice) on a range of familiar general and curricular
topics
Lesson objectives A learner can select necessary words/phrases and put them into the
gaps to make meaningful sentences
A learner can recognize grammar inconsistencies in the sentences and
provide correct sentences
A learner can recognize typical features of the target grammar and
apply all rules correctly
Previous learning Looking at Kazakhstan recipes
Plan
timings activities
5 min Teacher greets learners. Teacher PPT slides
explains that today learners will 1
perform a revision work –grammar
and vocabulary tasks.
Warm –up. Small ball
Teacher organizes an activity:
‘Brain power’. The idea is the same
as in ‘Hot potato’ – all participants
one by one throw a ball to a
classmate saying one word/phrase
they remember from previous
lessons (Topic Our Health). This
way some vocabulary recap takes
place.
Middle Focus on vocabulary Learners Individual
30 min Quiz focus on the avaluation Handout 1
Teacher distributes the vocabulary tasks and
quiz to learners. Learners should do accomplish
the tasks individually. them
If learners have problems independently
understanding a task, they should
ask the teacher to help them.
Teacher’s support should not be
thorough – just some hints/clues are
given.
Note: Remember learners that the

maximum point for 2 tasks are 25,
and if the learner gets at least 15, he
or she achieves.
Focus on grammar
Teacher reads out the definitions of Learners Verbal
3 pieces of grammar and learners study evaluation
should say what grammar it is: grammar and
We use this grammar (modal verb) give
to give advice (should/shouldn’t); examples
We use this grammar to say that we using these
have intention to do something in grammar
future (be going to + V); rules
We use this grammar to give orders
to somebody (Imperative mood).
Teacher asks some learners to give
examples using these grammar
rules.
Quiz
Mutual
Teacher distributes the quizzes and avaluatio Handout 2
asks learners to work individually.
Learners concentrate on the tasks Learners
and perform them independently. If concentrate
learners appear to misunderstand on the tasks
the task, they may ask teacher to and perform
come up to them and give help them
where necessary. Teacher’s support independently
should take place occasionally.
Note: Remember learners that the

maximum points for grammar task
are 20 and if a learner gets at least
10 points, achieves the goal.
End At the end of the lesson, learners Self-

5 min reflect on their learning: assessment
Name 3 tasks which were really
difficult
Name 2 tasks which were
interesting and easy
Home task: to revise the vocabulary
from the unit
Saying goodbye
Unit 6: Holidays and Travel
Theme of the lesson: Reviewing map reading skills
Learning objectives 6.3.3.1- give an opinion at sentence and discourse level on an

increasing range of general and curricular topics;
6.4.2.1- understand independently specific information and detail in
short, simple texts on a limited range of general and curricular topics;
6.2.5.1- understand most specific information and detail of supported,
extended talk on a range general and curricular topics;
general topics;
6.6.8.1 - use future form will to make offers, promises, and
predictions on a growing range of familiar general and curricular
topics;
identify some specific information in the text correctly and use some
target vocabulary correctly in production tasks with support
identify most specific information in the text correctly and use a
range of target vocabulary correctly in production tasks with support
identify all specific information in the text correctly and use a range
of target vocabulary correctly in production tasks with little support
Plan
timings activities
Beginning Organizational moment Learners
5 min Greeting learners. Teacher focuses discuss
learners on the main goal of the learning
lesson. objectives.
Warm –up.
Learners brainstorm all types of Learners
activities during holidays. Teacher write the
gives the instructions and phrases in
demonstrates presentation with the their
phrases about holiday activities. copybooks.
Student should classify them into
three groups: holidays by sea,
holidays in the mountains, touring
in a city.
Open class feedback
Possible answers:
Holidays by the sea: sunbathing,
windsurfing, fishing
Holidays in the mountains: hiking,
exploring nature, camping
Touring holiday in a city: visiting
museums, tasting local food,
shopping, meeting local people,
staying at hotels.
Middle To present new vocabulary Learners Verbal
30 min Draw Ss’ attention to the pictures. listen and evaluation
Play the recording. repeat
Ss listen and repeat chorally and/or chorally
individually. Elicit the L1 and/or
equivalents. (Ss’ own answers) individually
To talk about holiday activities Learners Mutual

Explain/Elicit the meanings of any talk about avaluatio
unknown words and read out the holiday
example, then Ss talk in pairs about activities
their holiday activities using the
phrases.
To read for lexico-grammatical Learners Individual

structure(multiple choice cloze) read the text avaluation
Allow Ss some time to read the text and
and complete the gaps. Explain that complete the
Ss should read the wholesentence gaps.
before they decide on the best word
tocomplete each gap.
To understand the writer’s Learners
purpose and suggest alternative understand
headings the writer’s
Read the Study Skills box aloud and purpose and
then explain/elicit the meaning of suggest
the purposes in the rubric. Ask alternative
questions to check Ss’ headings
understanding
5 min At the end of the lesson, learners assessment
3 new words which you have
learned today
2 activities which you liked today
1 activity which was difficult for
you
Home task: to learn the new
vocabulary
Saying goodbye
Theme of the lesson: Reviewing map reading skills
Learning objectives 6.3.3.1- give an opinion at sentence and discourse level on an

general topics;
identify some specific information in speaking and listening and use
some target vocabulary accurately in production tasks with support
identify most specific information in speaking and listening and use
most target vocabulary accurately in production tasks with support
identify all specific information in speaking and listening and use
most target vocabulary accurately in production tasks with little
support
Previous learning Reviewing map reading skills
Plan
Beginning ORGANIZATIONAL MOMENT
5 min To present and practice new
vocabulary
Explain/Elicit the meaning of any Learners
unknown words. Ss match the present and
attractions (1-8) to the activities (A- practice new
H), then ask various Ss around the vocabulary
class to make sentences.
Middle Focus on vocabulary Learners Individual
30 min Teacher gives clear instructions and should match avaluation
hands out the papers. the words with
Most able learners will have the the pictures
task without any support. and write
Less able learners will have a down
minimal support as written the first translation for
letters of the words. these words.
Teacher monitors while learners are
doing the task.
Peer checking. Less able and most
able learners might work in pairs so
they will help each other.
Teacher should drill the
pronunciation of the words with the
class.
Focus on listening
Pre-listening
Teacher shows the picture and
learners need to predict what the Learners Mutual
dialogue is about. Learners can do it predict what avaluatio
pairs. Focus learners’ attention to the dialogue is
the verbs. Ask if they are going to about.
talk about their future plans for a
holiday and past ones.
Less-able learners should be
supported with some phrases to
share an opinion.
While – listening.
Teacher instructs learners clearly.
Verbal
Ask learners to read the task and Learners get evaluation
underline key words in the task. familiar with
Learners will listen to the recording the instruction.
twice.
Ask some ICQs (Instruction
checking questions)
1. Are there 11 questions? (No,
ten)
2. Are you going to choose from
options given? (No, we need
to write a word or words)
3. Can you write 3 words as an
answer? (No, no more than 2)
Remember learners that they can
write only ONE or TWO words, no
more than TWO.
Alan and Henrietta meet on the
train and talk about Alan's
European trip. Complete these
sentences with ONE or TWO words.
5 min Write down 3 things you have done assessment
particularly well this lesson
Home task: to write about a tourist

destination
Saying goodbye

Theme of the lesson: Reviewing map reading skills (This relates to Geography)
Learning objectives 6.1.3.1 respect differing points of view

