Short-term plan

LESSON: Lesson 1 Our class. School:

Diagnostic test
Date: Teacher name:
CLASS: 6 Number present: absent:
Learning 6.4.1.1understandthe main points in alimitedrangeofshortsimple texts on
objectives(s) generalandcurriculartopics
that this lesson 6.3.1.1- provide basic information about themselves and others at discourse level
is contributing on a range of general topics;
to 6.2.2.1- understand more complex supported questions which ask for personal
information;
6.6.9.1- use appropriately an increased variety of present and past simple
active and some passive forms on a growing range of familiar general and
curricular topics;
6.5.3.1- write with some support about personal feelings and opinions on a
limited range of familiar general and curricular topics
Lesson objectives All learners will be able to:
identify some specific information from the text and use some target vocabulary
to describe school subjects accurately in response to prompts and in production
tasks
Most learners will be able to:
identify most specific information from the text and use a limited range of
target vocabulary to describe school subjects accurately in response to prompts
and in production tasks
Some learners will be able to:
Identify all specific information from the text and use a wide range of target
vocabulary to describe some school subjects accurately in response to prompts
and in production tasks
Previous vocabulary for school
learning
Plan
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Tim
e
Beginning Organization moment: “I wish….” method helps At the CD player
of the 1.Greeting. to start the lesson with organization Microphone
lesson Ask about the weather. telling supporting words moment T tries to cards
Warming- Open the envelop and to each other. award active Ss.
up ask students to take the The aim: To develop Ss «The praise»
Team work cards with numbers. speaking skills and create method is used to
3 min. They should find their friendly atmosphere evaluate Ss with
team according to the Efficiency: By telling the phrases like:
number:1 First 2. Second wishes they show their “Good job!
3.Third appreciations . Well done!”
In differentiation part
«Magic cards» method
was used to encourage
 them to identify the
numbers. And find
his/her team.
37 min What’s in this module? Find the page numbers T praise active Ss Whiteboard
Read the title of the Explain/Elicit the with phrases such Pupils
module Our class meaning of any unknown as: “Good job! Book
and ask Ss to suggest words, thenSs find the Well done!” “One Poster
what they think it page numbers for the more time,
means. Go through items listed. Ask please”
the topic list and questions to check Ss’
stimulate a understanding.
discussion to prompt
Ss’ interest in the
module.
To present Vocabulary To personalise the topic T praise active Ss Whiteboard
for School Subjects Read the sentence stems with phrases such Pupils
Play the recording. Ss aloud and allow Ss time as: “Good job! Book
listen and repeat to complete them, then Well done!” “One Poster
chorallyand/or ask some Ss to read their more time,
individually. Elicit the completed please”
L1 equivalents from sentencesaloud
various Ss.(Ss’ own
answers)
Draw Ss’ attention to
the pictures and ask
various Ss to say which
subject is shown in
each picture.
To check Check Ss’ answers. T praise active Ss Whiteboard
comprehension with phrases such Pupils
as: “Good job! Book
Well done!” “One Poster
more time,
please”
End of the The Ladder method was Ss use their stickers to Descriptor: Whiteboard
lesson. used as a reflection. T show their knowledge Speak on the Pupils
asks Ss to stick their according to the lesson theme “My day”, Book Poster:
stickers to the Success Green- I understood -can describe Success
Reflection Ladder. Yellow-I have some classroom with Ladder.
questions prepositions of
Red-I need a help. place
Individual -can use ordinal
work: Aim: To know how many numbers - 2points.
5 min. Ss got the theme.
Efficiency: Ss evaluate each
Ss can use colors to show other and
how much do they encourage
remember. classmate with
Differentiation: phrases like:
«Conclusion» method is Well done!
used to finish the lesson. Brilliant! Good
job! I like it!
 Short-term plan

LESSON: Lesson 2. School School:

Date: Teacher name:
CLASS: 6 Number present: absent:
Learning 6.4.1.1 understandthe main points in a limitedrangeofshort simple
objectives(
s) that this texts on generalandcurriculartopics
lesson is 6.3.1.1- provide basic information about themselves and others at discourse
contributi level on a range of general topics;
ng to 6.2.2.1- understand more complex supported questions which ask for
personal information;
6.6.9.1- use appropriately an increased variety of present and past simple
active and some passive forms on a growing range of familiar general and
curricular topics;
6.5.3.1- write with some support about personal feelings and opinions on a
limited range of familiar general and curricular topics
Lesson All learners will be able to:
objectiv use, pronounce and spell some target vocabulary accurately in production
es tasks with support
Most learners will be able to:
use, pronounce and spell most target vocabulary accurately in production tasks
and integrate with some success in extended writing task
Some learners will be able to:
use, pronounce and spell a range of target vocabulary accurately in
production tasks and integrate to good effect in extended writing task
Previous Vocabulary for School Subjects
learning
Plan
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Tim
e
Beginning Organization moment: “I wish….” method At the CD player
of the 1.Greeting. helps to start the lesson organization Microphone
lesson Ask about the weather. with telling supporting moment T cards
Warming- Open the envelop and ask words to each other. tries to award
up students to take the cards The aim: To develop Ss active Ss.
Team with numbers. They speaking skills and create «The praise»
work should find their team friendly atmosphere method is
3 min. according to the number:1 Efficiency: By telling the used to
First 2. Second 3.Third wishes they show their evaluate Ss
In differentiation part appreciations . with phrases
«Magic cards» method like:
was used to encourage “Good job!
them to identify the Well done!”
numbers. And find his/her
team.
37 min To speak about English, Geography, T praise Whiteboard
vocabulary for Music, History, active Ss with Pupils
School Subjects Information & phrases such Book
 Communication as: “Good Poster
Technology [ICT], job!
Maths, Science, Art, Well done!”
Physical Education “One more
[PE], Design & time, please”
Technology [D&T])
To read for gist Which pictures show
Ask Ss to look at the two teenage girls in
pictures A-D and elicit schooluniforms? (A),
what identifies the (B)
people/subjects in each Which picture shows a
picture.Ask: teenage student in
hisclassroom? (D)
Which picture shows a
teenage student in her
ICTclass? (C)
Allow Ss Refer Ss to the Word List T praise Whiteboard
time to read to look up the words in active Ss with Pupils
the texts 1-4 the Check these words phrases such Book
and elicit box. as: “Good Poster
which picture Play the video for Ss andjob!
matches elicit their comments. Well done!”
which text “One more
time, please”
To listen Allow Ss three minutes T praise Whiteboard
and read for to do the task. active Ss with Pupils
specific Alternatively,play the phrases such Book
information recording. Ss do the as: “Good Poster
Ask Ss to go task. Check Ss’ answers. job!
through the Well done!”
incomplete “One more
sentences. time, please”
To consolidate Ask various Ss to use T praise Whiteboard
comprehension of a text the table to make active Ss with Pupils
Allow Ss time to sentences, as in the phrases such Book
review the text and example. as: “Good Poster
copy the table into job!
their notebooks. Well done!”
Check Ss’ answers on “One more
the board. time, please”

To check Check Ss’ answers. T praise Whiteboard

comprehension active Ss with Pupils
phrases such Book
as: “Good Poster
job!
Well done!”
“One more
time, please”
End of the The Ladder method was Ss use their stickers to Descriptor: Whiteboard
lesson. used as a reflection. T show their knowledge Speak on the Pupils
asks Ss to stick their according to the lesson theme “My Book Poster:
stickers to the Success Green- I understood day”, Success
Reflection Ladder. Yellow-I have some -can describe Ladder.
questions classroom
Red-I need a help. with
Individual prepositions
work: Aim: To know how many of place
5 min. Ss got the theme. -can use
Efficiency: ordinal
Ss can use colors to show numbers -
how much do they 2points.
remember.
Differentiation: Ss evaluate
«Conclusion» method is each other and
used to finish the lesson. encourage
classmate
with phrases
like:
Well done!
Brilliant!
Good job! I
like it!
 Short-term plan

LESSON: Compound nouns, School:

abstract nouns and noun
phrases/sport
Date: Teacher name:
CLASS:6 Number present: absent:
Learning 6.4.1.1understandthe main pointsina limitedrangeofshortsimple texts
objectives(s) on generalandcurricular topics
that this 6.3.1.1- provide basic information about themselves and others at discourse level
lesson is on a range of general topics;
contributing 6.6.1.1- begin to use basic abstract nouns and compound nouns and noun phrases
to describing times and location on a growing range of familiar general and
curricular
topics;
6.2.2.1- understand more complex supported questions which ask for personal
information;
6.6.9.1- use appropriately an increased variety of present and past simple active
and some passive forms on a growing range of familiar general and curricular
topics;
6.5.3.1- write with some support about personal feelings and opinions on a
limited
range of familiar general and curricular topics
Lesson All learners will be able to:
objectiv use and pronounce some target structures accurately in controlled tasks
es with support
Most learners will be able to:
use and pronounce most target structures accurately in controlled tasks
with support
Some learners will be able to:
use and pronounce most target structures accurately in controlled tasks with
little support
Previous Students around the world
learning
Plan
Part of Teacher’s activity Student’s activity Assessment Resources
the
lesson/Ti
me
Beginning Organization moment: “I wish….” method At the CD player
of the 1.Greeting. helps to start the lesson organization Microphone
lesson Ask about the weather. with telling supporting moment T tries cards
Warming- Open the envelop and words to each other. to award active
up ask students to take the The aim: To develop Ss Ss. «The
Team cards with numbers. speaking skills and praise» method
work They should find their create friendly is used to
3 min. team according to the atmosphere evaluate Ss with
number:1 First 2. Second Efficiency: By telling phrases like:
3.Third the wishes they show “Good job!
In differentiation part their appreciations . Well done!”
 «Magic cards» method
was used to encourage
them to identify the
numbers. And find
his/her team.
To learn about Read out the theory T praise active Whiteboard
compound nouns, box and then direct Ss Ss with phrases Pupils
abstract nouns and to the text on such as: “Good Book
noun phrases p. 6 to find the items job! Poster
listed. Well done!”
Elicit answers from Ss “One more
around the class. time, please”
37 min To present sports Play the recording. T praise active Whiteboard
Ss listen and repeat Ss with phrases Pupils
chorally and/or such as: “Good Book
individually. job! Poster
Elicit the L1 Well done!”
equivalents from Ss “One more
around the class and time, please”
various Ss' favourite
sports.(Ss’ own
answers)
To listen for specific Read the Study Skills T praise active Whiteboard
information box aloud, then ask Ss Ss with phrases Pupils
to look at the gaps and such as: “Good Book
say what type of word job! Poster
is missing from each Well done!”
one. “One more
Elicit Ss' answers. time, please”
Play the recording
while Ss listen and
complete the gaps with
the missing
information. Check Ss’
answers.
To ask for and give Ask Ss to complete the T praise active Whiteboard
personal information task in closed pairs and Ss with phrases Pupils
make notes. Ask some such as: “Good Book
pairs to act out the job! Poster
dialogues for the class. Well done!”
“One more
time, please”
To write a short Allow Ss some time T praise active Whiteboard
text; to consolidate to complete the task Ss with phrases Pupils
the vocabulary of the and then check Ss’ such as: “Good Book
unit answers. job! Poster
Alternatively, assign Well done!”
the task As HW and “One more
check Ss' answers in time, please”
the next lesson.
End of the The Ladder method was Ss use their stickers to Descriptor: Whiteboard
lesson. used as a reflection. T show their knowledge Speak on the Pupils
asks Ss to stick their according to the lesson theme “My Book Poster:
stickers to the Success Green- I understood day”, Success
Reflection Ladder. Yellow-I have some -can describe Ladder.
questions classroom with
Red-I need a help. prepositions of
Individual place
work: Aim: To know how -can use ordinal
5 min. many Ss got the theme. numbers -
Efficiency: 2points.
Ss can use colors to
show how much do they Ss evaluate each
remember. other and
Differentiation: encourage
«Conclusion» method is classmate with
used to finish the lesson. phrases like:
Well done!
Brilliant! Good
job! I like it!
 Short-term plan

