AUTONOMOUS EDUCATIONAL ORGANIZATION

«NAZARBAYEV INTELLECTUAL SCHOOLS»

ENGLISH
Course Plan

2018-2019 academic year

Grade 6

1
Long-term plan
Term 1
1 Our Class
Getting to know our class, what
we enjoy doing
 Countries and nationalities
 Creating a Word Cloud of our
class (This relates to Computer
Science)
 Presenting a table of
information about our class (This
relates to Computer Science)
 Getting to know about other
classes around the world (This
relates to Computer Science,
Geography)
2 Helping and Heroes
 House and Home, helping
around the home
 Helping other people
 Heroes of Kazakhstan
(describing people)
Term 2
3 Our Countryside
Learning about the countryside
where we live (This relates to
Geography)
 Learning some map reading
skills
 Learning about the flora of
Kazakhstan (This relates to
Biology and Geography)
 Learning about the fauna of
Kazakhstan (This relates to
Biology and Geography)
 Researching and presenting a
labelled map of information about
our country (This relates to
Geography and Computer Science)
4 Drama and Comedy
 TV programmes, films and
cartoons
 Role-playing and drama
 Making a poster about
favourite film (This relates to Art
Term 3
5 Our Health
Sport in our class (This relates to
Physical Education)
 Grade 6 is a healthy class!
(This relates to Physical Education)
 Looking at how we keep fit and
healthy, making a video
 Creating a presentation about
our favourite sport or an aspect of
keeping healthy
 Grade 6 eats healthy food!
 Looking at Kazakhstan recipes
6 Holidays and Travel
 Reviewing map reading skills
(This relates to Geography)
 Learning about the weather and
how to create a cloud (This relates
Maths and Physics)
Term 4
8 Our Neighbourhood
Our neighbourhood, the places and
buildings where we live, shopping
and services
 Describing the shopping where
we live (This relates to Geography)
 Describing the services where we
live (This relates to Geography)
School Magazine article
Learning how to create a school
magazine or ezine (This relates to
Computer Science and Art and
Design)
 Designing our own page in the
school magazine or ezine for Grade 6
(This relates to Art and Design and
Computer Science)
Writing about what the class has read
(This relates to Literature) or what art
the class has produced (This relates to
Art and Design)
9 Transport
 Learning about travel and
transport
 Designing a board game
 Creating a survey and table to
show how we get to school (This
 Term 1 Term 2 Term 3 Term 4

 Heroes around the world (This
relates to Geography)
and Design and Computer Science)  Descriptive language to create
 Creating a cartoon strip (This an atmosphere (This relates to
relates to Art and Design and Literature)
Computer Science)  Researching and writing a
 Learning about narrative magazine article on adventure
structure holidays for families (This relates
to Computer Science)
relates to Maths)
 Learning about the first ever
steam-hauled train in the world
 Learning about an aspect of
transport in Kazakhstan (This relates
to History of Kazakhstan and
Kazakhstan in the modern world)

7 Reading for Pleasure

Medium term plan

3
 English Secondary Grade 6
1. Our Class
Recommended prior knowledge
Some vocabulary expressing likes and dislikes, some hobbies, personal identification (name, age etc.)
Learners are expected to be aware of major national and international events both within Kazakhstan and in the wider world. Keep an eye on these as
there may be something interesting in the news that will add to or enhance this curriculum.
Context
In Term 1 Unit 1 learners are given the opportunity to explore the topic of Our Class. This gives learners the opportunity to talk about not only their own
class, but classes around the world. There is also an article showing one school that has a link with other schools around the world.
Outline Recommendations
Unit 1 is the first one of the year and covers:
 Getting to know our class, things we enjoy doing
 Countries and nationalities (This relates to Geography)
 Presenting a table of information about our class
 Getting to know about other classes around the world (This relates to ICT, Geography)
This course plan uses Messages 1(Diana Goodey& Noel Goodey) and English in Mind 1(Herbert Puchta& Jeff Stranks) as resources at the right level
for this grade. However, you are not expected to follow these books exactly. Rather, use them together with a variety of other resources and as always,
bear in mind the Grade 6 Learning Objectives. As always, adapt the material to your learners and the Kazakhstan context. Suggestions on how to do this
are made below.
For learners’ safety teachers should pay attention to the Disaster Risk Reduction and prepare some lessons on the theme “Our Class” using the sites
http://www.youthsafenb.ca/en/smartchoices/safety_rules_for_the_classroom.aspx
http://www.safetyforeducation.com/90250/info.php?p=9
The suggested number of academic hours for this unit is 8-10 including Introductory lesson, Diagnostic Test lesson and summative assessment tasks.
Key learning objectives
6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups
6.1.3.1 respect differing points of view