6.1.2.1 use speaking and listening skills to provide sensitive feedback
to peers
Lesson objectives To express own opinions by using the pictures
To comprehend the general information in the listening
Previous learning Reviewing map reading skills
Plan
Beginnin Organizational moment PPT
g Greeting learners. Teacher
5 min focuses learners on the main goal
of the lesson.
Warm –up.
Teacher shows the quotation and Learners discuss
asks learners to think what it the quotation
means, give some examples.
Read the quotation. What does it
mean? Do you agree and
disagree? Why? Discuss.
The world is a book and those
who do not travel read only one
page. (Unknown)
Middle Focus on vocabulary
30 min In this manner, teacher elicits Learners look at Verbal
their background knowledge the pictures on evaluation
(may be topic-related vocabulary) PPT related to the
concerning this topic. In addition, travelling
learners should match the words
with the pictures by discussing
with his/her pair. Then there
should be a whole-class
discussion to check.
If learners do not know the

presented words, they should
write the new words down in Mutual Track 1
their copybooks. avaluatio
Focus on listening Learners look at

Pre-listening the matched
Listening pictures again as
Learners listen to Louise talking well as listen to
to her friend Philip on the phone the audio 1, and
about her holiday in Sicily. number the order
Which of the following does she correctly
talk? The learners do the TASK
1 and choose the correct patterns.
After identifying the correct
themes of Louise’s talk, the
learners listen to it again and
choose a or b in the following
TASK 2. Additionally, if some Learners identifies Individual Handout 1

words from the recording are what Louise is avaluation
unknown for learners, they talking about
should construct some sentences defines and
by using the new words with the completes the
help of a teacher. sentences with the
correct
Post-listening information about
Ask learners to look at the Louise’s holiday
pictures and discuss with their
partners where they can go to do Learners discuss
aforementioned activities.
End REFLECTION
reflect on their learning: assessment
What was difficult on this
lesson?
What was easy on this lesson?
Home task: answer the questions

As an extension activity teacher
can ask learners to discuss the
questions: Imagine you are on
holiday and your friend calls you.
Tell him/her all about your
holiday.
Saying goodbye

Theme of the lesson: Learning about the weather and how to create a cloud
Learning objectives 6.R5 deduce meaning from context on a limited range of familiar
general and curricular topics, including some extended texts
6.S7 use appropriate subject-specific vocabulary and syntax to talk
6.UE10 use present continuous forms with present and future
topics
Express own opinions by using the pictures
Comprehend the general information in the text
Make the compound sentences by using the right verb tenses
Present the conclusion of all the texts
Previous learning Reviewing map reading skills (This relates to Geography)
Plan
Beginnin Greetings.
g Teacher organizes the class and greets
5 min the students .In order to understand
learning objectives students should
paraphrase them by little support of a
teacher.
Warm-up: Learners Verbal
In order to reminisce types of construct evaluation
transport, Teacher clicks a link below some
to show a short video about types of compound
transport that are used during the sentences one
travelling. After watching it, learners by one
construct some compound sentences
one by one (at least 2 sentences as
well as present simple and past simple
should be alternated).
For example: There is no doubt that https://
in summer season the usage of buses learninga
for travelling is not so convenient pps.org/
because of hot weather as well as view8710
crowd in it. 10
Middle Pre-teaching new vocabulary: Learners Mutual Active
30 min Teacher shows a slide on the PPT to should match avaluatio board
get acquainted the learners with the new words
words from upcoming tasks. If with the
students do not know them, they given
should write words down in their pictures.
copybooks.
Verbal
Pre-reading Learners evaluation Handout 1
Before starting to do a reading task, all discuss Reading
the students discuss the places of texts
interest in Astana (what places can
they visit?). According to the learning
objective the students should use the
Past and Future simple while speaking
(for example: what did they visit?
Where will they go?). After all, there
should be pair assessment, if a learner
makes mistakes in word-ordering or
using an appropriate tense, his/her pair
may correct him/her by giving
feedback orally (pair-assessment).
A teacher monitors this procedure.
Reading Individual Handout 2
Each student is given one text (there Learners read avaluation
are 5 different topics) and students his/her own
read his/her own text individually text
within 2 minutes (Teacher should cut individually
the 5 texts and then distribute reading within 2
passages for each student). After minutes,
having done the reading, learners retells his/her
should be divided into 2 groups (if text to his
there are 10 students, it’s up to the team fellows
teacher/the number of students in the in order to
class). Thus, each student retells inform them
his/her text to his team fellows in what his/her
order to inform them what his/her topic is about
topic is about, and one by one (by
chain) learners discuss their texts to
each other. When they complete
retelling to each other, they will
answer the questions in PPT related to
5 different topics.
End PLENARY Self-
5 min 3 new words you have learnt assessment
2 activities you liked
1 difficulty you have experienced
Home task: Learners should learn by
heart new words and construct 5
compound sentences by using them.
Saying goodbye