LESSON: Adverbs of School:

frequency/the –ing form and the
to infinitive/the comparative
forms of adverbs
Date: Teacher name:
CLASS: 6 Number present: absent:
Learning 6.4.1.1 understand the main points in a limited range ofshortsimple texts
objectives(s) on general and curricular topics
that this 6.4.4.1read andunderstandwithsomesupport a limitedrangeofshortfiction
lesson is and non-fiction texts
contributing 6.4.2.1 understandwith littlesupportspecific informationanddetail
to inshort,simpletexts onalimitedrangeof generalandcurricular topics
6.1.3.1 - respect differing points of view
6.2.5.1- understand most specific information and detail of supported, extended
talk on a range general and curricular topics
6.5.1.1- plan, write, edit and proofread work at text level with some support on a
growing range of general and curricular topics;
Lesson All learners will be ableto:
objectiv use and pronounce some target language accurately in response to prompts andin
es controlled tasks withsupport
Most learners will be able to:
use and pronounce most target structures accurately in response to prompts and in
controlled tasks with support
Some learners will be able to:
use and pronounce most target structures accurately in response to prompts and in
controlled tasks with little support
Previo compound nouns, abstract nouns and noun phrases / sport
us
learni
ng
Plan
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning Organization moment: “I wish….” method helps At the CD player
of the 1.Greeting. to start the lesson with organization Microphone
lesson Ask about the weather. telling supporting words to moment T cards
Warming- Open the envelop and ask each other. tries to award
up students to take the cards The aim: To develop Ss active Ss.
Team work with numbers. They speaking skills and create «The praise»
3 min. should find their team friendly atmosphere method is
according to the number:1 Efficiency: By telling the used to
First 2. Second 3.Third wishes they show their evaluate Ss
In differentiation part appreciations . with phrases
«Magic cards» method like:
was used to encourage “Good job!
them to identify the Well done!”
numbers. And find his/her
 team.
37 min Ss’ books closed. Say, Explain that stative verbs T praise Whiteboard
then write on the board: (i.e. verbs that describe active Ss with Pupils
Ialways astate phrases such Book
eat breakfast in the not an action) don’t as: “Good Poster
morning. Elicit what usually have job!
tensethe verb is continuousforms (e.g. I Well done!”
in (present simple) and believe in fairies. NOT “One more
what thesentence I’m believing infairies). time, please”
expresses (a Ss’ books open. Read the
habit/routine). Say, then theory box aloud andelicit
writeon the board: I am the
teaching L1 equivalents for the
a lesson now. Elicit example sentencesfrom Ss
whattense the verb is in around
(present the class. Then ask Ss to
continuous) and whatthe findexamples in the text
sentence expresses (an on p. 6.
action Examples in the text:
happening now). Present simple:I’m 12
years/ICT is really
fun/myfavourite sport is
football/She has a great
sense ofhumour/She is
very good at drawing
and painting, etc.
Present continuous:We’re
having a great time!
To practise the To revise the third- T praise Whiteboard
present simple person singular form of active Ss with Pupils
and the the present simple and phrases such Book
present identify third-person as: “Good Poster
continuous verb endings job!
Explain the task and Explain the task and Well done!”
explain that stative verbs ask Ss to copy the “One more
are verbs that express a table into their time, please”
state rather than an action notebooks.
(e.g.like, love, hate, Give Ss time to complete it
believe, etc). Remind Ss with the verbs and then
that they don’t have play the recording for Ss to
continuous forms. listen and check their
Give Ss time to complete answers.
the task then check Ss’ Play the recording again
answers. with pauses for Ss to
repeat either chorally or
individually. Pay attention
to Ss’ intonation.
To present adverbs of To present and practise T praise Whiteboard
frequency other adverbs used as active Ss with Pupils
Ask various Ss around time expressions with the phrases such Book
the class to read out the present simple and as: “Good Poster
sentences. Point out that present continuous job!
the words in bold are Explain the task. Read out Well done!”
 adverbs of frequency the time expressions and “One more
and they show how often the time, please”
we example and elicit
do something. sentences from Ss around
Elicit where in the the class.
sentence the adverbs of
frequency appear (before
the main verb, but after
the verb ‘to be’) and read
out the table and elicit the
missingwords.
End of the The Ladder method was Ss use their stickers to Descriptor: Whiteboard
lesson. used as a reflection. T asks show their knowledge Speak on the Pupils
Ss to stick their stickers to according to the lesson theme “My Book Poster:
the Success Ladder. Green- I understood day”, Success
Reflection Yellow-I have some -can describe Ladder.
questions classroom
Red-I need a help. with
Individual prepositions
work: Aim: To know how many of place
5 min. Ss got the theme. -can use
Efficiency: ordinal
Ss can use colors to show numbers -
how much do they 2points.
remember.
Differentiation: Ss evaluate
«Conclusion» method is each other
used to finish the lesson. and encourage
classmate
with phrases
like:
Well done!
Brilliant!
Good job! I
like it!
 Short-term plan

LESSON: Classroom objects School:

Date: Teacher name:
CLASS: 6 Number present: absent:
Learning 6.4.1.1 understand the main pointsin a limited range of short simple texts
objectives(s) on general and curriculartopics
that this 6.1.3.1 - respect differing points of view
lesson is 6.1.1.1 - use speaking and listening skills to solve problems creatively and
contributing cooperatively in groups;
to 6.2.5.1- understand most specific information and detail of supported, extended talk on
a range general and curricular topics
6.3.2.1- understand independently specific information and detail in short, simple texts
on a limited range of general and curricular topics;
6.6.9.1- use appropriately an increased variety of present and past simple active and
some passive forms on a growing range of familiar general and curricular topics;
6.6.15.1 - use common verbs followed by infinitive verb / verb + ing patterns; use
infinitive of purpose on a limited range of familiar general and curricular topics
Lesson All learners will be able to:
objectiv use some language from the module to express views and write some relevant
es questions accurately
Most learners will be able to:
use a range of language from the module to express views and write a range of
relevant questions accurately
Some learners will be ableto:
use a wide range of language from the module to express views and write arange of
relevant questionsaccurately
Previo the present simple and the present continuous / adverbs of frequency
us
learni
ng
Plan
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Tim
e
Beginning Organization moment: “I wish….” method helps At the organization CD player
of the 1.Greeting. to start the lesson with moment T tries to Microphone
lesson Ask about the weather. telling supporting words award active Ss. cards
Warming- Open the envelop and ask to each other. «The praise»
up students to take the cards The aim: To develop Ss method is used to
Team with numbers. They should speaking skills and create evaluate Ss with
work find their team according to friendly atmosphere phrases like:
3 min. the number:1 First 2. Efficiency: By telling the “Good job!
Second 3.Third wishes they show their Well done!”
In differentiation part appreciations .
«Magic cards» method
was used to encourage
them to identify the
numbers. And find his/her
team.
37 min To revise the present I’m learning how T praise active Ss Whiteboard
simple and the present to cook these with phrases such Pupils Book
 continuous / adverbs of
frequencyI go to school
everyday.
To practise adverbs of
frequency
To present the –ingform
and the to-infinitive
To present the –ingform
and theto-infinitive
Read out the example and
give Ss time to complete
therest
of the sentences. Check
Ss’ answers around the
class.
To present and practise
adverbs
Read out the theory box
and explain the type
andform of
adverbs.
Give Ss time to complete
the sentences and
thenelicit
answers from Ss around the
class.
To practise comparative
forms of adverbs
End of the The Ladder method was
lesson. used as a reflection. T asks
Ss to stick their stickers to
the Success Ladder.
Reflection
days.I usually play as: “Good job! Poster
football on Well done!” “One
Saturdays.I more time, please”
sometimes walk to
school.
I have piano lessons on
Mondays.I am writing
sentences at the moment.I
never get up early on
Sundays.
Explain the task and T praise active Ss Whiteboard
read out the example with phrases such Pupils Book
sentence. Give Ss time as: “Good job! Poster
to write sentences for Well done!” “One
the rest of the items and more time, please”
then check Ss’ answers
around the class.
Go through the theory T praise active Ss Whiteboard
table with Ss. with phrases such Pupils Book
Elicit if there are any as: “Good job! Poster
similar structures in Ss’ Well done!” “One
L1. more time, please”
(Ss’ own answers)
To practise the –ingform T praise active Ss Whiteboard
and theto-infinitive using with phrases such Pupils Book
personal examples as: “Good job! Poster
Give Ss time to complete Well done!” “One
the sentences, then more time, please”
elicitanswers
from various Ss around
the class.
To present the T praise active Ss Whiteboard
comparative forms with phrases such Pupils Book
ofadverbs as: “Good job! Poster
Read out the theory box Well done!” “One
and then elicit how we more time, please”
formshort,
longer and irregular
adverbs.
Give Ss time to complete T praise active Ss Whiteboard
the task and then elicit with phrases such Pupils Book
answersfrom Ss around the as: “Good job! Poster
class. Well done!” “One
more time, please”
Ss use their stickers to Descriptor: Whiteboard
show their knowledge Speak on the theme Pupils Book
according to the lesson “My day”, Poster:
Green- I understood -can describe Success
Yellow-I have some classroom with Ladder.
questions prepositions of
Red-I need a help. place
Individual -can use ordinal
work: Aim: To know how many numbers - 2points.
5 min. Ss got the theme.
Efficiency: Ss evaluate each
Ss can use colors to show other and
how much do they encourage
remember. classmate with
Differentiation: phrases like:
«Conclusion» method is Well done!
used to finish the lesson. Brilliant! Good
job! I like it!
 Short-term plan

LESSON: School School:

areas/prepositions of direction and
movement
Date: Teacher name:
CLASS:6 Number present: absent:
Learning 6.4.1.1 understand the main points in a limited range ofshortsimple texts on
objectives(s) general and curriculartopics
that this 6.4.4.1read andunderstandwithsomesupport a limited
lesson is rangeofshortfiction and non-fictiontexts
contributing 6.4.2.1 understandwith littlesupportspecific informationanddetail
to inshort,simpletexts onalimitedrangeof generalandcurricular topics
6.1.3.1 - respect differing points of view
6.1.1.1 - use speaking and listening skills to solve problems creatively and
cooperatively in groups;
6.2.5.1- understand most specific information and detail of supported, extended
talk on a range general and curricular topics
6.5.1.1- plan, write, edit and proofread work at text level with some support on a
growing range of general and curricular topics;
6.3.2.1- understand independently specific information and detail in short, simple
texts on a limited range of general and curricular topics;
Lesson All learners will be able to:
objectiv identify some specific information from the text and use some target vocabulary to
es describe school subjects accurately in response to prompts and in production tasks

Most learners will be able to:

identify most specific information from the text and use a limited range of target
vocabulary to describe school subjects accurately in response to prompts and in
production tasks
Some learners will be able to:
Identify all specific information from the text and use a wide range of target
vocabulary to describe some school subjects accurately in response to prompts
and in production tasks
Previous adverbs of frequency / the –ingform and the to-infinitive / the comparative forms
learning of adverbs
Plan
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning Organization moment: “I wish….” method helps At the CD player
of the lesson 1.Greeting. to start the lesson with organization Micropho
Warming-up Ask about the weather. Open telling supporting words to moment T tries ne
Team work the envelop and ask students each other. to award active cards
3 min. to take the cards with The aim: To develop Ss Ss. «The
numbers. They should find speaking skills and create praise»
their team according to the friendly atmosphere method is used
number:1 First 2. Second Efficiency: By telling the to evaluate Ss
3.Third wishes they show their with phrases
In differentiation part appreciations . like:
«Magic cards» method was “Good job!
used to encourage them to Well done!”
identify the numbers. And
 find his/her team.
37 min To present classroom To read for gist T praise active Whiteboar
objects Ask Ss to look at the Ss with d
Ask Ss to look at the pictures and give them phrases such Pupils
pictures. time to read through the as: “Good job! Book
Play the recording. Ss texts. Well done!” Poster
listen and repeat chorally Elicit Ss’ answers to the “One more
and/or individually. question in the rubric. time, please”
Elicit the L1 equivalent for Play the video for Ss and
each word and then ask elicit their comments at
various Ss to say which of the end.
them are in their classroom.
(Ss’ own answers)
To read for specific To consolidate and T praise active Whiteboar
information personalise the topic Ss with d
Ask Ss to read statements (1- Read through the rubric phrases such Pupils
5). with Ss and give them as: “Good job! Book
Give Ss time to read the texts some Well done!” Poster
and complete the task. time to think about how “One more
Check Ss’ answers around their school compares to time, please”
the class. the
Refer Ss to the Word List to schools in the texts.
look up the words in the Ask Ss to get into pairs.
Check these words box. Ss make comparisons
between their school and
the
schools in the texts.
Monitor the activity.
Elicit comparisons from
various pairs.
To listen for specific To compare classrooms T praise active Whiteboar
information Give Ss time to look at the Ss with d
Play the recording, twice if pictures and think about phrases such Pupils
necessary. their as: “Good job! Book
Encourage Ss to note down answers. Well done!” Poster
key words while they are Ask Ss to compare the “One more
listening to the description. classrooms in the pictures, time, please”
Check Ss’ answers, asking in
them what words helped pairs. Then ask some pairs
them decide. to tell the class.
To present your school and To write a short article T praise active Whiteboar
your classroom about your ideal school Ss with d
Write the headings on the Ask Ss to copy the phrases such Pupils
board. Ss copy them in their headings into their as: “Good job! Book
notebooks and make notes. notebooks and Well done!” Poster
Check Ss around the class. then make notes under “One more
Ask various Ss to tell the them. Help Ss with any time, please”
class. unknown
vocabulary. (e.g. turn to p.
12 and present the school
areas). Give Ss time to use
their notes to write a short
article and then ask various
Ss to read their article to
the
 class.
Alternatively, assign the
task as HW and check Ss'
answers in the next lesson.
To write a short article Give Ss time to write a T praise active Whiteboar
about your ideal classroom short article and then ask Ss with d
various Ss to read their phrases such Pupils
article to the class. as: “Good job! Book
Alternatively, assign the Well done!” Poster
task as HW and check Ss' “One more
answers in the next lesson. time, please”
End of the The Ladder method was used Ss use their stickers to Descriptor: Whiteboar
lesson. as a reflection. T asks Ss to show their knowledge Speak on the d
stick their stickers to the according to the lesson theme “My Pupils
Success Ladder. Green- I understood day”, Book
Reflection Yellow-I have some -can describe Poster:
questions classroom with Success
Red-I need a help. prepositions of Ladder.
Individual place
work: Aim: To know how many -can use
5 min. Ss got the theme. ordinal
Efficiency: numbers -
Ss can use colors to show 2points.
how much do they
remember. Ss evaluate
Differentiation: each other and
«Conclusion» method is encourage
used to finish the lesson. classmate with
phrases like:
Well done!
Brilliant! Good
job! I like it!
Lesson plan