6.2.1.1 understand a longer sequence of supported classroom instructions

6.2.2.1 understand more complex supported questions which ask for personal information
6.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics

6.3.1.1 provide basic information about themselves and others at discourse level on a range of general topics
6.3.2.1 give an opinion at sentence and discourse level on an increasing range of general and curricular topics
4
6.4.1.1 understand the main points in a growing range of short, simple texts on 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
6.4.4.1 read independently a limited range of short simple fiction and non-fiction texts
6.4.8.1 use with some support familiar paper and digital reference resources to check meaning and extend understanding
6.4.9.1 recognise the difference between fact and opinion in short, simple texts on a wide range of general and curricular topics

6.5.1.1 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
6.5.6.1 link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics

6.6.1.1 begin to use basic abstract nouns and compound nouns and noun phrases describing times and location on a growing 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
6.6.9.1 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
6.6.12.1 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
6.6.13.1 use modal forms including mustn’t (prohibition)need (necessity) should (for advice)on a 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
Unit 1, as with all the Units in Grade 6, works towards all the four skills, the Use of English Learning Objectives and Content Learning Objectives.
These will be revisited throughout the year in order to build a strong language foundation. See below for a list of suggested key Learning Objectives
associated with each stage of the unit. However, feel free to choose other Learning Objectives depending on your learners’ stage of development but
make sure that you work towards all of the Learning Objectives throughout the year.
Key: Key:
W = whole class work SB = Learner’s Book
G = group work TB = Teacher’s Book (N.B. Teacher’s Book in 2nd edition is called Teacher’s
P= pair work Resource Book)
I= individual work WB = Work Book
f= formative assessment

5
Key Learning Objectives
6.6.13.1 use modal forms including
mustn’t (prohibition)need
(necessity) should (for advice) on
a range of familiar general and
curricular topics
6.3.2.1 give an opinion at sentence
and discourse level on an
increasing range of general and
curricular topics
6.2.1.1 understand a longer
sequence of supported classroom
instructions
Suggested teaching activities Teaching notes Learning resources
Pre-learning Instructions: In pairs, ask learners to
We Have a Lot in Common find three things that they both have in
size: Learners in pairs common besides what is obvious (same
Use: Asking and answering questions, gender, language, etc.). Learners have
introductions to keep asking each other questions
Time: 15 minutes until they come up with a list of three
Materials: None things. For example, we both
visitKazakh Drama Theatre after
Kuanyshbayev in Astana. The pairs then
share their commonalities with the class
Activity
Begin the new year and new unit with Rules at my school
a stimulating starter. This will gain 1. Modals: must and mustn’t (P and
your learners’ attention as well as W)
using key language in context.(W) Distribute task 1 and task 2 for learners https://learnenglishkids.britishc
to do in pairs. Learners share their ouncil.org/sites/kids/files/attac
responses with the class. hment/grammar-games-
2. Learners ask and answer questions modals-must-and-mustnt-
what activities they must/ mustn’t, worksheet.pdf
should, need do at certain places at
school (G or P)
Places and rules : playground, canteen,
library, gym, music room, computer
room
Ask:
What should you do in the canteen?
What mustn’t you do in the library?
Where need you have a snack?
In this way, you are modelling the key
language in context. Write these key
6
Key Learning Objectives Suggested teaching activities Teaching notes Learning resources

language phrases on one side of the

board and leave them there for learners
to see. Encourage learners to use the
key language.