Theme of the lesson: Learning about the weather and how to create a cloud
(This relates Maths and Physics)
Learning objectives 6.C2 use speaking and listening skills to provide sensitive feedback
6.L5 understand most specific information and detail of supported,
extended talk on a range general and curricular topic
6.S7 use appropriate subject-specific vocabulary and syntax to talk
about a limited range of general topics, and some curricular topic
enrich their vocabulary on the topic
practise listening for specific information
complete the listening task correctly
use topic-specific words and phrases when speaking
produce correct simple sentences while participating in groupwork
Previous learning Learning about the weather and how to create a cloud
Plan
timings activities
Beginnin Greetings PPT
g Greeting learners. Setting positive
5 min atmosphere by asking some ice
breaking questions. Discussing
learning objectives with the
learners.
Warm-up: Learners
Teacher draws students’ attention to guess what
the title of the lesson. Teacher helps the lesson
students guess the meaning of the will be about
word camping by drawing their and elicits
attention to the pictures in the first answers.
activity. Teacher briefly explains
that we use the verb go+ -ing forms
to indicate physical activities, e.g.
go camping/ fishing/ swimming/
shopping, etc.
Middle Vocabulary:
30 min Teacher asks students if they know Learners
any camping equipment in English. present Verbal
Students look at the pictures and vocabulary evaluation
read through the words underneath related to
them. camping
Teacher helps students deduce the
meaning of any unknown words by
relating them to the content of the
corresponding pictures. Teacher
plays the listening track 1 and
pauses so that students can repeat
what they hear.
Pre-listening:
Teacher asks students to look at the Learners look Mutual
pictures and discuss with a partner at the pictures avaluation
why people need these items when and discuss
going camping. Check as a class.
While-listening:
Teacher asks students which of the
things shown in the pictures they Learners do Individual
would take with them on a camping the task avaluation
trip. Teacher draws students
attention to the TIP and explains it
to the class. Then, students are
asked to go over the task and the
assessment criteria. Listening track
2 should be played twice. Students
work individually. Check as a class.
If necessary, teacher plays the track
again in order to clarify any
questions students may have.
Post-listening:
Teacher asks students to imagine Learners
they are going on a camping trip. In discuss what
small groups, teacher has students each member
discuss and decide what each of the group
member of the group is going to do is going to do
to prepare for the camping trip and to prepare for
then report their decisions to the the camping
class. trip
End Plenary:
5 min Teacher asks students to describe Self-
the lesson in 2 nouns assessment
and 2 adjectives.
Home task: Students should write
answers (7-10 sentences) to these
questions: Are there many places
where you can go camping in your
town? What are the advantages and
the dangers of camping in the
mountains/ forest or by the sea?
Saying goodbye

Theme of the lesson: Descriptive language to create an atmosphere
Learning objectives 6.4.5.1- deduce meaning from context on a limited range of familiar
general and curricular topics, including some extended texts;
6.3.7.1- use appropriate subject-specific vocabulary and syntax to
talk about a limited range of general topics, and some curricular
topics
6.2.6.1- deduce meaning from context in supported extended talk on
a range of general and curricular topics;
6.1.6.1- organise and present information clearly to others
6.5.7.1- use with some support appropriate layout at text level for a
growing range of written genres on familiar general topics and some
curricular topics;
identify some specific information and ideas in the text correctly and
use some target language correctly to recount information about the
text
identify a range of specific information and ideas in the text correctly
and use some target language correctly to recount information about
the text
Identify a range of specific information and ideas in the text correctly
and use a range of target language correctly to recount information
about the text
Previous learning Learning about the weather and how to create a cloud
Plan
timings activities
Beginnin GREETINGS Learners
g Direct Ss’ attention to the picture and introduce the
5 min elicit what Ssthink they are going to topic, to
read about. Ask four Ss toeach read predict the
out the first sentence of one content of the
paragraph. Play the recording. Ss text; to listen
listen and follow the text in their and read for
books to check. gist
Middle To read for specific information Learners
30 min Allow Ss some time to read the text answer the Verbal
evaluation
again.Ask Ss to use the Word List to questions
look up the meanings of the words in
the Check these words box, then give
Ss some time to answer the
questions. Mutual
To consolidate comprehension of a Learners avaluatio
text consolidate
Elicit a variety of reasons from Ss comprehensio
around the class why n of a text
someone should visit Turgen Gorge.
Learners Individual
To identify specific types of nouns identify avaluation
Give Ss time to scan the text again specific types
and find the nouns required. Elicit of nouns
answers around the class.
Learners read
To listen for specific information the sentences
Explain the task. Ask Ss to read the and answer to
sentences and possible answers to familiarise
familiarise themselves with the themselves
content of the recording. with the
Play the recording. Ss listen and content of the
choose the correct answers recording.
Check Ss’ answers.
Learners talk
To talk about fixed arrangements about fixed
Ss do the task in closed pairs, then arrangements
ask some pairs to act out their
completed dialogues in front of the
class. Learners
complete a
To complete a letter to a friend letter to a
about fixed future arrangements friend about
Allow Ss five minutes to complete fixed future
the task, then check arrangements
Ss’ answers around the class.
End PLENARY
5 min 3 new words you have learnt Self-
2 activities you liked assessment
1 difficulty you have experienced
Home task: To design a brochure

Divide Ss into small groups. Explain
the task and assign it as HW. Tell Ss
to use ideas from the text and/or
research online.
Check Ss’ answers in the next lesson.
Saying goodbye

Theme of the lesson: Descriptive language to create an atmosphere
Learning objectives 6.4.9.1- recognise the difference between fact and opinion in short,
simple texts on a wide range of general and curricular topics
6.3.3.1- give an opinion at sentence and discourse level on an
6.1.6.1- organise and present information clearly to others
6.5.7.1- use with some support appropriate layout at text level for a
curricular topics;
use some language from the module to express views and write some
relevant questions accurately
use a range of language from the module to express views and write a
range of relevant questions accurately
use a wide range of language from the module to express views and
write a range of relevant questions accurately
Previous learning Descriptive language to create an atmosphere
Plan
Beginnin GREETINGS
g To learn situational language,
5 min introduce the context of a
dialogue and practise Learners listen and
pronunciation Play the repeat chorally
recording. and/or
Elicit Ss’ guesses as to what the individually.
dialogue might be about
Middle To listen for specific
30 min information
Play the recording. Ss listen and Learners listen and Verbal
follow the text in their books and follow the text and evaluation
find out the answer to the find out the
question in Ex. 1a. answer to the
question
To read for specific Individual
information Learners elicit avaluation
Allow Ss time to read the corrections for the
dialogue again and do the task. false statements.
Refer Ss to the Word List to look
up the words in the box.
To act out a dialogue Learners to work Mutual
Play the recording again. in pairs and take avaluation
Monitor the activity around the roles to read out
class and ask somepairs to read the dialogue.
out the dialogue in front of the
class.
To present and practise Learners present Verbal

evaluation
intonation inquestions and practise
Go through the theory and intonation in
explain how the pitchgoes up at questions
the end of a yes/no question and
downat the end of a wh-
question.
Play the recording with pauses
for Ss to listen and repeat
chorally and/or individually. Pay
specialattention to Ss’
pronunciation and intonation and
correct as necessary.
To write about a park in

yourcountry Learners write
Explain the task. Ss work in about a park in
groups and think of apark. Refer your country
Ss to the Internet, encyclopaedias
or otherreference books to find
information about a park intheir
country and then Ss complete the
task.
End REFLECTION
5 min Write down 3 things you have Self-
done particularly well this lesson assessment
Home task: To give a
presentation on your own
miniature model park
Explain the task.Tell Ss to
brainstorm for popular tourist
attractionsin their country and
then decide which ones wouldbe
good to include in a model park
and why.
Saying goodbye