LESSON: Module 1 Lesson 7 School:

Date: Teacher name:
CLASS: Number present: absent:
Learning 6.4.1.1 understand the main points in a limited range ofshortsimple
objectives(s)
that this texts on general and curriculartopics
lesson is 6.4.2.1 understandwith littlesupportspecific
contributing informationanddetail inshort,simpletexts onalimitedrangeof
to generalandcurricular topics
6.1.3.1 - respect differing points of view
6.1.1.1 - use speaking and listening skills to solve problems creatively
and cooperatively in groups;
6.2.5.1- understand most specific information and detail of supported,
extended talk on a range general and curricular topics
6.3.2.1- understand independently specific information and detail in short,
simple texts on a limited range of general and curricular topics;
Lesson All learners will be able to:
objectiv take part in some exchanges using some target language accurately and
es intelligibly and identify some target information in listening task
Most learners will be able to:
take part in a range of exchanges using most target language accurately and
with some appropriate intonation and identify most target information in
listening task
Some learners will be able to:
take part in a range of exchanges using most target language accurately and
with clear intonation and identify all target information in listening task
Previo classroom objects
us
learni
ng
Plan
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning Organization moment: “I wish….” method At the CD player
of the lesson 1.Greeting. helps to start the lesson organization Microphone
Warming-up Ask about the weather. with telling supporting moment T cards
Team work Open the envelop and ask words to each other. tries to award
3 min. students to take the cards The aim: To develop Ss active Ss.
with numbers. They speaking skills and «The praise»
should find their team create friendly method is
according to the atmosphere used to
number:1 First 2. Second Efficiency: By telling evaluate Ss
3.Third the wishes they show with phrases
In differentiation part their appreciations . like:
«Magic cards» method “Good job!
was used to encourage Well done!”
them to identify the
 numbers. And find
his/her team.
37 min To present school areas To read for specific T praise Whiteboard
Ask Ss to look at the information active Ss with Pupils
picture. Read the rubric aloud. phrases such Book
Play the recording. Ss Play the recording. Ss as: “Good Poster
listen and repeat listen and follow the job!
chorally and/or dialogue in their Well done!”
individually. books. “One more
Elicit the L1 equivalent Elicit answers to the time, please”
for each word. (Ss’ own questions in the rubric.
answers)
To ask for/give To pronounce linking T praise Whiteboard
directions; To present sounds active Ss with Pupils
and practice Go through the Study phrases such Book
prepositions of Skills box and explain as: “Good Poster
direction/movement how we link sounds in job!
Go through the English. Check Ss’ Well done!”
prepositions of comprehension by “One more
direction/movement with asking for further time, please”
Ss. Present each examples.
preposition by miming Direct Ss’ attention
the movement it to the example and
shows. Give Ss time to elicit the linking
read through the dialogue sounds in the
in Ex. 2 again. In pairs, sentences.
Ss act out their dialogues. Play the recording for
Monitor the activity Ss to check.
around the class and Play the recording
then ask various pairs again with pauses for
to act out their Ss to listen and repeat
dialogues in front of chorally or
the class. individually. Pay
special attention to Ss’
pronunciation and
intonation. Repeat the
task if necessary.
End of the The Ladder method was Ss use their stickers to Descriptor: Whiteboard
lesson. used as a reflection. T show their knowledge Speak on the Pupils
asks Ss to stick their according to the lesson theme “My Book
stickers to the Success Green- I understood day”, Poster:
Reflection Ladder. Yellow-I have some -can describe Success
questions classroom Ladder.
Red-I need a help. with
Individual prepositions
work: Aim: To know how of place
5 min. many Ss got the theme. -can use
Efficiency: ordinal
Ss can use colors to numbers -
show how much do they 2points.
remember.
Differentiation: Ss evaluate
«Conclusion» method is each other and
used to finish the lesson. encourage
classmate
with phrases
like:
Well done!
Brilliant!
Good job! I
like it!
 Short-term plan

LESSON: School School:

rules/must/mustn’t, need,
should/regular and irregular
adverbs
Date: Teacher name:
CLASS:6 Number present: absent:
Learning 6.2.1.1 - understand a longer sequence of supported classroom instructions;
objectives(s) 6.4.1.1 understandwith littlesupportspecific
that this informationanddetail inshort,simpletexts onalimitedrangeof
lesson is generalandcurricular topics
contributing 6.13.1 use mightmaycould to express possibility on a limited range of familiar
to 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;
6.4.8.1usewithsome supportfamiliarpaper anddigitalreference resources
tocheck meaning andextendunderstanding
6.4.9.1recognisethedifference between factandopinionin
short,simpletextson anincreasingrangeof
generalandcurriculartopics
6.5.1.1- plan, write, edit and proofread work at text level with some support on a
growing range of general and curricular topics;
6.1.3.1 - respect differing points of view
Lesson All learners will be able to:
objectiv identify some specific information in texts and research and write short
es organised text using some of their own words
Most learners will be able to:
identify most specific information in texts and research and write short
organised text using a range of their own words
Some learners will be able to:
identify all specific information in texts and research and write more
extended organised text using a range of their own words
Previo school areas / prepositions of direction/movement
us
learni
ng
Plan
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Tim
e
Beginning Organization moment: “I wish….” method At the CD player
of the 1.Greeting. helps to start the organization Microphone
lesson Ask about the weather. lesson with telling moment T cards
Warming- Open the envelop and ask supporting words to tries to award
up students to take the cards each other. active Ss.
Team work with numbers. They The aim: To develop «The praise»
3 min. should find their team Ss speaking skills and method is used
according to the create friendly to evaluate Ss
 number:1 First 2. Second atmosphere with phrases
3.Third Efficiency: By telling like:
In differentiation part the wishes they show “Good job!
«Magic cards» method their appreciations . Well done!”
was used to encourage
them to identify the
numbers. And find
his/her team.
37 min To introduce the To read for specific T praise active Whiteboard
topic and predict information Ss with Pupils Book
thecontent of a text Allow Ss some time to phrases such Poster
Initiate a class read the text and as: “Good job!
discussion about complete thetask. Ask Well done!”
school rulesandelicit Ss to use the Word “One more
Ss’ opinions about List to look up the time, please”
other rules meanings of the words
aroundtheworld. in the Check these
Play the recording. Ss words. Check
listen and follow the Ss’answers.
texts intheir books and Play the video for Ss
check. and elicit their
comments at the end.
To write a To present and T praise active Whiteboard
comment to post to practise Ss with Pupils Book
a blog must/mustn't, need, phrases such Poster
Explain the task and should as: “Good job!
allow Ss time to Read out the theory Well done!”
complete it in class. box and explain how “One more
Ask various Ss around we can express time, please”
the class to read out their obligation, prohibition,
comments to the necessity and advice,
class. and provide
further examples
where necessary.
Ask Ss to read the
sentences (1-4) and
replace the phrases
in bold with the words
in the list.
Check Ss' answers
around the class.
To introduce the topic To read for specific T praise active Whiteboard
and predict the content information Ss with Pupils Book
of the Give Ss time to read phrases such Poster
Text Read out the the text and answer as: “Good job!
definition and the questions. Well done!”
explain/elicit the Check Ss’ answers “One more
meanings of any around the class. time, please”
unknown words.
Direct Ss’ attention to the
pictures and read out the
situations. Initiate a class
discussion about shyness
 and how someone can
overcome their shyness.
Play the recording. Ss
listen and follow the text
in their
books and find out the
answers to the questions
in the rubric.
To identify regular and To consolidate T praise active Whiteboard
irregular adverbs in a information in a text Ss with Pupils Book
text and give advice phrases such Poster
Remind Ss that adverbs Explain the situation as: “Good job!
describe verbs or other and ask Ss in pairs to Well done!”
adverbs. take turns and give “One more
Give Ss time to scan the advice on how to time, please”
text and find the overcome shyness.
adverbs. Then Monitor the activity
ask them to look them up around the class and
in their dictionaries. then ask some pairs to
Elicit answer from report back to the
Ss around the class. class
End of the The Ladder method was Ss use their stickers to
Descriptor: Whiteboard
lesson. used as a reflection. T show their knowledge Speak on the Pupils Book
asks Ss to stick their according to the lessontheme “My Poster:
stickers to the Success Green- I understood day”, Success
Reflection Ladder. Yellow-I have some -can describe Ladder.
questions classroom with
Red-I need a help. prepositions of
Individual place
work: Aim: To know how -can use
5 min. many Ss got the theme. ordinal
Efficiency: numbers -
Ss can use colors to 2points.
show how much do
they remember. Ss evaluate
Differentiation: each other and
«Conclusion» method encourage
is used to finish the classmate with
lesson. phrases like:
Well done!
Brilliant!
Good job! I
like it!
 Short-term plan

LESSON: Punctuation/write an School:

email to a pen-friend
Date: Teacher name:
CLASS: 6 Number present: absent:
Learning 6.2.1.1 - understand a longer sequence of supported classroom instructions;
objectives( 6.4.1.1 understandwith littlesupportspecific informationanddetail
s) that this inshort,simpletexts onalimitedrangeof generalandcurricular topics
lesson is 6.13.1 use mightmaycould to express possibility on a limited range of familiar general
contributi and curricular topics
ng to 6.4.8.1usewithsome supportfamiliarpaper anddigitalreference resources tocheck
meaning andextendunderstanding
6.4.9.1recognise the difference between factandopinionin
short,simpletextson anincreasingrangeof generalandcurriculartopics
6.5.1.1- plan, write, edit and proofread work at text level with some support on a
growing range of general and curricular topics;
6.5.2.1- write with some support about real and imaginary past events, activities and
experiences on a limited range of familiar general topics and some curricular topics;
6.1.3.1 - respect differing points of view

Lesson All learners will be able to:

objectiv identify some main ideas and specific information in the text and write an email
es with some appropriate features of style and organisation with support
Most learners will be able to:
identify most main ideas and specific information in the text and write an email
with a range of appropriate features of style and organisation with support
Some learners will be able to:
identify all main ideas and specific information in the text and write an email with a
range of appropriate features of style and organisation with little support
Previo school rules / must/mustn't, need, should / regular and irregular adverbs
us
learni
ng
Plan
Part of the Teacher’s activity Student’s activity Assessme Resources
lesson/Time nt
Beginning of Organization moment: “I wish….” method helps At the CD player
the lesson 1.Greeting. to start the lesson with organizati Microphone
Warming-up Ask about the weather. telling supporting words to on cards
Team work Open the envelop and ask each other. moment T
3 min. students to take the cards The aim: To develop Ss tries to
with numbers. They speaking skills and create award
should find their team friendly atmosphere active Ss.
according to the number:1 Efficiency: By telling the «The
First 2. Second 3.Third wishes they show their praise»
In differentiation part appreciations . method is
«Magic cards» method used to
was used to encourage evaluate
them to identify the Ss with
 numbers. And find his/her phrases
team. like:
“Good
job!
Well
done!”
37 min To recognise fact and To practise punctuation T praise Whiteboard
opinion Go through the Study Skills active Ss Pupils Book
Draw Ss’ attention to the box showing Ss some types with Poster
underlined sentences. of punctuation in English phrases
Explain what fact (sth and drawing attention to any such as:
that is true), and opinion differences to Ss’ L1. Sscan “Good
(what sb thinks) mean. give examples of their own. job!
Give Ss time to read the Ask Ss to punctuate the Well
email and then elicit sentences, then check Ss’ done!”
which sentences express answers. “One more
fact/opinion. time,
please”
To compare two To write an email to a pen- T praise Whiteboard
classrooms friend active Ss Pupils Book
Ask Ss to look at the text Tell Ss that they are going to with Poster
in Ex. 1 again and then use their answers fromEx. 3 phrases
think to such as:
about their classroom. write a reply to the email “Good
Give Ss some time to that Nurziya sent. job!
compare their classrooms Ss can complete the task in Well
with class, or you can assignit as done!”
Nurziya's classroom in HW “One more
pairs. and check Ss’ answers in time,
Monitor the activity the next lesson. please”
around the class.
Ask various Ss to tell the
class.
Portfolio Ask some Ss to read their T praise Whiteboard
Tell Ss to make notes texts tothe class. Ss can active Ss Pupils Book
under the headings to display their texts to the with Poster
helpthem class. phrases
before they start writing. such as:
Remind Ss to follow the “Good
plan and be careful job!
withpunctuation. Well
done!”
“One more
time,
please”
End of the The Ladder method was Ss use their stickers to show Descripto Whiteboard
lesson. used as a reflection. T their knowledge according to r: Pupils Book
asks Ss to stick their the lesson Speak on Poster:
Reflection stickers to the Success Green- I understood the theme Success
Ladder. Yellow-I have some “My day”, Ladder.
questions -can
Individual Red-I need a help. describe
work: classroom
5 min. Aim: To know how many Ss with
got the theme. prepositio
Efficiency: ns of place
Ss can use colors to show -can use
how much do they ordinal
remember. numbers -
Differentiation: 2points.
«Conclusion» method is
used to finish the lesson. Ss
evaluate
each other
and
encourage
classmate
with
phrases
like:
Well
done!
Brilliant!
Good job!
I like it!
 Short-term plan