Activity Countries and nationalities Countries/nationalities:

(W or P)
6.2.2.1 understand more complex Write the title of the topic or a phrase
supported questions which ask for and ask your learners to predict what
personal information this topic is about. (W)
Give the topic title and ask learners to
create a mind map of any associated
vocabulary or ideas. (G)
Alternative
Learners ask and answer questions
about the people in ex. 3b
All the activities on the left would give An object, drawing or painting
you valuable information as to the level related to countries and
of your learners, the extent of their nationalities
vocabulary and their level of fluency. It e.g. globe, map, flags,
is therefore important to give all your photographs etc.
learners the time and opportunity to join Herbert Puchta and Jeff
in, as you are not looking for right Stranks
answers. You are looking to get English in Mind 1
everyone to respond in some way that p.4 People
will help you gain information about Flags around the world:
their English. Take discreet notes, for http://geography.about.com/od/
example on post-its, that you can look at countryinformation/ig/Country
later to help you with future planning. -Flags.--Az/
English in Mind 1 p.5 Ex 3 C

6.6.12.1 use an increased variety Activity Getting to know our class In advance, prepare a Find
of adverbs, including adverbs of Find someone who… someone who… activity which
degree too, not enough, quite , Learners walk around the room, Find someone who….. includes key language
rather on a growing range of finding the (two) name(s) of Someone enjoys + ing, likes + ing, wants + to (+ing/to)
familiar general and curricular who… (W)

7
Key Learning Objectives Suggested teaching activities Teaching notes Learning resources

topics Use your own examples, but include

examples using key language (see worksheet:
6.6.15.1 use common verbs Learners report back to the class (I, f), learning objectives). For example: http://en.islcollective.com/reso
followed by infinitive verb / verb for example, urces/search_result?Grammar_
+ ing patterns; use infinitive of Aigul likes cooking. Find someone Name Name Focus=Gerunds+and+Infinitive
purpose on a limited range of Zhanna wants to be a teacher when who s
familiar general and curricular she grows up. enjoys playing
topics Taksen promised to play football next (football) teacher reference:
week. promised to play http://www.examenglish.com/g
6.3.1.1 provide basic information Activity (football) next rammar/A2_Gerund_infinitive.
about themselves and others at Circle game: week htm
discourse level on a range of Learners sit in a circle. The first asks likes cooking Alternative
general topics a question using the key language on likes playing (x) Interactive book to practice
the board. For example, wants to be a vocabulary and grammar
Who wants to write about trains? (doctor) when http://chagall-col.spip.ac-
6.2.2.1 understand more complex Who loves playing basketball? they grow up rouen.fr/IMG/didapages/hobbi
supported questions which ask for The rest answer in a full sentence: has decided to es/index.html
personal information I want to write about trains! I don’t work harder this
want to write about trains! I want to year
write about animals! has decided not
to work harder
Plenary this year
Teacher reiterates language: etc.
So, who likes cookingbesbarmak?
Zhanna does. This activity uses key language in
Who wants to be a footballer in context. Monitor for correct usage and
“Kairat”? Taksen does. encourage peer correction if necessary.

As learners report back, write their

examples on the board in two columns:
+ing and to

8
Key Learning Objectives Suggested teaching activities Teaching notes Learning resources

Elicit more examples.

Pre-learning Instructions: Give each student a 3 X 5 Create our own word cloud:
Who, What, Where, When* index card with a one-word Wh-
Size: Whole class question starter written on it. The http://www.wordle.net/
6.5.1.1 plan, write, edit and Use: Review of Wh- questions, question starter should begin either with
proofread work at text level with speaking, getting to know classmates “who,””what,””where” or “when.” http://www.wordle.net/create
some support on a growing range Time: 10-15 minutes Learners write one question using the
of general and curricular topics Materials: 3 x 5 Index cards question starter. For example, “What is Access to a printer (preferably
your favorite ice cream flavor?” colour)
Learners mill around the room asking
learners their question and recording the
answers. Learners share their responses
with the class.