Theme of the lesson: Researching and writing a magazine article on adventure
holidays for families
Learning objectives 6.2.8.1- understand supported narratives including some extended
talk, on a range of general and curricular topics
6.1.3.1- respect differing points of view;
6.6.3.1- use common participles as adjectives and order adjectives
correctly in front of nouns on a growing range of familiar general and
curricular topics;
6.5.8.1 spell most high-frequency vocabulary accurately for a limited
range of familiar general topics and some curricular topics
identify some specific information and ideas in the text correctly and
use some target language correctly to recount information about the
text
identify a range of specific information and ideas in the text correctly
and use some target language correctly to recount information about
the text
identify a wide range of specific information and ideas in the text
correctly and use some target language correctly to recount
information about the text
Previous learning Descriptive language to create an atmosphere
Plan
timings activities
Beginning GREETINGS
5 min To introduce the topic and
predict the content of the text
Elicit what if anything Ss know
about H.G. Wells, then
ask Ss to read the biography to
check.
Middle To predict the content of a Ss listen and
30 min text follow the text Verbal
evaluation
Direct Ss’ attention to the in their books
pictures and elicit what they and find out the
show and how they may relate answers to the
to the story. questions in the
Play the recording. rubric.
To read for sequence of events

and retell a story Learners read
Allow Ss some time to read the the text Individual
text carefully and put the events carefully and avaluation
in the order they happened. put the events in
Ask Ss to use the Word List to the order they
look up the meanings of happened.
the words in the Check these
words box and then ask various
Ss to retell the story. Learners
To predict anddiscuss possible identify
outcomes of a story adjectives
Explain the task and allow Ss describing
some time to talk about their feelings
ideas in pairs.
Ask some pairs to report back to
the class. Play the recording. Ss
listen and check.
To read for cohesion and Learners read Mutual
coherence (missing sentences) for cohesion avaluatio
Explain the task. Allow Ss time and coherence
to put the missing sentences in
the right place in the text.
Ask Ss to use the Word List to
look up the meanings of the
words in the box. Learners
To understand the topic of understand the
each paragraph in a text topic of each
Explain the task and read out paragraph in a
the topics in the list and then text
elicit the topic of each
paragraph from various Ss
around the class. Learners
To present and practise order complete the
of adjectives task
Read out the Note!and explain
the order of adjectives. Then
elicit further examples.
End PLENARY
5 min 3 new words you have learnt Self-
2 activities you liked assessment
1 difficulty you have
experienced
Home task: To write an email
about your holiday
Saying goodbye

Theme of the lesson: Researching and writing a magazine article on adventure
Learning objectives 6.5.6.1 link with minimal support sentences into coherent paragraphs
using basic connectors on a growing range of familiar general topics
6.5.7.1 use with some support appropriate layout at text level for a
curricular topics
6.6.8.1 use future form will to make offers, promises, and
topics
Lesson objectives To write a postcard using present continuous and future tenses
To write a postcard following the structure of a postcard
Previous learning Researching and writing a magazine article on adventure
Plan
timings activities
5 min Greeting learners. Teacher PPT
focuses learners on the main
goal of the lesson. Video BBC
English
Warm –up. Learners https://
Verbal
T: Show the video to learners discuss evaluation www.youtub
and ask them what the girl in the e.com/
video doing. watch?
Teacher can ask some questions v=1JC5Ig5I
What has she taken out from her bag? k_g
(A postcard)
How did she start her letter? (Dear
friends, hello from London)
Where is she staying? (in a wonderful
hotel)
Where has she been? (Tower of
London, River Thames )
What food has she tried? (Fish and
chips)
What is she planning to do? (to visit a
musical at the London Palladium)
How does she finish her letter? (Wish
you were here. Love from Emma)
What tenses has she used? (Present
Simple, Present Perfect, Present
Continuous )
Middle Focus on writing

10 min Pre-writing
Demonstrate the information in Learners read
Mutual
Handout 1 and ask learners to the postcard avaluatio Handout 1
read the postcard and tips which and tips which
are necessary to follow. are necessary
to follow
When learners have finished
reading, ask some questions for Learners Individual
comprehension. answer the avaluation
What parts does the postcard consist questions
of? (Introduction, main body and
conclusion)
Do you need to write the address?
(Yes)
Why is the writer using Present
Continuous in the card? (Because she
is visiting New York now)
Has she visited any places yet? If yes,
which ones? (Yes, the Statue of
Liberty, the Brooklyn Bridge, and
Central Park)
What is the weather like there? (It is
hot and sunny)
What is she going to do? (She is
going to watch a show at the theatre
on Broadway)
Writing
Ask learners to write a postcard Learners write
to their parents, friends or a postcard to
relatives. Let them imagine that their parents,
they are somewhere visiting friends or
interesting places, sightseeing relatives.
and enjoying their vacation.
Assessment criteria:
Writes sentences in present
continuous, present prefect
tense and going to
End At the end of the lesson, Self-
5 min learners reflect on their assessment
learning:
How efficient were the
strategies you used to tackle the
task?
How would you improve what
you did next time?
What are the next steps in your
learning and why?
themes
Saying goodbye

Learning objectives 6.6.8.1 use future form will to make offers, promises, and
topics
6.6.10.1 use present continuous forms with present and future
topics
Lesson objectives To revise “to be going to” through various exercises
To use topic-related vocabulary
To practice writing skill through writing information for a tourist
brochure
Previous learning Researching and writing a magazine article on adventure
Plan
timings activities
Beginning Organizational moment PPT
5 min Greeting students. Students
discuss learning objectives.
Teacher focuses students on the
main goal of the lesson.
Warm –up. Learners look Individual

Teacher attracts learners’ at the pictures avaluation
attention the task. The activity is and match
for vocabulary revision. them with the
words given.
Middle Focus on grammar Handout 1
30 min Focus learners’ attention on the Learners read
Verbal
structure “to be going to” and ask the evaluation
learners to read the instructions instructions
and complete the exercise. and complete
Fill in the correct verb from the the exercise
list.
Answers: 1) swim 2) eat 3) take
4) sit 5) stay 6) send 7) go
8) visit 9) relax
Exercise 3. Fill in: cosmopolitan,

precious, accommodation,
attractions, ceremony.
Answers: Learners
1. Accommodation answers at Mutual
2. Attractions least 3 avaluatio
3. Cosmopolitan questions
4. Ceremony correctly
5. Precious.
Assessment:
-answers at least 3 questions
correctly
Exercise 8.
Ask learners to read the Learners
instruction of exercise 8 and do answers at
the task. least 5
questions
Assessment: correctly
correctly
Exercise 9.
Ask learners to imagine that they Learners write
are writing a short paragraph at least one
about their city for a brochure. paragraph
Write: what sights/attractions (about 50
tourists can see there, how they words)
can get around, what food they
can try and where they can stay.
Assessment criteria.
-uses present tenses correctly
-uses topic – related vocabulary
After learners have finished their
writing task, ask them to swap
their copy books or sheets and
assess them.
End At the end of the lesson, learners Self-
5 min reflect on their learning: assessment
What was the most interesting
task?
What was the most challenging
task? Why?
Home task: to finish writing a
short paragraph about their city
for a brochure
Saying goodbye