LESSON: The benefits of learning a School:

foreign language
Date: Teacher name:
CLASS: 6 Number present: absent:
Learning 6.2.1.1 - understand a longer sequence of supported classroom instructions;
objectives(s) 6.4.1.1 understandwith littlesupportspecific informationanddetail
that this lesson inshort,simpletexts onalimitedrangeof generalandcurricular topics
is contributing 6.13.1.1- use mightmaycould to express possibility on a limited range
to of familiar general and curricular topics
6.4.8.1usewithsome supportfamiliarpaper anddigitalreference resources
tocheck meaning andextendunderstanding
6.5.1.1- plan, write, edit and proofread work at text level with some support
on a growing range of general and curriculartopics;
6.5.2.1- write with some support about real and imaginary past events,
activities and experiences on a limited range of familiar general topics and
some curricular topics;
6.1.3.1 - respect differing points of view
Lesson All learners will be able to:
objectiv use some target language accurately and intelligibly and identify some
es target information in listening task
Most learners will be able to:
use most target language accurately and with some appropriate intonation
and identify most target information in listening task
Some learners will be able to:
use most target language accurately and with clear intonation and identify
all target information in listening task
Previo punctuation / write an email to a pen-friend
us
learni
ng
Plan
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning Organization moment: “I wish….” method At the CD player
of the 1.Greeting. helps to start the lesson organization Microphone
lesson Ask about the weather. with telling supporting moment T cards
Warming-up Open the envelop and words to each other. tries to award
Team work ask students to take the The aim: To develop active Ss.
3 min. cards with numbers. Ss speaking skills and «The praise»
They should find their create friendly method is used
team according to the atmosphere to evaluate Ss
number:1 First 2. Second Efficiency: By telling with phrases
3.Third the wishes they show like:
In differentiation part their appreciations . “Good job!
«Magic cards» method Well done!”
was used to encourage
them to identify the
numbers. And find
his/her team.
 37 min To discuss To test T praise active Whiteboard
the benefits knowledge Ss with Pupils
of learning a learnt in this phrases such Book
foreign module as: “Good job! Poster
language Explain the Well done!”
Read out the task. Allow Ss “One more
question and ask Ss some time to time, please”
to read the list of read the
reasons and then ask sentences and
various Ss to tell the complete the
class using the list. gaps.
Elicit further reasons Alternatively, you
from various Ss around may allow Ss to
the class. review the module
(Ss' ownAnswers) and find the relevant
information to fill
each gap.
Check Ss’ answers.
To write a quiz Song To listen and T praise active Whiteboard
Explain the task and read for Ss with Pupils
allow Ss time to look specificinformation phrases such Book
through Module Explain the task and as: “Good job! Poster
1 and think of quiz play the recording. Well done!”
questions in pairs. Ss listen and follow the “One more
Tell Ss they can use the song in their books. time, please”
quiz in Ex. 2 as a Ask Ssto
model.Offer an identify which items in
example(e.g. ICT is the pictures
Information arementioned and also
andCommunication …). name seven school
Ss swap their quizzes subjects.Check Ss’
with another pair and do answers.
itand then Play the recording
report back to the class. again for Ss to sing
along.
Game Extra Activity T praise active Whiteboard
Play in teams. Say a Ask Ss to spell each of Ss with Pupils
word from the module. the words in the phrases such Book
The other team pictures in Ex. 4. as: “Good job! Poster
writes the word on the e.g. eraser, E-R-A-S-E- Well done!”
board and spells it. Each R “One more
correct time, please”
answer gets a point. The
team with the most
points is the
winner.
End of the The Ladder method was Ss use their stickers to Descriptor: Whiteboard
lesson. used as a reflection. T show their knowledge Speak on the Pupils
asks Ss to stick their according to the lesson theme “My Book Poster:
stickers to the Success Green- I understood day”, Success
Reflection Ladder. Yellow-I have some -can describe Ladder.
questions classroom
Red-I need a help. with
Individual prepositions of
work: Aim: To know how place
5 min. many Ss got the theme. -can use
Efficiency: ordinal
Ss can use colors to numbers -
show how much do 2points.
they remember.
Differentiation: Ss evaluate
«Conclusion» method each other and
is used to finish the encourage
lesson. classmate with
phrases like:
Well done!
Brilliant!
Good job! I
like it!
 Short-term plan

LESSON: Module 2. Historical figures School:

Date: Teacher name:
CLASS: 6 Number present: absent:
Learning 6.3.6.1- communicate meaning clearly at sentence and discourse level
objectives(s) that during, pair, group and whole class exchanges;
this lesson is 6.6.5.1 - use questions including questions with whose, how often, how
contributing to long
and a growing range of tag questions on a growing range of familiar
general
and curricular topics;
6.1.1.1- use speaking and listening skills to solve problems creatively and
cooperatively in groups;
6.4.2.1 - understand independently specific information and detail in short,
simple texts on a limited range of general and curricular topics;
6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk
about
a limited range of general topics, and some curricular topics;
6.5.3.1 -write with some support about personal feelings and opinion on a
limited range of familiar general and curricular topics;
6.2.1.1- understand a longer sequence of supported classroom instructions;
6.5.8.1- spell most high-frequency vocabulary accurately for a limited
range
of familiar general topics and some curricular topics
6.5.2.1 - write with some support about real and imaginary past events,
activities and experiences on a limited range of familiar general topics and
some curricular topics;
Lesson objectives All learners will be able to:
identify some specific information from the text and use some
target vocabulary to describe some things
Most learners will be able to:
identify most specific information from the text and use some
target vocabulary to describe some things
Some learners will be able to:
identify all specific information from the text and use a range of
target vocabulary to describe some things
Previous learning discuss the benefits of learning a foreign language
Plan
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of Organization moment: “I wish….” method At the CD player
the lesson 1.Greeting. helps to start the lesson organization Microphone
Warming-up Ask about the weather. with telling supporting moment T tries cards
Team work Open the envelop and words to each other. to award active
3 min. ask students to take the The aim: To develop Ss. «The
cards with numbers. Ss speaking skills and praise»
They should find their create friendly method is used
team according to the atmosphere to evaluate Ss
 number:1 First 2. Efficiency: By telling with phrases
Second 3.Third the wishes they show like:
In differentiation part their appreciations . “Good job!
«Magic cards» method Well done!”
was used to encourage
them to identify the
numbers. And find
his/her team.
37 min What’s in this module? To identify historical T praise active Whiteboard
Read the title of the figures vocabulary Ss with Pupils
module Helping & Draw Ss’ attention to phrases such Book
Heroes and the pictures and ask as: “Good job! Poster
ask Ss to suggest what various Ss to read out Well done!”
they think it means. the names, countries “One more
Go and dates for each time, please”
through the topic list person.
and stimulate a Explain/Elicit the
discussion to meanings of any
prompt Ss’ interest in unknown words and
the module. read out the example,
Explain/Elicit the then Ss match the
meaning of any people to what they
unknown words, were.
thenSs find the page
numbers for the items
listed. Ask questions
to check Ss’
understanding.
To talk about Background T praise active Whiteboard
historical figures information Ss with Pupils
Explain that we read Leonardo da Vinci was phrases such Book
years before 2000 by an Italian painter, as: “Good job! Poster
splitting them into sculptor and Well done!”
two numbers (e.g. architect. He painted “One more
1450 = fourteen the Mona Lisa. time, please”
fifty, 1899 = Marie Curie was a
eighteen ninety- Polish scientist. She
nine). discovered radium
Ask two Ss to read out and won the Nobel
the example exchange, prize.
thenSs ask and answer Cleopatra was an
in pairs. Monitor the Egyptian queen. She
activity around the was a beautiful and
class. Explain that powerful woman.
when a date is BC we There are many
count down to zero to books and films
go forwards in time. about her.
Florence Nightingale
was a British nurse and
writer who
pioneered modern
nursing during the
Crimean War. Many
 people came to know
her as ‘the lady with
the lamp.’ Genghis
Khan was a
Mongolian emperor.
He built the
second largest
empire in the
history of the
world.
BauyrzhanMom
yshuly was a
Kazakh hero. He
was a
military officer and
author.
Abraham Lincoln was
the 16th American
President. He
helped end the Civil
War and slavery.
William Wallace was a
Scottish warrior. He
fought against
the English to help free
Scotland.
End of the The Ladder method was Ss use their stickers to Descriptor: Whiteboard
lesson. used as a reflection. T show their knowledge Speak on the Pupils
asks Ss to stick their according to the lesson theme “My Book Poster:
stickers to the Success Green- I understood day”, Success
Reflection Ladder. Yellow-I have some -can describe Ladder.
questions classroom with
Red-I need a help. prepositions of
Individual place
work: Aim: To know how -can use
5 min. many Ss got the theme. ordinal
Efficiency: numbers -
Ss can use colors to 2points.
show how much do
they remember. Ss evaluate
Differentiation: each other and
«Conclusion» method encourage
is used to finish the classmate with
lesson. phrases like:
Well done!
Brilliant! Good
job! I like it!
 Short-term plan

LESSON: Module 2 A historical School:

figure
Date: Teacher name:
CLASS: 6abvgd Number present: absent:
Learning 6.3.6.1- communicate meaning clearly at sentence and discourse level during,
objectives( pair, group and whole class exchanges;
s) that this 6.6.5.1 - use questions including questions with whose, how often, how long
lesson is and a growing range of tag questions on a growing range of familiar general and
contributi curricular topics;
ng to 6.1.1.1- use speaking and listening skills to solve problems creatively
and cooperatively in groups;
6.4.2.1 - understand independently specific information and detail in short,
simple texts on a limited range of general and curricular topics;
6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk
about a limited range of general topics, and some curricular topics;
6.5.3.1 -write with some support about personal feelings and opinion on a
limited range of familiar general and curricular topics;
6.6.3.1 - use common participles as adjectives and order adjectives correctly
in front of nouns on a growing range of familiar general and curricular
topics; 6.2.1.1- understand a longer sequence of supported classroom
instructions; 6.5.8.1- spell most high-frequency vocabulary accurately for a
limited range of familiar general topics and some curricular topics
6.5.2.1 - write with some support about real and imaginary past events,
activities and experiences on a limited range of familiar general topics and
some curricular topics;
Lesson All learners will be able to:
objectiv identify some specific information in reading text and use some target
es vocabulary accurately in production tasks with support
Most learners will be able to:
identify most specific information in reading text and use most target
vocabulary accurately in production tasks with support
Some learners will be able to:
identify all specific information in reading text and use most target
vocabulary accurately in production tasks with little support
Previo historical figures
us
learni
ng
Plan
Part of the Teacher’s activity Student’s activity Assessment Resource
lesson/Tim s
e
Beginning Organization moment: “I wish….” method At the CD
of the 1.Greeting. helps to start the lesson organization player
lesson Ask about the weather. with telling supporting moment T tries Micropho
Warming- Open the envelop and ask words to each other. to award active ne
up students to take the cards The aim: To develop Ss Ss. «The praise» cards
Team with numbers. They speaking skills and create method is used
work should find their team friendly atmosphere to evaluate Ss
3 min. according to the number:1 Efficiency: By telling the with phrases
 First 2. Second 3.Third wishes they show their like:
In differentiation part appreciations . “Good job!
«Magic cards» method Well done!”
was used to encourage
them to identify the
numbers. And find his/her
team.
To introduce the To read for specific
topic and stimulate information (multiple
interest in the text choice)
Elicit what, if Allow Ss some time to
anything, Ss know read the text carefully
about Pocahontas. and answer the
Play the recording. Ss questions.
listen and follow the text Ask Ss to use the
in their books and find Word List to look up
out the answer to the the meanings of the
question in the rubric words in the Check
these words box and
read the quotation
aloud.
Check Ss’ answers.
37 min To consolidate new To summarise a text T praise active Whiteboa
vocabulary Explain the task and give Ss with phrases rd
Explain the task and give Ss time to prepare such as: “Good Pupils
Ss time to choose the theirsummaries. job! Book
correctwords. Then check Ss tell their partner their Well done!” Poster
Ss’ answers. summary. Ask some “One more
pairsto time, please”
report back to the class.
To express your opinion As an extension Ss T praise active Whiteboa
on ahistorical figure work in pairs. Ss tell Ss with phrases rd
Allow Ss some time to each other what they such as: “Good Pupils
think about the question have known about job! Book
inthe Pocahontas Well done!” Poster
rubric, formulate their “One more
answers and write time, please”
themdown.
Encourage Ss to explain
their opinions fully.
Ask various Ss to read out
their sentences.
Alternatively, assign the
task as HW and check
Ss’answers in the next
lesson.
End of the The Ladder method was Ss use their stickers to Descriptor: Whiteboa
lesson. used as a reflection. T asks show their knowledge Speak on the rd
Ss to stick their stickers to according to the lesson theme “My Pupils
the Success Ladder. Green- I understood day”, Book
Reflection Yellow-I have some -can describe Poster:
questions classroom with Success
Red-I need a help. prepositions of Ladder.
Individual place
work: Aim: To know how -can use ordinal
5 min. many Ss got the theme. numbers -
Efficiency: 2points.
Ss can use colors to show
how much do they Ss evaluate each
remember. other and
Differentiation: encourage
«Conclusion» method is classmate with
used to finish the lesson. phrases like:
Well done!
Brilliant! Good
job! I like it!
 Short-term plan