6.2.2.1 understand more complex Skill: Reading, Speaking and writing How to do a survey:
supported questions which ask for First, learners learn how to make a
personal information Learners learn how to make a survey survey (content with language) (see http://www.mathsisfun.com/dat
6.1.1.1 use speaking and listening by reading the information (see learning resources). a/survey-conducting.html
skills to solve problems creatively learning resources)(I) Monitor and check their understanding
and cooperatively in groups then coming together in pairs or of the reading text. Hobbies and leisure
groups to check each other’s Herbert Puchta and Jeff
understanding. (G or P, f) Then learners do the activity. Stranks
6.4.1.1 understand the main points
in a growing range of short, simple Activity This activity is to foster independence English in Mind 1 Starter
texts on general and curricular and control over their own learning. Section pp14 – 15,
Presenting a table of information about Here learners are creating their own
6.4.2.1 understand independently our class questionnaire of things they would like
specific information and detail in to know about their class. Depending vocabulary &good at,
short, simple texts on a limited Learners on your learners, this would be a good interested in, not bad at…
range of general and curricular 1. create a list of questions they wish opportunity to add to their core Messages 1Diana Goodley&

9
Key Learning Objectives Suggested teaching activities Teaching notes Learning resources

topics to know about their class (W) vocabulary on hobbies and leisure Noel Goodley
2. create a questionnaire with the pursuits, or, if they need more work on pp 16 – 17
agreed questions (W) this area, see learning resources. This
6.4.4.1 read independently a 3. ask and answer the questions (P) also acts as revision for expressing
limited range of short simple 4. collate the information (W) likes/dislikes and preferences. For
fiction and non-fiction texts 5. create a table of the information example,
(W) Do you enjoy playing football?

6.5.1.1 plan, write, edit and The teacher’s role is to facilitate, offer
proofread work at text level with Plenary differentiation by support and
some support on a growing range Describe three things your neighbor suggestions.
of general and curricular topics has learned today, using images Learners begin by discussing possible Diana Goodey,
questions. For example, about sport, Noel Gooey
favourite food, colours, TV programme Messages 1
– anything they like. p 8—9
6.4.2.1 understand independently They agree the number of questions and
specific information and detail in which questions they will use for the
short, simple texts on a limited questionnaire.
range of general and curricular They decide how it is going to be
topics presented (a table, chart etc.)
Pre- learning Our classroom For teacher reference:
6.UE1 begin to use basic abstract Skill: Speaking Use of English: countable/uncountable
nouns and compound nouns and Learners play the Crashed in the nouns
noun phrases describing times and Desert Game using the key language: This is often a difficult area for learners
location on a growing range of Activity 1 and can lead to errors in exams. Take
familiar general and curricular time for this. For the presentation stage
topics Learners must decide what to take of any Use of English parts of the
with them to cross the desert by lesson, you can try brainstorming,
6.S2 ask simple questions to get making two lists: matching, drawing, miming or
information about a growing range Abstract nouns Compound categorising (not necessarily all at the
of general topics nouns same time!). http://mrnussbaum.com/nouns/

10
Key Learning Objectives Suggested teaching activities Teaching notes Learning resources

6.3.2.1 give an opinion at sentence …….. ……. Depending on your learners, either compound/
and discourse level on an present or elicit abstract,compound
increasing range of general and nouns, noun phrases. https://en.islcollective.com/res
curricular topics Activity 2 Elicit the difference between the ources/printables/worksheets_d
Learners list “must haves” countable sentences: oc_docx/abstract_nouns/nouns-
and uncountable nouns according to Would you like to have a lot of freedom feelings-elementary/66926\
their own opinion. at school? (abstract )
Topic: classroom or school Shall we go to the swimming pool? (
compound nouns)
It must have: It must have: I need some more paper. ( noun
Abstract nouns Compound phrases.)
nouns, noun
phrases Crashed in the desert game
Example answers:
……… ………. Abstract nouns Compound
nouns, noun
phrases