Unit 7: Reading for Pleasure
Theme of the lesson: Learners read non-fiction books in Kazakh, English, Russian
languages
Learning objectives 6.C4 evaluate and respond constructively to feedback from others
6.R4 read independently a limited range of short simple fiction and
non-fiction texts
6.R5 deduce meaning from context on a limited range of familiar
general and curricular topics, including some extended texts
6.S5 keep interaction going in basic exchanges on a growing range of
Understand the reading text
Enrich vocabulary with new words related to the topic
Identify specific information in the text
Plan
timings activities
Beginnin Organizational moment
g Teacher starts with greetings and PPT
5 min meets students with the plan of the
lesson today and learning objectives.
Hello, dear friends!
Today we are going to have a story
for reading about Lisa. She won first
prize - a ticket to New York.
Pre-reading: discussion. Learners Verbal
Teacher shows questions on Power discuss evaluation
Point Presentation. One of the
students reads them and other
answer.
Do you have a computer?
Do you ever use it to get on the
Internet? What for?
Have you ever won anything in a
competition or a quiz?
What do you know about New York?
Would you like to travel there?
What do you think Lisa’s trip will be
like?
Middle While-reading Learners
30 min Learners are given the text of choose true or
Chapter 1 and the while-reading they false Mutual Handout 1
do the tasks. At first they should do sentences avaluatio
True/False exercise.
Then they complete the paragraph
with the words from the text.
After that they match the words with
their meanings from the text.
Teacher pays attention to read the
task carefully all the time.
When learners finish reading they
assess each other in pairs.
Teacher shows the answers on PPT
and students do pair assessment.
Teacher asks about the results and
makes some notes about students’
success.
Open class feedback to check the
answers.
Post-reading (Plenary) Learners do Individual

Open class feedback. the task avaluation
Do you like the story?
What was the most interesting for
you?
Learners throw the dice to find out a
random question they should answer.
I would like to tell you about …
I would like to explain why …
The key focus was today …
The best part of today’s lesson was
…
One important thing to remember is
…
Today I have learnt …
Home task: learn the new words;
make a crossword with the words
from the text.
Saying goodbye

languages
SA
Learning objectives 6.C8 develop intercultural awareness through reading and discussion
6.R7 recognise typical features at word, sentence and text level in a
range of written genres
6.W4 write with some support topics with some paragraphs to give
basic personal information
Enrich vocabulary with new words related to the topic
Produce an effective paragraph about their free time using new words
Demonstrate comprehension by answering most of the questions
correctly
Previous learning Learners read non-fiction books in Kazakh, English, Russian
languages
Plan
timings activities
Beginnin GREETINGS.
g Greeting learners. Discussing PPT
5 min learning objectives with the learners.
Teacher asks learners to recall the
key points of the previous chapter. Verbal
Lead-in: evaluation
Learners recall where Lisa and Learners
George were going the next morning. discuss
They are shown a PPT slide with the
pictures of the Central Park. They
discuss what they know about it and
what people can do there in pairs or
in small groups. Open class
discussion
Middle Pre-reading Learners

10 min Learners do pre-reading vocabulary complete the Mutual
exercises to help better sentences avaluatio Handout 1
understanding of the text. with the
Learners choose a or b to complete prepositions
the sentences. in the box.
SA READING Learners Individual
20 min Task 1.Read the text Summer read the text avaluation
Holidays and complete the task. and
Mark the sentences True or False. complete the
Example: Sam finds summer an task.
enjoyable season. True Mark the
Sam usually has a relaxing timetable sentences
in summer. True or
Sam prefers not to remember about False.
school during vacation time.
Sam wants to spend his holiday with
his friends than with his parents.
Lying in the sun is Sam’s favourite
activity during holiday.
The most exciting experience was a
trip to Somerset.
WRITING
Task 2. Write a postcard to a
friend. Include Greeting and Learners
closing sentence. Use Present write a
Continuous tense. postcard to a
The following questions will help friend.
you to organize your writing: Include
What are you doing at the moment? Greeting and
Where are you staying? closing
What’s the weather like? sentence.
What are you going to do this Use Present
evening/ tomorrow? Continuous
tense.
End Reflection Self-

5 min Home task: learn the new words, assessment
write a paragraph about their free
time using the new words (weaker
students may write few simple
sentences, stronger students may
write a longer paragraph with more
complex sentences)
Saying goodbye

languages
Learning objectives 6.C6 organise and present information clearly to others
6.R2 understand independently specific information and detail in
short, simple texts on a limited range of general and curricular topics
6.W6 link, with minimal support, sentences into coherent paragraphs
using basic connectors on a growing range of familiar general topics
6.S4 respond with limited flexibility at both sentence and discourse
level to unexpected comments on a range of general and curricular
topics
Expand vocabulary with new words related to the topic
Produce an effective paragraph about a famous sight / monument in
Kazakhstan using new words
Demonstrate comprehension by fulfilling most of the tasks correctly
languages
Plan
timings activities
Beginnin Greetings.
g Greeting learners. Discussing learning PPT
5 min objectives with the learners. Teacher
asks learners to recall the key points of
the previous chapter.
Lead-in:
Learners are shown a PPT slide with Learners Verbal
the picture of the Statue of Liberty. discuss evaluation
They discuss what they know about it
in pairs. Open class discussion.
Middle Pre-reading: Think-Pair-Share
30 min Learners are given some time to do the Learners
tasks individually, then they work in choose a or Individual Handout 1
pairs to compare and discuss the b to avaluation
answers. complete the
Open class feedback to check the sentences.
answers.
Answer key:
Task 1: 1.island 2.sticker 3.subway
4.Met 5.camera 6.excited 7.ferry
THE WORD IN THE GREEN BOXES
IS : LIBERTY
Task 2: 1.leave 2.takes 3.arrive
4.visit 5.put 6.explain
While-reading
Learners are given the text of Chapter Learners Mutual Handout 2
4 (Handout 2) and the while-reading mark avaluatio
exercises (Handout 1). sentences as
True or
Task 3. They should complete the fact False
file about the Statue of Liberty with
information from Chapter 4.
Chapter 4.
Weaker students can work in pairs. Learners
When learners finish reading they finish
assess each other in pairs. reading they
Open class feedback to check the assess each
answers. other in
Answer key: pairs.
Task 3:1)Liberty Island, new York city
2)France 3)1886 4)150 feet 5) 350
Task 4: 1.F 2.T 3.F 4.F 5.T
End Post-reading (Plenary) Learners Self-
5 min 1. Which famous sights/monuments discuss assessment
would you like to visit? Why? whether they
2. Do you like museums? Why? / Why liked
not? Chapter 4
3. What do you like doing when you and answer
visit a new place? the post-
4. What do you think the cousins are reading
going to see in the Met? questions in
Open class feedback. pairs or in
Home task: learn the new words, small
write a paragraph about a famous groups.
sight/monument in Kazakhstan using
the new words (weaker students may
write few simple sentences, stronger
students may write a longer paragraph
with more complex sentences)
Saying goodbye