LESSON: Vocabulary of School:

appearance/describing character
Date: Teacher name:
CLASS:6 Number present: absent:
Learning 6.3.6.1- communicate meaning clearly at sentence and discourse level during, pair,
objective group and whole class exchanges;
s(s) that 6.6.5.1 - use questions including questions with whose, how often, how long and a growing
this range of tag questions on a growing range of familiar general and curricular topics;
lesson is 6.1.1.1- use speaking and listening skills to solve problems creatively and cooperatively
contribu in groups;
ting to 6.4.2.1 - understand independently specific information and detail in short, simple texts
on a limited range of general and curricular topics;
6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited
range of general topics, and some curricular topics;
6.5.3.1 -write with some support about personal feelings and opinion on a limited range
of familiar general and curricular topics;
6.6.3.1 - use common participles as adjectives and order adjectives correctly in front of
nouns on a growing range of familiar general and curricular topics;
6.2.1.1- understand a longer sequence of supported classroom instructions; 6.5.8.1- spell
most high-frequency vocabulary accurately for a limited range of familiar general topics
and some curricular topics
6.5.2.1 - write with some support about real and imaginary past events, activities and
experiences on a limited range of familiar general topics and some curricular topics;
All learners will be able to:
identify some specific information in speaking and listening and use some target
vocabulary accurately in production tasks with support
Most learners will be able to:
identify most specific information in speaking and listening and use most target
vocabulary accurately in production tasks with support
Some learners will be able to:
identify all specific information in speaking and listening and use most target
vocabulary accurately in production tasks with little support
Previous express your opinion on a historical figure
learning
Plan
Part of Teacher’s activity Student’s activity Assessment Resources
the
lesson/Ti
me
Beginning Organization moment: “I wish….” method helps At the CD player
of the 1.Greeting. to start the lesson with organization Microphon
lesson Ask about the weather. Open telling supporting words moment T tries e
Warming- the envelop and ask students to to each other. to award active cards
up take the cards with numbers. The aim: To develop Ss Ss. «The praise»
Team They should find their team speaking skills and create method is used
work according to the number:1 friendly atmosphere to evaluate Ss
3 min. First 2. Second 3.Third Efficiency: By telling the with phrases
 In differentiation part wishes they show their like:
«Magic cards» method was appreciations . “Good job!
used to encourage them to Well done!”
identify the numbers. And find
his/her team.
37 min Explain the task and allow Ss To categorise new T praise active Whiteboar
some time to vocabulary Ss with phrases d
complete it and then check Explain the task and ask such as: “Good Pupils
Ss’ answers around the Ss to write the headings job! Book
class. in Well done!” Poster
As an extension, ask Ss to use their notebooks. “One more time,
the phrases to Write the headings on the please”
describe their classmates. board and elicit which
words go under which
headings from Ss around
the class. Ss copy the
completed table into their
notebooks.
To use vocabulary in context To present vocabulary T praise active Whiteboar
and describe people for describing character Ss with phrases d
Explain the task and read out Explain the task and such as: “Good Pupils
the example. explain/elicit the job! Book
Ask various Ss around the meanings of the Well done!” Poster
class to describe the people. adjectives 1-5 and a-e. Ss “One more time,
Encourage Ss to describe them match them and then please”
in as much detail as theycan. completethe sentences.
Check Ss’ answers.
To describe people’s To listen for specific T praise active Whiteboar
appearanceand character information Ss with phrases d
Explain the task and ask two Explain the task and play such as: “Good Pupils
Ss to act out theexample the recording. Ss listenand job! Book
dialogue. markthe sentences. Well done!” Poster
Ss work in pairs and ask and Check Ss’ answers, then “One more time,
answer the questionsWhat play the recording please”
does he/she look like? (ask againfor Ss tocorrect the
about appearance)What false statements.
ishe/she
like? (ask about character) in
closedpairs.
Monitor the activity around
the class and then asksome
pairs to ask and answer in
front of the class.
To complete a short GameChoose a leader. T praise active Whiteboar
paragraph about ahistorical He/She says a part of the Ss with phrases d
figure body from the ones such as: “Good Pupils
Explain the task and give Ss mentioned in Ex. 5. Ss, in job! Book
time to complete the teams, say an adjective Well done!” Poster
paragraph. that can describe this part “One more time,
Check Ss’ answers. of the body. Each correct please”
answer gets 1 point. The
team with the most points
 is the winner.
Leader: face Leader: hair
Team AS1: round Team
BS1: curly, etc
End of the The Ladder method was used Ss use their stickers to Descriptor: Whiteboar
lesson. as a reflection. T asks Ss to show their knowledge Speak on the d
stick their stickers to the according to the lesson theme “My day”, Pupils
Success Ladder. Green- I understood -can describe Book
Reflection Yellow-I have some classroom with Poster:
questions prepositions of Success
Red-I need a help. place Ladder.
Individual -can use ordinal
work: Aim: To know how many numbers -
5 min. Ss got the theme. 2points.
Efficiency:
Ss can use colors to show Ss evaluate each
how much do they other and
remember. encourage
Differentiation: classmate with
«Conclusion» method is phrases like:
used to finish the lesson. Well done!
Brilliant! Good
job! I like it!
 Short-term plan

LESSON: Pronunciation of /t/, /d/, /Id/ (Past Simple School:

verb endings) / Past Simple affirmative
/ Past Simple negative
Date: Teacher name:
CLASS:6 Number absent:
present:
Learning 6.3.6.1- communicate meaning clearly at sentence and discourse level during,
objectives(s) that pair, group and whole class exchanges;
this lesson is 6.6.5.1 - use questions including questions with whose, how often, how long and a
contributing to growing range of tag questions on a growing range of familiar general and
curricular topics;
6.1.1.1- use speaking and listening skills to solve problems creatively and
cooperatively in groups;
6.4.2.1 - understand independently specific information and detail in short,
simple texts on a limited range of general and curricular topics;
6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a
limited range of general topics, and some curricular topics;
6.5.3.1 -write with some support about personal feelings and opinion on a limited
range of familiar general and curricular topics;
6.2.1.1- understand a longer sequence of supported classroom instructions;
6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of
familiar general topics and some curricular topics
6.5.2.1 - write with some support about real and imaginary past events, activities
and experiences on a limited range of familiar general topics and some curricular
topics;
Lesson All learners will be ableto:
objectives use and pronounce some target language accurately in response to prompts andin
controlled tasks withsupport
Most learners will be able to:
use and pronounce most target structures accurately in response to prompts and in
controlled tasks with support
Some learners will be able to:
use and pronounce most target structures accurately in response to prompts and in
controlled tasks with little support
Previous vocabulary for appearance / describing character
Learning
Plan
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of Organization moment: “I wish….” method At the CD player
the lesson 1.Greeting. helps to start the organization Microphone
Warming-up Ask about the weather. Open the lesson with telling moment T cards
Team work envelop and ask students to take supporting words to tries to award
3 min. the cards with numbers. They each other. active Ss.
should find their team according The aim: To «The
to the number:1 First 2. Second develop Ss speaking praise»
3.Third skills and create method is
 In differentiation part «Magic friendly atmosphere used to
cards» method was used to Efficiency: By evaluate Ss
encourage them to identify the telling the wishes with phrases
numbers. And find his/her team. they show their like:
appreciations . “Good job!
Well done!”
37 min To present grammar for To present the T praise Whiteboard
appearance Past Simple active Ss Pupils Book
Ss close their books. Present persons. with phrases Poster
the Past Simple. Say, then Explain/Elicit such as:
write the spelling “Good job!
on the board: I worked hard rules of the Well done!”
yesterday. Underline worked past simple “One more
and explain that this verb is for time, please”
in the past simple. Point to a regular verbs by
S and say: You worked hard writing the verbs
yesterday. Then write it on work, love, play,
the board. Point to a male S study, travel and
and say: He worked hard their past simple
yesterday. Then write it on forms on the
the board. board: work –
Present the other persons in the worked (most
same way. Elicit that the verb is verbs take -ed to
the same in all form their past
simple form), love
– loved (verbs
ending in -e add -
d), study – studied
(verbs ending in
consonant +y lose
y and take -ied),
play – played
(verbs ending in a
vowel
+y add -ed), travel
– travelled (verbs
ending in vowel +
l, p, k, b, etc double
the consonant and
add -ed).
To practise the Past Simple Play the recording T praise Whiteboard
Explain the task and allow Ss with pauses for Ss active Ss Pupils Book
some time to complete itin their to repeat chorallyor with phrases Poster
notebooks. individually. such as:
Check Ss’ answers by playing Ss copy the table “Good job!
the recording. Checkcorrect into their Well done!”
spelling on the board. notebooks. “One more
To pronounce /t/, /d/, /Id/ Play the recording time, please”
(Past Simple verb endings) again. Ss listen and
tick the correct
sounds. Check Ss’
answers, then elicit
 more words withthe
same sounds
To practise using the Past To practise using T praise Whiteboard
Simple affirmative the Past Simple active Ss Pupils Book
Allow Ss some time to negative with phrases Poster
complete the task and then Explain the task such as:
check and read out the “Good job!
Ss’ answers. Elicit which verbs example. Well done!”
are regular/irregular. Ss do the task. “One more
Check Ss’ answers. time, please”
End of the The Ladder method was used as Ss use their stickers Descriptor: Whiteboard
lesson. a reflection. T asks Ss to stick to show their Speak on the Pupils Book
their stickers to the Success knowledge theme “My Poster: Success
Reflection Ladder. according to the day”, Ladder.
lesson -can describe
Green- I understood classroom
Individual work: Yellow-I have some with
5 min. questions prepositions
Red-I need a help. of place
-can use
Aim: To know how ordinal
many Ss got the numbers -
theme. 2points.
Efficiency:
Ss can use colors to Ss evaluate
show how much do each other
they remember. and
Differentiation: encourage
«Conclusion» classmate
method is used to with phrases
finish the lesson. like:
Well done!
Brilliant!
Good job! I
like it!
 Short-term plan

LESSON: Past Simple : Past Simple affirmative School:

/ Past Simple negative
Date: Teacher name:
CLASS:6 Number absent:
present:
Learning 6.3.6.1- communicate meaning clearly at sentence and discourse level during, pair,
objectives(s group and whole class exchanges;
) that this 6.6.5.1 - use questions including questions with whose, how often, how long and a
lesson is growing range of tag questions on a growing range of familiar general and curricular
contributin topics;
g to 6.1.1.1- use speaking and listening skills to solve problems creatively and
cooperatively in groups;
6.4.2.1 - understand independently specific information and detail in short, simple
texts on a limited range of general and curricular topics;
6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited
range of general topics, and some curricular topics;
6.5.3.1 -write with some support about personal feelings and opinion on a limited range
of familiar general and curricular topics;
6.2.1.1- understand a longer sequence of supported classroom instructions; 6.5.8.1-
spell most high-frequency vocabulary accurately for a limited range of familiar general
topics and some curricular topics
6.5.2.1 - write with some support about real and imaginary past events, activities and
experiences on a limited range of familiar general topics and some curricular topics;