Some food
Some bread
Friendship Some water
Hope Some matches
Courage A knife
A mirror

“must haves” game

Example answers:
It must have: It must have:
Abstract nouns Compound

11
Key Learning Objectives Suggested teaching activities Teaching notes Learning resources

nouns, noun
phrases

Friendship Lots of/some

Hope natural light
Courage Some
information
Some water
Some paper

6.1.8.1 develop intercultural Activity3 As always, check beforehand

awareness through reading and
discussion
6.C9use imagination to express
thoughts, ideas, experiences and
feelings
6.2.2.1 understand more complex
supported questions which ask for
personal information
Learners
1. first get to know about school
children around the world (W)
2. then describe the images they see
(P)
3. then discuss their own situation in
comparison. (P, f)
Alternative
Learners complete the questions and
ask the partner
Plenary
60 second challenge – sum up
Classes around the world
Getting to know about other classes and
education in Kazakhstan and around the
world.
Here, learners try to get an idea of what
it must be like to be a student in
different areas around the world. They
describe the situations. This will help
critical thinking skills.
Monitor for use of English problems.
Model language if necessary if the
problem hinders communication and
make a note for future planning.
whether these sites still exist
and if necessary substitute:
Photographs of schools around
the world:
http://www.guardian.co.uk/edu
cation/gallery/2012/sep/14/sch
ools-around-the-world-children
Video of getting to school
around the world:
http://www.youtube.com/watch
?v=MxBfqd739BE
New English file ex 2 p 4

Pre – learning Schools around the world http://themes.pppst.com/interna

6.4.8.1 use with some support “Definition bingo” Decide how many lessons you would tionalschools.html
familiar paper and digital reference where you give the learners a like to spend on this.
resources to check meaning and selection of words to choose 4 from, This is an example (see Learning

12
Key Learning Objectives Suggested teaching activities Teaching notes Learning resources

extend understanding then you read the definitions. First one resources 1) of what one school found
to cross off their 4 words wins. It out when they decided to contact
works well with maths, science, another school from a different country.
geography and native language. You might like to explore this
6.4.9.1 recognise the difference possibility yourself.
between fact and opinion in short, Activity The PPT (see Learning resources 2)
simple texts on a wide range of In groups, learners shows examples from different schools
general and curricular topics 1. first read about schools (I) by a Grade 2 class which can be used
2. then do some of their own for critical analysis. When your
research of interesting facts and learners do their own research, monitor Clive Oxenden, Christina
images about schools around the world carefully for good internet use (safe) Latham-Koenig, Paul Seligson
6.5.1.1 plan, write, edit and (G) and whether they can understand the New English File Pre-
proofread work at text level with Learners then produce a PowerPoint difference between a fact or an opinion. Intermediate p 6 ex. 2(c, d)
some support on a growing range presentation to share with the whole Help your learners avoid stereotyping
of general and curricular topics class (G, f): the people they are writing about.
1. plan
2. edit
3. critically evaluate their own work New English file ex A p 13
(self-assessment). For example,
spelling
4. final draft
5. present their PowerPoint
presentation to the class
Learners peer assess the power points
by saying two things they like and one
area of improvement.
Alternative 1
Learners
1. read the text and tick T/F
sentences.
2. Guess the meaning of the