Theme of the lesson: Summarizing the chosen books
Learning objectives 6.1.7.1 develop and sustain a consistent argument when speaking or
writing
6.5.5.1 develop with support coherent arguments supported when
necessary by examples and reasons for a limited range of written
genres in familiar general and curricular topics
Lesson objectives To write the summary of the story using some vocabulary
To develop paragraphing of a summary
languages
Plan
timings activities
introduces the lesson objectives in
a simplified manner.
Teacher discusses the leaning
objectives with learners. http://
Warm –up www.teach
The teacher uses a vocabulary ingenglish.
box. This box must mainly org.uk/
comprise of words on pieces of article/
paper (verbs, adjectives, adverbs revision-
etc.) all said by the learners box
themselves in previous lessons.
Importantly a lot of words are
required for this activity.
Middle Focus on writing

30 min Pre-writing
Teacher asks learners to watch a Learners take Verbal Video
video about how to write a notes of what evaluation https://
summary. Learners should take they should www.yout
notes of what they should focus on focus on in ube.com/
in writing a summary. Ask some writing a watch?
questions after watching the video. summary v=dsB73d
RuGcE
Possible questions to ask:
1) What does “to summarize”
mean? (It means to retell a story in
your own words)
2) What rules should you follow in
writing a summary? (Using own
words, keeping it short, writing
the main idea, remembering who, Handout 1
what, where, when, why) https://
3) What strategy is good to studylib.ne
summarize? (The big 5) t/doc/
15654112/
Writing success-
Teacher introduces the assessment Learners criteria-
Mutual
criteria and asks learners to write follow the avaluatio for-
their summary according to the instructions writing-a-
criteria given. chapter-
Reduces the details and writes summary
just the main points
Writes the story in a chronological
order
Uses Past Simple
Does not change the order or
balance of the original work
Uses at least 3-4 new words from
the story
If necessary, teacher should revise
Past Simple with the whole class
or less-able learners. Or before
writing teacher can pair up
learners as One more-able and one
less-able learner, the strong one
should explain the usage of Past
Simple to the weakest one.
Post – writing
After learners have finished Learners Individual
writing, ask them to proofread finish writing avaluation
their summary and if necessary,
they can swap their sheets to
check each other.
5 min
Based on what we have learnt
today, what do you think we
should study next? Why?
Under what circumstances, or for
what reason, might we need to use
today’s learning?
Home task: to finish your writing
Saying goodbye

Theme of the lesson: Summarizing the chosen books
Learning objectives 6.C4 evaluate and respond constructively to feedback from others
6.R1 understand the main points in a growing range of short, simple
texts on general and curricular topics
6.R2 understand independently specific information and detail in
Understand the main idea of the text about travelling
Discuss the main ideas mentioned in the text
Identify the main and specific information in the text
Apply some topic related vocabulary in speech appropriately
Identify the main and specific information in the text without support
Apply most newly learnt vocabulary in their speech
Previous learning Summarizing the chosen books
Plan
timings activities
Beginning Greetings.
5 min Warming-up:
Teacher tells students to check their
home task. In pairs, students swap
copybooks and check emails.
Students check each other’s works
according to peer assessment.
Students are to write +/- for
categories in their partners’
copybook.
Middle Pre-reading Think-Pair-Share
30 min Students are shown a PPT slide with Learners
Verbal
the pictures of the Chinatown, answer the evaluation
Chinese restaurant and Chinese food. questions
After each question teacher displays Handout 1
the information about each of the Reading
objects on the next PPT slides to let text
students know more about them and
guess what will happen in the end of
the story (chapter 10).
While-reading
Teacher tells that students are going Learners Mutual
to read chapter 10 for 7 minutes. complete avaluatio Handout 2
Students are given the text of matching
Chapter 10 (Handout 2) and the task 1.
while-reading exercises (Handout 1).
Teacher explains that students are to
complete matching task 1.
Peer assessment.
After the peer assessment, students
check the task as a whole class.
After completing task 1 teacher

informs that students are to finish the
second part of the task.
Answer key:
Task 2:1. Years old Individual
2. in front of a Chinese restaurant. avaluation
3. of surprises
4. delicious
5. last meal in New York
Peer assessment.
After the peer assessment, students
check the task as a whole class.
End Post-reading Self-
Students in pairs ask and answer assessment
5 min
post- reading questions. They are to
write down short answer of their
partner.
Suggested answers:
Yes, he would, because it’s
interesting
No, he hasn’t
Photo in Astana
Yes, he does
Chinatown
Answers can vary according to
students’ ideas
Teacher monitors the class.
Open class feedback.
Home task: To write a letter (60-80
words) to Amy and George, thanking
them for everything using the new
words (weaker students may write a
shorter letter with simple sentences,
stronger students may write a longer
one with more complex sentences).
Saying goodbye
Theme of the lesson: Different activities, based on the content of the books
Learning objectives 6.4.4.1 read independently a limited range of short simple fiction and
non-fiction texts
6.1.7.1 develop and sustain a consistent argument when speaking or
writing
Lesson objectives To read the legend for comprehension and discuss the events of the
legend
To give arguments and justify their opinions
Previous learning Summarizing the chosen books
Plan
timings activities
Teacher discusses the learning
objectives with learners. https://
Warm –up www.yout
What legends were discussed in Learners watch Individual ube.com/
the video? a video about avaluation watch?
What was the first legend ‘Aisha Kazakhstan v=GINJM
Bibi’ about? legends and K2yVvc
What was the second legend discuss what
“Khoja Akhmed Yassaui” about? legends were
Answers: discussed in the
Two legends (Love of Aisha Bibi video and
and Khoja Akhmed Yassaui) answer the
It is the legend of Aisha Bibi’s questions
love to Karakhan
It is the legend of the man who
served to spread Muslim religion
Middle Focus on reading Learners read Verbal
Pre-reading the questions evaluation
30 min
Teacher asks learners to look at and answer
exercise 1 page 84. them.
Who is Ertostik? Handout 1
What is he famous for?
Learners discuss the questions in
pairs and share their opinions.
Vocabulary
1.destroy 9.servant Learners find
Mutual
2.lord 10.capture the following avaluatio
3.underworld 11.set off words in the
4.livestock 12.rescue text and guess
6.pregnant 13.reach the meaning of
7.handsome 14. words and try to
challenge remember them.
8.get married 15. bring
into darkness
Reading Learners read