Lesso All learners will be ableto:

n use and pronounce some target language accurately in response to prompts andin
object controlled tasks withsupport
ives Most learners will be able to:
use and pronounce most target structures accurately in response to prompts and in
controlled tasks with support
Some learners will be able to:
use and pronounce most target structures accurately in response to prompts and in
controlled tasks with little support
Previous vocabulary for appearance / describing character
Learning
Plan
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Tim
e
Beginning Organization moment: “I wish….” method helps to At the CD player
of the 1.Greeting. start the lesson with telling organization Microphone
lesson Ask about the weather. supporting words to each moment T tries cards
Warming- Open the envelop and ask other. to award active
up students to take the cards The aim: To develop Ss Ss. «The
Team work with numbers. They should speaking skills and create praise» method
3 min. find their team according to friendly atmosphere is used to
the number:1 First 2. Efficiency: By telling the evaluate Ss with
Second 3.Third wishes they show their phrases like:
In differentiation part appreciations . “Good job!
 «Magic cards» method Well done!”
was used to encourage
them to identify the
numbers. And find his/her
team.
37 min To present grammar for To present the Past Simple T praise active Whiteboard
appearance Explain/Elicit the Ss with phrases Pupils
Ss close their books. spelling rules of the past such as: “Good Book
Present the Past Simple. simple for job! Poster
Say, then write regular verbs by writing the Well done!”
on the board: I worked verbs work, love, play, “One more
hard yesterday. study, travel and their past time, please”
Underline worked and simple forms on the board:
explain that this verb is work – worked (most verbs
in the past simple. Point take -ed to form their past
to a S and say: You simple form), love – loved
worked hard yesterday. (verbs ending in -e add -d),
Then write it on the study – studied (verbs
board. Point to a male S ending in consonant +y
and say: He worked lose y and take -ied), play
hard yesterday. Then – played (verbs ending in a
write it on the board. vowel
Present the other persons +y add -ed), travel –
in the same way. Elicit travelled (verbs ending in
that the verb is the same in vowel + l, p, k, b, etc double
all the consonant and add -ed).
To practise the Past Play the recording with T praise active Whiteboard
Simple pauses for Ss to repeat Ss with phrases Pupils
Explain the task and allow chorallyor individually. such as: “Good Book
Ss some time to complete Ss copy the table into their job! Poster
itin their notebooks. notebooks. Well done!”
Check Ss’ answers by Play the recording again. Ss “One more
playing the recording. listen and tick the correct time, please”
Checkcorrect spelling on sounds. Check Ss’ answers,
the board. then elicit more words
To pronounce /t/, /d/, /Id/ withthe same sounds
(Past Simple verb
endings)
To practise using the To practise using the Past T praise active Whiteboard
Past Simple affirmative Simple negative Ss with phrases Pupils
Allow Ss some time to Explain the task and read out such as: “Good Book
complete the task and then the example. job! Poster
check Ss do the task. Check Ss’ Well done!”
Ss’ answers. Elicit which answers. “One more
verbs are regular/irregular. What did you do yesterday? time, please”
Answer the question and
make up 5 sentences
End of the The Ladder method was Ss use their stickers to show Descriptor: Whiteboard
lesson. used as a reflection. T asks their knowledge according to Speak on the Pupils
Ss to stick their stickers to the lesson theme “My Book
the Success Ladder. Green- I understood day”, Poster:
Reflection Yellow-I have some questions -can describe Success
Red-I need a help. classroom with Ladder.
prepositions of
Individual Aim: To know how many Ss place
work: got the theme. -can use ordinal
5 min. Efficiency: numbers -
Ss can use colors to show how 2points.
much do they remember.
Differentiation: Ss evaluate each
«Conclusion» method is used other and
to finish the lesson. encourage
classmate with
phrases like:
Well done!
Brilliant! Good
job! I like it!
 Short-term plan

LESSON: Past Simple interrogative / time School

expressions / prepositions of movement
Date: Teacher name:
CLASS:6 Number absent:
present:
Learning 6.3.8.1- recount some extended stories and events on a limited range of general
objectives(s) and curricular topics
that this 6.1.8.1- develop intercultural awareness through reading and discussion
lesson 6.4.1.1 - understand the main points in a growing range of short, simple texts on
is contributing general and curricular topics;
To 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of
familiar general topics and some curricular topics
6.2.6.1- deduce meaning from context in supported extended talk on a range of
general and curricular topics;
6.4.2.1 - understand independently specific information and detail in short,
simple texts on a limited range of general and curricular topics;
6.3.6.1- communicate meaning clearly at sentence and discourse level during,
pair, group and whole class exchanges;
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;
Lesson All learners will be ableto:
objectiv use and pronounce some target language accurately in response to prompts andin
es controlled tasks withsupport
Most learners will be able to:
use and pronounce most target structures accurately in response to prompts and in
controlled tasks with support
Some learners will be able to:
use and pronounce most target structures accurately in response to prompts and in
controlled tasks with little support
Previo Pronunciation of /t/, /d/, /Id/ (Past Simple verb endings) / Past Simple affirmative
us / Past Simple negative
learni
ng
Plan
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning Organization moment: “I wish….” method helps At the CD player
of the 1.Greeting. to start the lesson with organization Microphon
lesson Ask about the weather. Open telling supporting words to moment T tries e
Warming- the envelop and ask students each other. to award active cards
up to take the cards with The aim: To develop Ss Ss. «The
Team work numbers. They should find speaking skills and create praise» method
3 min. their team according to the friendly atmosphere is used to
number:1 First 2. Second Efficiency: By telling the evaluate Ss
3.Third wishes they show their with phrases
In differentiation part appreciations . like:
«Magic cards» method was “Good job!
used to encourage them to Well done!”
 identify the numbers. And
find his/her team.
37 min To revise rules of To practise using the T praise active Whiteboar
pronunciation of /t/, /d/, Past Simple interrogative Ss with phrases d
/Id/ (Past Simple verb Explain the task and read such as: “Good Pupils
endings) / Past Simple out the example. job! Book
affirmative / Past Ss complete the task. Well done!” Poster
Simple negative Check Ss’ answers by “One more
asking time, please”
various Ss to ask and
answer in front of the
class.
To ask and answer about To ask and answer about T praise active Whiteboar
the past using the Past the past using question Ss with phrases d
Simple interrogative Words such as: “Good Pupils
Explain the task and ask Explain the task and ask job! Book
two Ss to read out the two Ss to read out the Well done!” Poster
example. example. “One more
Ss complete the task in Ss complete the task in time, please”
pairs. Monitor the activity pairs.
around the class and then Monitor the activity
ask some pairs to ask and around the class and then
answer in front of the class. ask some
pairs to ask and answer in
front of the class.
To practise using time To present and practise T praise active Whiteboar
expressions with the Past prepositions of Ss with phrases d
Simple movement such as: “Good Pupils
Explain the task and read Go through the job! Book
out the example. prepositions in the Well done!” Poster
Give Ss time to write pictures. Point out “One more
similar sentences, then that the pictures will help time, please”
check Ss’ Ss complete the task.
answer around the class. Give Ss time to complete
the text with the correct
preposition. Then check
Ss’ answers.
To write a short To consolidate the T praise active Whiteboar
paragraph, personalize grammar of the unit Ss with phrases d
the topic Alternatively, assign the such as: “Good Pupils
Give Ss time to complete task as HW and Ss read job! Book
the task in class and then their sentences aloud in the Well done!” Poster
ask next lesson “One more
various Ss to read out their time, please”
completed paragraphs to
the
class.

End of the The Ladder method was Ss use their stickers to show Descriptor: Whiteboar
lesson. used as a reflection. T asks their knowledge according Speak on the d
Ss to stick their stickers to to the lesson theme “My Pupils
the Success Ladder. Green- I understood day”, Book
Reflection Yellow-I have some -can describe Poster:
questions classroom with Success
 Red-I need a help. prepositions of Ladder.
Individual place
work: Aim: To know how many -can use ordinal
5 min. Ss got the theme. numbers -
Efficiency: 2points.
Ss can use colors to show
how much do they Ss evaluate
remember. each other and
Differentiation: encourage
«Conclusion» method is classmate with
used to finish the lesson. phrases like:
Well done!
Brilliant! Good
job! I like it!
 Short-term plan

LESSON: Pepositions of movement School

Date: Teacher name:
CLASS:6 Number present: absent:
Learning 6.3.8.1- recount some extended stories and events on a limited range of general
objectives(s) and curricular topics
that this 6.1.8.1- develop intercultural awareness through reading and discussion
lesson 6.4.1.1 - understand the main points in a growing range of short, simple texts on
is contributing general and curricular topics;
To 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of
familiar general topics and some curricular topics
6.2.6.1- deduce meaning from context in supported extended talk on a range of
general and curricular topics;
6.4.2.1 - understand independently specific information and detail in short,
simple texts on a limited range of general and curricular topics;
6.3.6.1- communicate meaning clearly at sentence and discourse level during,
pair, group and whole class exchanges;
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;
Lesson All learners will be ableto:
objectiv use and pronounce some target language accurately in response to prompts andin
es controlled tasks withsupport
Most learners will be able to:
use and pronounce most target structures accurately in response to prompts and in
controlled tasks with support
Some learners will be able to:
use and pronounce most target structures accurately in response to prompts and in
controlled tasks with little support
Previo Pronunciation of /t/, /d/, /Id/ (Past Simple verb endings) / Past Simple affirmative
us / Past Simple negative
learni
ng
Plan
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning Organization moment: “I wish….” method helps At the CD player
of the lesson 1.Greeting. to start the lesson with organization Microphone
Warming-up Ask about the weather. telling supporting words to moment T cards
Team work Open the envelop and each other. tries to award
3 min. ask students to take the The aim: To develop Ss active Ss.
cards with numbers. speaking skills and create «The praise»
They should find their friendly atmosphere method is used
team according to the Efficiency: By telling the to evaluate Ss
number:1 First 2. wishes they show their with phrases
Second 3.Third appreciations . like:
In differentiation part “Good job!
«Magic cards» method Well done!”
was used to encourage
 them to identify the
numbers. And find
his/her team.
37 min To revise rules of To practise using the Past T praise active Whiteboard
pronunciation of Simple interrogative Ss with Pupils Book
/t/, /d/, /Id/ (Past Explain the task and read phrases such Poster
Simple verb out the example. as: “Good job!
endings) / Past Ss complete the task. Well done!”
Simple Check Ss’ answers by “One more
affirmative / Past asking time, please”
Simple negative various Ss to ask and
answer in front of the class.
To ask and answer To ask and answer about T praise active Whiteboard
about the past using the past using question Ss with Pupils Book
the Past Words phrases such Poster
Simple interrogative Explain the task and ask as: “Good job!
Explain the task and two Ss to read out the Well done!”
ask two Ss to read out example. “One more
the example. Ss complete the task in time, please”
Ss complete the task in pairs.
pairs. Monitor the Monitor the activity around
activity around the the class and then ask some
class and then ask pairs to ask and answer in
some pairs to ask and front of the class.
answer in front of the
class.
To practise using time To present and practise T praise active Whiteboard
expressions with the prepositions of movement Ss with Pupils Book
Past Go through the phrases such Poster
Simple prepositions in the pictures. as: “Good job!
Explain the task and Point out Well done!”
read out the example. that the pictures will help “One more
Give Ss time to write Ss complete the task. time, please”
similar sentences, then Give Ss time to complete
check Ss’ the text with the correct
answer around the preposition. Then check
class. Ss’ answers.

To write a short To consolidate the T praise active Whiteboard

paragraph, grammar of the unit Ss with Pupils Book
personalize the topic Alternatively, assign the phrases such Poster
Give Ss time to task as HW and Ss read as: “Good job!
complete the task in their sentences aloud in the Well done!”
class and then ask next lesson “One more
various Ss to read out time, please”
their completed
paragraphs to the
class.
End of the The Ladder method was Ss use their stickers to show Descriptor: Whiteboard
lesson. used as a reflection. T their knowledge according Speak on the Pupils Book
asks Ss to stick their to the lesson theme “My Poster: Success
stickers to the Success Green- I understood day”, Ladder.
Reflection Ladder. Yellow-I have some -can describe
questions classroom with
 Red-I need a help. prepositions of
Individual place
work: Aim: To know how many Ss -can use
5 min. got the theme. ordinal
Efficiency: numbers -
Ss can use colors to show 2points.
how much do they
remember. Ss evaluate
Differentiation: each other and
«Conclusion» method is encourage
used to finish the lesson. classmate with
phrases like:
Well done!
Brilliant!
Good job! I
like it!
 Short-term plan