13
Key Learning Objectives
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
6.6.3.1 use common participles as
adjectives and order adjectives
correctly in front of nouns on a
growing range of familiar general
and curricular topics
Suggested teaching activities Teaching notes Learning resources
highlighted words or phrases.
Alternative 2
1. Learners read and correct
grammar, punctuation and spelling
mistakes.
2. Write a similar e – mail about
themselves.
Plenary
 Write the new words you have
learned this lesson and what they
mean in their native languages (also
alternative meanings in other
curriculum areas)
Pre- learning Alternative 1 http://chagall-col.spip.ac-
Learners are suggested to play board- Interactive Book vocabulary and rouen.fr/IMG/didapages/compa
racing game. grammar practice rative/index.html
Students touch the word the moment Recount stories
they see a picture of the word on PPT. In pairs, learners describe experiences. http://learnenglishkids.britishc
One who touches the word first is the ouncil.org/en/grammar-
winner. Alternative 2 videos/the-woolly-jumper
Video-lesson use simple present and
Activity present continuous https://learnenglish.britishcoun
Learners tell each other stories about Encourage learners to use their senses to cil.org/fr/english-
their time in primary school (P) give more detail to their descriptions. grammar/adjectives/adjectives-
Monitor for correct usage of key ed-and-ing
What was exciting to do at school? language (see learning objectives) and
When were you bored at school? offer differentiation by support.
What and why were you interested in? Alternative 3
Watch the video and learn how to use
the past simple
Activity Listening:
14
Key Learning Objectives Suggested teaching activities Teaching notes Learning resources

6.6.9.1 use appropriately an Learners look back to the previous This is a short clip of a Canadian talking http://www.mdelu.com/listen/s
increased variety of present and lesson: about school memories. chool_memories.htm
past simple active and some 1. first think back to Primary school Try to expose your learners to as much
passive forms on a growing range 2. then recount stories about their listening as possible in short clips. Alternative 1
of familiar general and curricular lives in Primary school. Accept any answers for when learners Interactive book to practice
topics recount stories. Monitor for recurring grammar and vocabulary
Alternative Activity errors but do not, at this stage, be http://chagall-col.spip.ac-
6.2.5.1 understand most specific Learners think and recall their tempted to correct as this is fluency rouen.fr/IMG/didapages/pastsi
information and detail of experiences in their Primary school: practice. Instead, take discreet notes for mple/index.html
supported, extended talk on a range f.e: What were the worst things there? future planning. Alternative 2
general and curricular topics What were the best things there? Watch the video and find out
(possible answers: 1.My teacher was how to use the past simple in
too strict, my teacher didn`t believe English
me and support me, I was shy and http://learnenglishkids.britishc
didn`t have friends there, food was not ouncil.org/en/grammar-
ok there. 2. My Kazakh language videos/grans-fishing-trip
teacher was very kind and interesting,
I had many friends there, and our
lessons were very interesting). Then Learners listen to the radio and
the learners compare their answers complete the table
with their classmates and range the Diana Goodey,
chosen answers. Probing questions are asked to gain Noel Goodey
The learners listen to the short clip and more information ( about a certain Messages 1 p 19, ex 5 (a,b)
match the first part of the sentences to issue)
the second part.
Alternative