Learners read the legend about the legend
Er Tostik and find out who
Ernazar, Bapy Khan and
Kenjegen were?
Ernazar was Er Tostik’s father.
Bapy Khan was the lord of
underworld Kenjegen was his
love and wife.
Learners read
Post reading and answer the
Teacher asks learners to read the questions
questions in Exercise 3 on page
85 and answer the questions. Let
learners discuss in pairs.
Assessment criterion:
correctly.

5 min
Who are the main characters of
the legend?
What lesson did you get from the
legend?
Who was the negative character?
Home task: to read the given
statements and correct them.
(Exercise 4 page 85)
Assessment criterion:
-correct at least two statements
Answers:
1.Bapy Khan sent a terrible
winter
2. Er Tostik’s father
3. the whole lakes
4. The dragon
Saying goodbye
Learning objectives 6.4.2.1 understand independently specific information and detail in

6.4.4.1 independently a limited range of short simple fiction and non-
fiction texts
Lesson objectives To read the legend for detailed information
To identify details of a text, including setting
To formulate a basic summary of the legend
Previous learning Different activities, based on the content of the books
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
introduces the lesson objectives in a PPT
simplified manner.
objectives with learners.
Warm –up
Teacher asks some questions for Learners Verbal
discussion. listen or read evaluation
Do you believe in legends? the questions
What Kazakh legends do you and discuss
know? them in pairs.
Have you ever heard anything
about Er Tostik?
Middle Focus on reading Video
30 min Pre-reading Learners look Mutual Reading
Teacher presents the new words, at the pictures avaluatio comprehen
learners look at the pictures and and guess the sion
guess the meaning of words. Ask meaning of
them try to remember as they are words https://
going to read a story and these www.yout
words relate to the topic. ube.com/
In addition learners watch a video watch?
about Reading Comprehension v=ZUDigw
strategies and prepare their 4LCYE
questions before reading the story.
Step 1. Learners share what they
know about Er Tostik.
Reading Learners read Individual

Teacher fixes time for 10 minutes. the legend avaluation
More-able learners can be paired up focusing on
with less-able ones and help them details.
comprehend the legend.
Teacher can also provide less-able
learners with dictionaries to support
them.
Post-reading
Teacher demonstrates PPT and asks Learners Mutual
learners to discuss in pairs. discuss avaluatio
How would you feel if someone
captures your father?
Has something like happened in
your life or someone’s life?
Have ever read another
legend/story like this?
Does someone in the legend remind
you of any other characters?
Have you ever heard of anything
like that?
Retelling
Learners retell the story. To avoid Learners Verbal
repetition, teacher can divide retell the evaluation
learners and the parts that they will story and do
retell. the task
Learner 1 tells the beginning of the
legend
Learner 2 tells about Er Tostik’s Learners tells
father the details of
Learner 3 tell about Bapy Khan the legend
Learner 4 tells about three giants and covers
Learner 5 tells the end of the story. the main
events of the
legend
Who are the main characters of the
legend?
What lesson did you get from the
legend?
Home task: retell the legend once
more
Saying goodbye

Learning objectives 6.1.7.1 develop and sustain a consistent argument when speaking or
writing
6.3.5.1 keep interaction going in longer exchanges on a range of
6.5.5.1 develop with support coherent arguments supported when
necessary by examples and reasons for a limited range of written
genres in familiar general and curricular topics
Lesson objectives To discuss the story and summarize it
To write about the main events of the story
Plan
Warm –up
Teacher asks questions about Learners answer Verbal
identifying the main events of evaluation
the story.
What does “the main event”
mean?
What is the main event of the
story?
What should we know to
identify it?
What can “major events”
include?
Middle Focus on speaking Handout 1
Identifying setting, characters, Learners Mutual
30 min avaluatio
and major events in a story. discuss
"The Three Little Pigs"
Activity 1
Teacher asks learners to read Learners read
the task in Handout 1 and the task in and Video
identify what the major event of identify what https://
the story is. If there is an access the major event www.youtube.
com/watch?
to the internet, it would better to of the story is
v=bDB8dlWS
follow the link and show the vg8
picture.
Teacher can also ask learners to
watch a video to identify the
main events of the story. Follow
the link to play the video or see
in the resources.
Activity 2 Individual
Teacher divides learners into Learners avaluation
pairs and asks them to discuss discuss the main
the main events, characters and events,
setting of the story “The grove characters and
of the dancing birches”. setting of the
-Who are the main characters? story “The
- Where did the story take grove of the
place? dancing
- What events happened in the birches”.
story?
After learners have finished
discussing, let them share their
opinions about it.
Assessment criteria:
-names at least one main
characters and explain why he
or she is the main characters
-knows and shares the setting
-lists the main events of the
story in order.
Activity 3
Teacher asks learners to find
two sentences in the text that Learners
express the fact and two that compare their
express opinion. answers with
their partners.
assessment
5 min At the end of the lesson,
learners reflect on their
learning:
What knowledge, understanding
and skills did you use?
Design an assessment to find
out whether a partner had
understood the task?
Home task: to repeat grammar
themes
Saying goodbye