LESSON:Adverbs of degree and School

too/enough
Date: Teacher name:
CLASS: 6 Number present: absent:
Learning 6.3.8.1- recount some extended stories and events on a limited range of
objectives(s) that general and curricular topics
this lesson is 6.1.8.1- develop intercultural awareness through reading and discussion
contributing to 6.4.1.1 - understand the main points in a growing range of short, simple
texts on general and curricular topics;
6.5.8.1- spell most high-frequency vocabulary accurately for a limited
range
of familiar general topics and some curricular topics
6.6.12.1 - use an increased variety of adverbs, including adverbs of degree
too, not enough, quite, rather on a growing range of familiar general and
curricular topics;
6.2.6.1- deduce meaning from context in supported extended talk on a
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;
6.3.6.1- communicate meaning clearly at sentence and discourse level
during, pair, group and whole class exchanges;
6.2.8.1- understand supported narratives including some extended talk, on
a
range of general and curricular topics
6.4.4.1 - read independently a limited range of short simple fiction and
non-
fiction texts;
6.1.3.1- respect differing points of view;
Lesson objectives All learners will be able to:
identify some specific information in reading text and use some
target vocabulary accurately in production tasks with support
Most learners will be able to:
identify most specific information in reading text and use most
target vocabulary accurately in production tasks with support
Some learners will be able to:
identify all specific information in reading text and use most
target vocabulary accurately in production tasks with little
support
Previous learning Past Simple interrogative / time expressions / prepositions of movement
Plan
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Tim
e
Beginning Organization moment: “I wish….” method At the CD player
of the 1.Greeting. helps to start the lesson organization Microphone
lesson Ask about the weather. with telling supporting moment T tries cards
Warming- Open the envelop and words to each other. to award active
up ask students to take the The aim: To develop Ss Ss. «The
Team work cards with numbers. speaking skills and praise» method
3 min. They should find their create friendly is used to
team according to the atmosphere evaluate Ss with
number:1 First 2. Efficiency: By telling phrases like:
Second 3.Third the wishes they show “Good job!
In differentiation part their appreciations . Well done!”
«Magic cards» method
was used to encourage
them to identify the
numbers. And find
his/her team.
To introduce the topic To read and listen for
Initiate a class specific information
discussion about giants Play the recording. Ss
and elicit any tales listen and follow the
about giants Ss know text in
of. their books. Give Ss
time to answer the
questions.
Ss compare their
answers with their
partner’s.
Check Ss’ answers.
37 min To consolidate new Background T praise active Whiteboard
vocabulary information Ss with phrases Pupils
Ask Ss to use the Word Ireland is a country to such as: “Good Book
List to look up the the west of Britain. job! Poster
meaningsof the words in IncludingNorthern Well done!”
the Check these words Ireland, it is the third “One more
box. biggest time, please”
Explain the task and island inEurope. The
give Ss some time to capital is Dublin and 6.1
completeit. million peoplelive there.
Check Ss’ answers. Scotland is a country in
the UK. It is to the north
ofEngland. The capital
is Edinburgh and
around 5
millionpeople live
there.
To present and Explain the task and T praise active Whiteboard
practise adverbs of give Ss time to Ss with phrases Pupils
degree and complete it. such as: “Good Book
too/enough Check Ss’ answers. job! Poster
Explain that adverbs of Well done!”
degree are used before “One more
an time, please”
adjective to express to
what degree something
is
done. Read the table
aloud and explain that
the ticks
show the degree with
( ) being mild and
( )
being strong.
Say, then write on
board: That dress is
very/really
beautiful. Explain to Ss
that we use very/really +
adjective to make an
adjective stronger.
Say, then write on
board: He’s too old to
drive.
andHe is old enough to
drive. Tell Ss that in the
first
example the person is
old and can’t drive
whereas, in
the second example the
person is of a suitable
age to
drive. Explain that we
use too + adjective to
show
that something is more
than we want (negative
meaning) whereas, we
use adjective + enough
to
show that there is as
much as needed.
(positive
meaning)
NOTE: Tell Ss that we
put enough before
nouns.
(e.g. I’ve got enough
money to buy that
necklace.)
To predict missing To listen for specific T praise active Whiteboard
information in a information Ss with phrases Pupils
listening task Play the recording. Ss such as: “Good Book
Draw Ss’ attention to listen and complete the job! Poster
the advert and elicit gaps. Well done!”
what part Check Ss’ answers on “One more
of speech is missing in the board. time, please”
each gap. To make notes from a
text
Draw Ss’ attention to
the notes box and ask
them to
copy the headings and
the subheadings into
their
notebooks and complete
 the task.
Check Ss’ answers on
the board.
To tell a story in Ask various Ss to tell T praise active Whiteboard
the past the story of Finn Ss with phrases Pupils
simpleusing notes MacCool,using their such as: “Good Book
Set the scene and notes from Ex. 6a. job! Poster
explain the task. Well done!”
Read aloudthe Study “One more
Skills box and point time, please”
out that this
advicewill help Ss
complete the
tasksuccessfully.

To write an email Extra Activity for T praise active Whiteboard

about a visit to the weaker classes Ss with phrases Pupils
Giant’s Causeway Write the email in the such as: “Good Book
Explain the task and Suggested Answer Key job! Poster
give Ss some time to in Ex. 7 and remove Well done!”
complete it. Remind words to create a “One more
Ss to include all the gapped text. Givethe time, please”
points in the rubric. words in a list for Ss to
Check Ss’ answers. complete. Suggested
Alternatively, assign words to omit: time,
as HW and check Ss’ best, bridge, rocks,
answers in the next surface, giant,
lesson. cross,enemy.
End of the The Ladder method was Ss use their stickers to Descriptor: Whiteboard
lesson. used as a reflection. T show their knowledge Speak on the Pupils
asks Ss to stick their according to the lesson theme “My Book Poster:
stickers to the Success Green- I understood day”, Success
Reflection Ladder. Yellow-I have some -can describe Ladder.
questions classroom with
Red-I need a help. prepositions of
Individual place
work: Aim: To know how -can use ordinal
5 min. many Ss got the theme. numbers -
Efficiency: 2points.
Ss can use colors to
show how much do they Ss evaluate each
remember. other and
Differentiation: encourage
«Conclusion» method classmate with
is used to finish the phrases like:
lesson. Well done!
Brilliant! Good
job! I like it!
 Short-term plan

LESSON: Practise pronunciation / School:

practise role-playing
Date: Teacher name:
CLASS:6 Number present: absent:
Learning 6.3.8.1- recount some extended stories and events on a limited range of
objectives(s) general and curricular topics
that this lesson 6.1.8.1- develop intercultural awareness through reading and discussion
is contributing 6.4.1.1 - understand the main points in a growing range of short, simple texts on
to general and curricular topics;
6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of
familiar general topics and some curricular topics
6.6.12.1 - use an increased variety of adverbs, including adverbs of degree too,
not enough, quite, rather on a growing range of familiar general and curricular
topics;
6.2.6.1- deduce meaning from context in supported extended talk on a 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;
6.3.6.1- communicate meaning clearly at sentence and discourse level during, pair,
group and whole class exchanges;
6.2.8.1- understand supported narratives including some extended talk, on a
range of general and curricular topics
6.4.4.1 - read independently a limited range of short simple fiction and non-
fiction texts;
6.1.3.1- respect differing points of view;
Lesson objectives All learners will be able to:
identify some specific information in listening text and use some target
vocabulary and structure accurately in production tasks with support
Most learners will be able to:
identify most specific information in listening text and use most target
vocabulary and structure accurately in production tasks with support
Some learners will be able to:
identify all specific information in listening text and use most target
vocabulary and structure accurately in production tasks with little support
Previous learning adverbs of degree and too/enough
Plan
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning Organization moment: “I wish….” method helps At the CD player
of the lesson 1.Greeting. to start the lesson with organization Microphone
Warming-up Ask about the weather. telling supporting words to moment T tries cards
Team work Open the envelop and ask each other. to award active
3 min. students to take the cards The aim: To develop Ss Ss. «The
with numbers. They speaking skills and create praise» method
should find their team friendly atmosphere is used to
according to the number:1 Efficiency: By telling the evaluate Ss
First 2. Second 3.Third wishes they show their with phrases
In differentiation part appreciations . like:
«Magic cards» method “Good job!
 was used to encourage Well done!”
them to identify the
numbers. And find his/her
team.
To identify the To listen and read for
context of a dialogue confirmation
and practise Play the recording. Ss listen
pronunciation and follow the text in their
Explain the task. Play books and find out.
the recording with
pauses for Ss to repeat
chorally or
individually.
Then Ss read the
sentences and say what
they think the dialogue is
about (a book a person
read).
37 min To read for specific Background information T praise active Whiteboard
information and King Arthur is a legendary Ss with phrases Pupils Book
consolidate British leader. He led the such as: “Good Poster
situational language Knights of the Round Table job!
through translation at Camelot and had a Well done!”
Allow Ss time to read the magical “One more
dialogue and answer the sword called Excalibur. time, please”
questions.
Elicit the L1 equivalents
for the sentences in Ex. 1.
(Ss’ own answers)
To learn synonymous To act out a dialogue T praise active Whiteboard
phrases Ask Ss to work in pairs and Ss with phrases Pupils Book
Read out the sentences. take roles and read out the such as: “Good Poster
Refer Ss back to the dialogue. Pay attention to job!
dialogue and Ss’ rhythm and intonation Well done!”
elicit the synonymous and “One more
ones from various Ss correct as necessary. time, please”
around the Monitor the activity around
class. the class and ask some pairs
to
read out the dialogue in
front of the class.

To practise role-playing Ss complete the task in T praise active Whiteboard

Explain the situation. pairs. To help Ss, draw the Ss with phrases Pupils Book
Remind Ss that they can following diagram on the such as: “Good Poster
use the dialogue in Ex. 2 board and elicit appropriate job!
as a phrases Ss should use. Write Well done!”
model, as well as any them on the board. Ss can “One more
ideas of their own to refer to the diagram while time, please”
complete the doing the task.
task.

End of the The Ladder method was Ss use their stickers to show Descriptor: Whiteboard
lesson. used as a reflection. T asks their knowledge according Speak on the Pupils Book
 Ss to stick their stickers to to the lesson theme “My Poster:
the Success Ladder. Green- I understood day”, Success
Reflection Yellow-I have some -can describe Ladder.
questions classroom with
Red-I need a help. prepositions of
Individual place
work: Aim: To know how many Ss -can use ordinal
5 min. got the theme. numbers -
Efficiency: 2points.
Ss can use colors to show
how much do they Ss evaluate
remember. each other and
Differentiation: encourage
«Conclusion» method is classmate with
used to finish the lesson. phrases like:
Well done!
Brilliant! Good
job! I like it!
 Short-term plan

LESSON: The –ing form and the School:

to infinitiva
Date: Teacher name:
CLASS:6 Number present: absent:
Learning 6.4.6.1 - recognise the attitude or opinion of the writer in short texts on a
objectives(s) growing
that this range of general and curricular topics
lesson 6.6.1.1- begin to use basic abstract nouns and compound nouns and noun
is contributing phrases
to describing times and location on a growing range of familiar general and
curricular topics;
6.4.2.1 - understand independently specific information and detail in short,
simple texts on a limited range of general and curricular topics;
6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of
familiar general topics and some curricular topics
6.3.3.1- give an opinion at sentence and discourse level on an increasing range
of
general and curricular topics;
6.5.3.1 -write with some support about personal feelings and opinion on a
limited
range of familiar general and curricular topics;
6.2.7.1- recognize the opinion of the speaker(s) in supported extended talk on a
limited range of general and curricular topics;
6.3.8.1- recount some extended stories and events on a limited range of general
and curricular topics
6.3.6.1- communicate meaning clearly at sentence and discourse level during,
pair, group and whole class exchanges;
Lesson All learners will be able to:
objectiv take part in some exchanges using some target language accurately and
es intelligibly and identify some target information in reading task
Most learners will be able to:
take part in a range of exchanges using most target language accurately and
with some appropriate intonation and identify most target information in
reading task
Some learners will be able to:
take part in a range of exchanges using most target language accurately and
with clear intonation and identify all target information in reading task
Previous practise pronunciation / practise role-playing
learning
Plan
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning Organization moment: “I wish….” method At the CD player
of the 1.Greeting. helps to start the lesson organization Microphone
lesson Ask about the weather. with telling supporting moment T cards
Warming-up Open the envelop and words to each other. tries to award
Team work ask students to take the The aim: To develop Ss active Ss.
 3 min. cards with numbers. speaking skills and create «The praise»
They should find their friendly atmosphere method is used
team according to the Efficiency: By telling the to evaluate Ss
number:1 First 2. wishes they show their with phrases
Second 3.Third appreciations . like:
In differentiation part “Good job!
«Magic cards» method Well done!”
was used to encourage
them to identify the
numbers. And find
his/her team.
To introduce the Background
topic and predict information
the content of a OrakBalga was a village
text in what is now the
Direct Ss’ Zhualy District in
attention to the southern Kazakhstan.
pictures and
elicit their Edward I was an English
guesses to the King. He ruled from
questions in 1272 -
the rubric. 1307. He conquered
Play the recording. Ss Wales and started a long
listen and follow the war with Scotland which
text in their books and continued after his death.
find out the answers.
37 min To read for specific To personalise the topic T praise active Whiteboard
information Explain the task and give Ss with Pupils
Allow Ss some time to Ss time to complete the phrases such Book
read the text and answer sentences. Ss tell their as: “Good job! Poster
the partners. Elicit a variety Well done!”
questions. of answers “One more
Ask Ss to use the Word from Ss around the class time, please”
List to look up the to check their answers.
meanings of
the words in the Check
these words box, then
check Ss’
answers.
To learn the To write about a hero T praise active Whiteboard
pronunciation of from your country Ss with Pupils
strong forms Explain the task. Ask Ss phrases such Book
Explain that strong to look up information on as: “Good job! Poster
forms are words that are the Well done!”
stressed in a Internet or in “One more
sentence to give encyclopaedias or other time, please”
emphasis. Point out that reference books
question words, about a hero from their
adjectives and proper country and write a short
nouns are often text
stressed. either in class or as HW.
Play the recording with Remind Ss to include all
pauses for Ss to repeat the points in the rubric.
 either
chorally or individually.
Play the recording
again for Ss to
underline the strong
forms. Check Ss’
answers.
End of the The Ladder method was Ss use their stickers to Descriptor: Whiteboard
lesson. used as a reflection. T show their knowledge Speak on the Pupils
asks Ss to stick their according to the lesson theme “My Book Poster:
stickers to the Success Green- I understood day”, Success
Reflection Ladder. Yellow-I have some -can describe Ladder.
questions classroom
Red-I need a help. with
Individual prepositions of
work: Aim: To know how many place
5 min. Ss got the theme. -can use
Efficiency: ordinal
Ss can use colors to show numbers -
how much do they 2points.
remember.
Differentiation: Ss evaluate
«Conclusion» method is each other and
used to finish the lesson. encourage
classmate with
phrases like:
Well done!
Brilliant!
Good job! I
like it!
Lesson plan

LESSON: Module 2 Lesson 9 School:

Date: Teacher name:
CLASS: Number present: absent:
Learning 6.4.6.1 - recognise the attitude or opinion of the writer in short texts on a
objectives(s) growing range of general and curricular topics
that this 6.6.1.1- begin to use basic abstract nouns and compound nouns and noun
lesson is phrases describing times and location on a growing range of familiar general
contributing and curricular topics;
to 6.4.2.1 - understand independently specific information and detail in
short, simple texts on a limited range of general and curricular topics;
6.5.8.1- spell most high-frequency vocabulary accurately for a limited range
of familiar general topics and some curricular topics6.3.3.1- give an opinion
at sentence and discourse level on an increasing range of general and
curricular topics;
6.5.3.1 -write with some support about personal feelings and opinion on a
limited range of familiar general and curricular topics;
6.2.7.1- recognize the opinion of the speaker(s) in supported extended talk
on a limited range of general and curricular topics;
6.3.8.1- recount some extended stories and events on a limited range of
general and curricular topics
6.3.6.1- communicate meaning clearly at sentence and discourse level
during, pair, group and whole class exchanges;
Lesson All learners will be able to:
objectiv identify some specific information in reading text and use some target
es vocabulary and structure accurately in writing task with support
Most learners will be able to:
identify most specific information in reading text and use most target
vocabulary and structure accurately in production tasks with support
Some learners will be able to:
identify all specific information in reading text and use most target
vocabulary and structure accurately in production tasks with support
Previo pronunciation of strong forms
us
learni
ng
Plan
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning Organization moment: “I wish….” method At the CD player
of the lesson 1.Greeting. helps to start the organization Microphone
Warming-up Ask about the weather. lesson with telling moment T cards
Team work Open the envelop and supporting words to tries to award
3 min. ask students to take the each other. active Ss.
cards with numbers. The aim: To develop «The praise»
They should find their Ss speaking skills and method is
team according to the create friendly used to
number:1 First 2. atmosphere evaluate Ss
 Second 3.Third Efficiency: By telling with phrases
In differentiation part the wishes they show like:
«Magic cards» method their appreciations . “Good job!
was used to encourage Well done!”
them to identify the
numbers. And find
his/her team.
To introduce the To practise the -ing
topic form and the to-
Direct Ss’ attention to infinitive Explain the
the picture and elicit task and give Ss time
their guesses to the to read the text again
question in the rubric. and complete the task.
Give Ss time to read the Play the recording for
text in their books and Ss to check their
find out the answer. answers.
37 min To read for specific To complete a T praise Whiteboard
information summary and active Ss with Pupils Book
Give Ss time to read the consolidate new phrases such Poster
text and answer the vocabulary as: “Good
questions. Explain the task and job!
Ask Ss to use the Word give Ss some time to Well done!”
List to look up the complete it. “One more
meanings of the Check Ss’ answers time, please”
words in the Check
these words box.
Check Ss’ answers
around the class.

To express a personal To design a poster T praise Whiteboard

opinion Explain the task and active Ss with Pupils Book
Elicit answers to the ask Ss to find a picture phrases such Poster
question from Ss ofFlorence as: “Good
around the class. Nightingale and use job!
the information in Well done!”
thetext to help them “One more
design a poster. time, please”
Ask Ss to work in
pairs or small groups
andcomplete the
task. Ss then present
their poster tothe rest
of the class.
(Ss' own answers)

To give a presentation Alternatively, assign T praise Whiteboard

on aperson who the task as HW and active Ss with Pupils Book
helped others check Ss'answers in phrases such Poster
Explain the task and ask the next lesson. as: “Good
Ss to collect Have the groups job!
informationfrom the present their work to Well done!”
Internet or from other the class. “One more
reference sourcesand Posters can be time, please”
 make notes under displayed in the class
the headings. or saved toPortfolios.
Then ask Ss to use their
notes to prepare
apresentation or
write a short text about
a personwho helped
others. Ask
various Ss to give
theirpresentation or read
their text to the
class.
End of the The Ladder method was Ss use their stickers to
Descriptor: Whiteboard
lesson. used as a reflection. T show their knowledge Speak on the Pupils Book
asks Ss to stick their according to the lessontheme “My Poster: Success
stickers to the Success Green- I understood day”, Ladder.
Reflection Ladder. Yellow-I have some -can describe
questions classroom
Red-I need a help. with
Individual prepositions
work: Aim: To know how of place
5 min. many Ss got the theme. -can use
Efficiency: ordinal
Ss can use colors to numbers -
show how much do 2points.
they remember.
Differentiation: Ss evaluate
«Conclusion» method each other
is used to finish the and encourage
lesson. classmate
with phrases
like:
Well done!
Brilliant!
Good job! I
like it!
 Short-term plan

LESSON: Module 2 Writing a School:

biography
Date: Teacher name:
CLASS:6 Number present: absent:
Learning 6.4.6.1 - recognise the attitude or opinion of the writer in short texts on a
objectives(s) growing range of general and curricular topics
that 6.6.1.1- begin to use basic abstract nouns and compound nouns and noun
this lesson is phrases describing times and location on a growing range of familiar general
contributing to 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;
6.3.3.1- give an opinion at sentence and discourse level on an increasing range
of general and curricular topics;
6.5.3.1 -write with some support about personal feelings and opinion on a
limited range of familiar general and curricular topics;
6.2.7.1- recognize the opinion of the speaker(s) in supported extended talk on a
limited range of general and curricular topics;
6.3.8.1- recount some extended stories and events on a limited range of general
and curricular topics
6.3.6.1- communicate meaning clearly at sentence and discourse level during,
pair, group and whole class exchanges;
Lesson All learners will be able to:
objectiv identify some specific information in texts and research and write
es short organised text for display using some of their own words
Most learners will be able to:
identify most specific information in texts and research and write
short organised text for display using a range of their own words
Some learners will be able to:
identify all main ideas and specific information in the text and write an email
with a range of appropriate features of style and organisation with little
support
Previo the -ing form and the to-infinitive
us
learni
ng
Plan
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning Organization “I wish….” method At the CD player
of the lesson moment: helps to start the lesson organization Microphone
Warming-up 1.Greeting. with telling supporting moment T tries cards
Team work Ask about the weather. words to each other. to award active
3 min. Open the envelop and The aim: To develop Ss Ss. «The
ask students to take the speaking skills and create praise»
cards with numbers. friendly atmosphere method is used
They should find their Efficiency: By telling the to evaluate Ss
team according to the wishes they show their with phrases
number:1 First 2. appreciations . like:
 Second 3.Third “Good job!
In differentiation part Well done!”
«Magic cards»
method was used to
encourage them to
identify the numbers.
And find his/her team.
Check Ss' HW: To read for cohesion
the groups and sequence of events
present their Explain the task and
work to the class. give Ss some time to
Posters can be complete it.
displayed in the class Play the recording and
or saved to Portfolios check Ss’ answers
around the
class.
37 min To put events in To listen for specific T praise active Whiteboard
order and information and ideas Ss with Pupils
summarise a text Explain the task and point phrases such Book
Ss list the events in out that the informationSs as: “Good job! Poster
the text in hear will help them to Well done!”
chronological order prepare for the “One more
and writingtask to time, please”
tell their partner a follow.
summary of the Play the recording. Ss
biography of listen and complete the
Abraham Lincoln. notes.
Monitor the activity Check Ss’ answers.
around the class and
then ask some Ss to
tell the class about
Abraham Lincoln.
To write a biography Read the Study Skills box T praise active Whiteboard
aloud and give Ss time Ss with Pupils
toorder the dates/events. phrases such Book
Go through the as: “Good job! Poster
Checkpointand Well done!”
revise use of prepositions. “One more
Explain the task and play time, please”
the recording again
ifnecessary for Ss to
make more notes.
Go through the paragraph
plan and remind Ss
tocover
all the points mentioned.
Draw Ss’ attentionto the
Checkpoint and revise
prepositions of time.
End of the The Ladder method Ss use their stickers to Descriptor: Whiteboard
lesson. was used as a show their knowledge Speak on the Pupils
reflection. T asks Ss to according to the lesson theme “My Book Poster:
stick their stickers to Green- I understood day”, Success
Reflection the Success Ladder. Yellow-I have some -can describe Ladder.
questions classroom with
Red-I need a help. prepositions of
Individual place
work: Aim: To know how many -can use
5 min. Ss got the theme. ordinal
Efficiency: numbers -
Ss can use colors to show 2points.
how much do they
remember. Ss evaluate
Differentiation: each other and
«Conclusion» method is encourage
used to finish the lesson. classmate with
phrases like:
Well done!
Brilliant! Good
job! I like it!
 Short-term plan

LESSON: Unit revision. SAU2 School:

Date: Teacher name:
CLASS:6 Number present: absent:
Learning 6.4.6.1 - recognise the attitude or opinion of the writer in short texts on a
objectives(s) growing range of general and curricular topics
that this lesson 6.4.2.1 - understand independently specific information and detail in short,
is contributing simple texts on a limited range of general and curricular topics;
to 6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of
familiar general topics and some curricular topics
6.3.3.1- give an opinion at sentence and discourse level on an increasing range
of general and curricular topics;
6.5.3.1 -write with some support about personal feelings and opinion on a
limited range of familiar general and curricular topics;
6.2.7.1- recognize the opinion of the speaker(s) in supported extended talk on a
limited range of general and curricular topics;
6.3.8.1- recount some extended stories and events on a limited range of
general and curricular topics
6.3.6.1- communicate meaning clearly at sentence and discourse level
during, pair, group and whole class exchanges;
Lesson objectives All learners will be able to:
identify some main ideas and specific information in the text and write a short
text with some appropriate features of style and organisation with support

Most learners will be able to:

identify most main ideas and specific information in the text and write a short text
with a range of appropriate features of style and organisation with support

Some learners will be able to:

identify all specific information in texts and research and write a short text with
a range of appropriate features of style and organisation with support
Previous learning put events in order and summarise a text / write a biography

Plan
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Tim
e
Beginning Organization moment: “I wish….” method helps to At the CD player
of the 1.Greeting. start the lesson with telling organization Microphone
lesson Ask about the weather. Open supporting words to each moment T tries cards
Warming- the envelop and ask students other. to award active
up to take the cards with The aim: To develop Ss Ss. «The
Team work numbers. They should find speaking skills and create praise» method
3 min. their team according to the friendly atmosphere is used to
number:1 First 2. Second Efficiency: By telling the evaluate Ss
3.Third wishes they show their with phrases
In differentiation part appreciations . like:
«Magic cards» method was “Good job!
used to encourage them to Well done!”
identify the numbers. And
 find his/her team.
37 min Check Ss’ HW by asking To discuss a quotation T praise active Whiteboard
various Ss to read out their Ask Ss to discuss what they Ss with phrases Pupils
biographies to the class. think the quotation means in such as: “Good Book
closed pairs. Then ask some job! Poster
pairs to share their answers Well done!”
with the class. “One more
Read out the question and ask time, please”
Ss to read the list of
qualities and then talk in
closed pairs about which ones
apply to a hero.
Ask various Ss to tell the
class.
(Ss' own Answers)
To write a short text about To test knowledge learnt in T praise active Whiteboard
a personal hero this module Ss with phrases Pupils
Explain the task and give Ss Explain the task. Allow Ss such as: “Good Book
time to think about their some time to read the job! Poster
personal hero and make questions and complete the Well done!”
notes under the headings. gaps. “One more
Ask Ss to write a short text Alternatively, you may allow time, please”
using their notes and then Ss to review the module
ask various Ss to read their and find the relevant
text to the class. information to fill each gap.
Check Ss’ answers.

To write a quiz SongTo read for cohesion T praise active Whiteboard

Explain the task and ask Ss and rhyme Ss with phrases Pupils
to work in pairs. Allow Ss Go through the list of words. such as: “Good Book
time to look through the Explain/Elicit their job! Poster
module and think of quiz meanings. Ss complete the Well done!”
questions. gaps. Play the song. Ss “One more
Tell Ss they can use the quiz listen and check their time, please”
in the previous task as a answers
model. Offer an example
(e.g. Pocahontas was from
…
. [Virginia, USA])
Ss can swap their quiz with
another pair and do it and
then report back to the class.

To understand the GameCollocations/Phrases T praise active Whiteboard

author's opinion and (at Teacher’s discretion) Ss with phrases Pupils
express an Write these words on the such as: “Good Book
Opinion board. Ss in teams choose one job! Poster
Read the rubric aloud and word from each column and Well done!”
give Ss time to read the song make a sentence using the “One more
again and consider their phrase. Each correct sentence time, please”
answers. gets 1 point. The team
Ask various Ss around the with the most points is the
class to share their answers winner.
with the class.
End of the The Ladder method was Ss use their stickers to show Descriptor: Whiteboard
lesson. used as a reflection. T asks their knowledge according to Speak on the Pupils
Ss to stick their stickers to the lesson theme “My Book
the Success Ladder. Green- I understood day”, Poster:
Reflection Yellow-I have some questions -can describe Success
Red-I need a help. classroom with Ladder.
prepositions of
Individual Aim: To know how many Ss place
work: got the theme. -can use ordinal
5 min. Efficiency: numbers -
Ss can use colors to show how 2points.
much do they remember.
Differentiation: Ss evaluate
«Conclusion» method is used each other and
to finish the lesson. encourage
classmate with
phrases like:
Well done!
Brilliant! Good
job! I like it!