Theme of the lesson: Summative control work for the 3 term
d
Learning objectives 6.L8 Understand supported narratives including some extended talk,
on a range of general and curricular topics
6.R4 Read independently a limited range of short simple fiction and
non-fiction texts
6.W5 Develop with support coherent arguments supported when
necessary by examples and reasons for a limited range of
written genres in familiar general and curricular topics
6.S6 Communicate meaning clearly at sentence and
discourse
level during pair, group
Lesson objectives All learners:
-listen to the recording twice on topic ‘Holidays and Travel’, having
chance to look through the questions before the recording starts .
- read the text on topic ‘Our health’ and answer the questions.
- should choose one topic. They should write on topics ‘Our health’
or ‘Holidays and Travel’.
- pair up and have a two-way conversation on topics: ‘Our health’,
‘Holidays and Travel’.
Plan
Beginning ORGANIZATION MOMENT
3 min 1.Greeting
2. Lesson objective
SA LISTENING Learners Individual
35 min Task. Listen to the conversation listen to the avaluation
between the travel tour guide and conversation
the tourists twice. between the
CD3. Tapescript 2. And transcript travel tour
for listening task can be found guide and the
after the mark scheme. tourists twice.
Put in order four places that the Learners
tour guide will visit first. complete the
Choose the right option. sentences
5.Oxford Street is a famous street
for…
6.The Queen lives at …
READING
Task. Read the text about fast Learners read
food. the text about
Mark sentences as True or fast food and
False. mark
1. The hamburger is originally sentences as
American. True or
2. People can eat hamburgers False.
anywhere around the world.
3. McDonald’s is one of the
world’s most famous fast
food restaurants.
4. Older people like this sort
of food. Learners
write answer
Write answers.
5.Who took the hamburger to the
United States of America?
6.Why do people go to
MacDonald’s? Learners
choose ONE
WRITING of the topics
Task. Choose ONE of the topics below and
below. Write answers in full write answers
sentences. Give arguments in full
supported by examples. sentences.
Link these sentences into a well-
structured paragraph with some
basic connectors. Use future form
‘will’.
Learners
SPEAKING choose one of
Task. Work in pairs. Choose one the cards and
of the cards and make a dialogue make a
with a partner. Give own points of dialogue with
view on topics, ask questions to a partner.
clarify the answers and get the
needed information, explain and
justify your positions and answer
your partner’s questions.
Tree of success assessment
2 min
themes
Saying goodbye

Learning objectives 6.4.2.1 understand independently specific information and detail in

6.4.3.1 understand the detail of an argument on a limited range of
familiar general and curricular topics, including some extended texts
6.4.4.1 read independently a limited range of short simple fictions and
non-fiction texts
Lesson objectives To read the story and understand specific information using scanningo
To recognize the detail of an argument while reading the story
Previous learning Summative control work for the 3d term
Plan
introduces the lesson objectives
Warm –up
Teacher asks some questions to Learners look Verbal
give learners ideas about the at the picture evaluation
topic. of birches
What are they? (Trees, birches) and share
Where do they grow in out their opinion
country? (in the North what they
Kazakhstan) think about
Have you ever seen these trees? them.
When? Where?
Middle Focus on reading Video
https://
30 min Pre-reading www.youtube.
Teacher asks learners to focus on Learners Mutual com/watch?
avaluatio v=aAdZqK5U
the words given and check their focus on the
eww
meaning. Teacher should provide words given
dictionaries in advance. and check
Teacher also asks learners to their meaning
watch a video how to work on a
text to improve reading skill.
Let learners highlight the text

using particular pencils for each
part, for example, red-for main Handout 1
characters, yellow -for the plot,
green-for the ending etc..
Reading Individual
Learners read the story paying Learners read avaluation
attention the main characters, the story
setting, plot and ending. paying
Answers: attention the
Main characters: Khan and main
dancing girls characters,
Setting: Long time ago in setting, plot
Burabai, the Northern part of and ending.
Kazakhstan
Plot: Khan wanted to take part in
festival. However he could be
recognized by people, so decided
to change his clothes and take off
jewels to look like an ordinary
man.
What happened: When women
and girls were dancing, Khan
was amazed much, stood up and
started complimenting dancers.
Girls recognized Khan.
End: Girls terrified that they
froze where they stood and
turned into a grove of white birch
trees. Learners fill
the table
Post - reading using the
Learners are given worksheets information
and teacher asks them to fill in from the
the table using the information story.
from the story. If necessary, ask
learners to do in pairs.
End REFLECTION
Self-
How might you explain what you
have learnt today to your parents
What key question would you
ask to find out whether someone
has understood today’s lesson
Home task: to revise vocabulary
Saying goodbye

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LESSON 49 School: Stavropolka Secondary School

Unit 5: Our Health

LESSON 50 School: Stavropolka Secondary School

Learning objectives 6.1.8.1 develop intercultural awareness through reading and

Previous learning Grade 6 is a healthy class!

LESSON 52 School: Stavropolka Secondary School

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

LESSON 53 School: Stavropolka Secondary School

Learning objectives 6.3.6.1- communicate meaning clearly at sentence and discourse

To write about a health service Learners write

To make a presentation about Mutual

LESSON 54 School: Stavropolka Secondary School

Home task: to make a presentation

LESSON 55 School: Stavropolka Secondary School

Learning objectives 6.1.8.1 develop intercultural awareness through reading and

Lesson objectives To ask special questions to make a dialogue

Previous learning Grade 6 eats healthy food!

Middle Focus on listening Learners Mutual Video -Cost

Home task: to write one of the

LESSON 57 School: Stavropolka Secondary School

LESSON 58 School: Stavropolka Secondary School

Note: Remember learners that the

Note: Remember learners that the

End At the end of the lesson, learners Self-

Learning objectives 6.3.3.1- give an opinion at sentence and discourse level on an

To talk about holiday activities Learners Mutual

To read for lexico-grammatical Learners Individual

Learning objectives 6.3.3.1- give an opinion at sentence and discourse level on an

Home task: to write about a tourist

LESSON 61 School: Stavropolka Secondary School

Learning objectives 6.1.3.1 respect differing points of view

If learners do not know the

Focus on listening Learners look at

TASK 2. Additionally, if some Learners identifies Individual Handout 1

Home task: answer the questions

LESSON 62 School: Stavropolka Secondary School

LESSON 63 School: Stavropolka Secondary School

LESSON 64 School: Stavropolka Secondary School

Home task: To design a brochure

LESSON 65 School: Stavropolka Secondary School

To present and practise Learners present Verbal

To write about a park in

LESSON 66 School: Stavropolka Secondary School

To read for sequence of events

LESSON 67 School: Stavropolka Secondary School

Middle Focus on writing

LESSON 68 School: Stavropolka Secondary School

Warm –up. Learners look Individual

Exercise 3. Fill in: cosmopolitan,

LESSON 69 School: Stavropolka Secondary School

Post-reading (Plenary) Learners do Individual

LESSON 70 School: Stavropolka Secondary School

Middle Pre-reading Learners

End Reflection Self-

LESSON 71 School: Stavropolka Secondary School

LESSON 72 School: Stavropolka Secondary School

Middle Focus on writing

LESSON 73 School: Stavropolka Secondary School

After completing task 1 teacher

Reading Learners read

End REFLECTION Self-

Learning objectives 6.4.2.1 understand independently specific information and detail in

Reading Learners read Individual

LESSON 76 School: Stavropolka Secondary School