Plenary
Teacher led probing questions to test
understanding

15
Key Learning Objectives
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
6.5.1.1 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
6.5.6.1 link, with minimal support,
sentences into coherent paragraphs
using basic connectors on a
growing range of familiar general
topics
Suggested teaching activities
Pre- learning
Question answer match
Provide groups or pairs of children
with a selection of questions, which
they should match to the correct
answers in a set time limit. You
should add some to trip them over
too…this could be your
differentiation!
Activity
Learners write about experiences in
primary school.
The following are useful stages:
1. Brainstorm ideas (G)
2. Rough draft/structure (I)
3. Peer assessment. It may help to
give a particular focus: for example,
have they used the subject specific
vocabulary or used the past correctly?
(P,f)
4. Final draft(I)
5. Peer review. Here learners look at
each other’s work and state two things
they like about it and one area for
improvement(P, f)
Plenary
From lesson objective write 3 true and
3 false statements, give them to your
partner to sort out (could follow up
with large paper at front)
16
Teaching notes Learning resources
Writing: Remembering Primary School
Writing can be difficult for some
learners as they try to incorporate
everything they have learnt into one
piece of writing. Allow plenty of time
for each of the five stages (see on the
right) to encourage focus on the process
of the writing as opposed to the product.
The teacher
1. monitors
2. encourages self-assessment
3. makes a note of any recurring
errors for future planning
4. offers differentiation by support
Plan future lessons on your learners’
needs.
Learners write their personal profile
Tim Falla, Paul A Davies
Solutions
Pre-Intermediate, p 12
 English Secondary Grade 6
2. Helping and Heroes
Recommended prior knowledge
Learners should be familiar with physical descriptions of people and with the use of simple adjectives such as happy, sad, funny etc.
Context
Describing the house and home, helping around the home and helping other people. This moves onto talking about our personal heroes, heroes in
Kazakhstan and around the world.
Outline
Helping and Heroes
 House and Home, helping around the home
 Helping other people
 Heroes of Kazakhstan (describing people)
 Heroes around the world (This relates to Geography)
For learners’ safety teachers should pay attention to the Disaster Risk Reduction and prepare some lessons on the theme “Helping heroes” using the
sites
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Child_safety_at_home?open
http://www.nidirect.gov.uk/index/information-and-services/parents/your-childs-health-and-safety/road-and-travel-safety/teenage-road-safety.htm
The suggested number of academic hours for this unit is 8-10 including revision lesson and summative assessment tasks.
Key learning objectives
6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups
6.1.3.1 respect differing points of view
6.1.8.1 develop intercultural awareness through reading and discussion

6.2.1.1 understand a longer sequence of supported classroom instructions

6.2.6.1 deduce meaning from context in supported extended talk on a range of general and curricular topics
6.2.7.1 recognise the opinion of the speaker(s) in supported extended talk on a limited range of general and curricular topics
6.2.8.1 understand supported narratives including some extended talk, on a 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
6.3.6.1 communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges
6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics
6.3.8.1 recount some extended stories and events on a limited range of general and curricular topics

17
6.4.1.1 understand the main points in a growing range of short, simple texts on 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 topic
6.4.4.1 read independently a limited range of short simple fiction and non-fiction texts
6.4.6.1 recognise the attitude or opinion of the writer in short texts on a growing range of 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
6.5.2.1 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
6.5.3.1 write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics
6.5.8.1 spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics

6.6.1.1 begin to use basic abstract nouns and compound nouns and noun phrases describing times and location on a growing 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
6.6.5.1 use questions including questions with whose, how often, how long and a growing range of tag questions on a growing range of familiar
general and 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
6.6.15.1 use common verbs followed by infinitive verb / verb + ing patterns; use infinitive of purpose on a limited range of familiar general and
curricular topics
Key: Key:
W = whole class work SB = Learner’s Book
G = group work TB = Teacher’s Book (N.B. Teacher’s Book in 2nd edition is called Teacher’s
P= pair work Resource Book)
I= individual work WB = Work Book
f= formative assessment

Key Learning objectives Suggested teaching activities Teaching notes Learning resources

6.1.3.1 respect differing points of Pre - learning This is a pretty simple variation of the Learners to bring in their own

18
view Materials: 20-30 A5 index cards
tape
6.3.8.1 recount some extended 1. Learners have to stand up and
stories and events on a limited circulate around the room, asking each
range of general and curricular person a maximum of 5 yes-or-no
topics questions about who they might be.
6.3.7.1 use appropriate subject- (I.E. 'Am I alive? Am I female? Am I
specific vocabulary and syntax to a politician? Am I young?' Etc.)
talk about a limited range of
general topics, and some 2. Inspired by 'Famous people from
curricular topics !!!!'
Research celebrities in the country
(Kazakhstan) you are teaching in (i.e.
sports figures, performing artists,
politicians, etc.). Write 2 or three
down on a piece of paper and ask the
learners to help you think of some
more celebrities (of their country).
Write these down. Ask each student to
choose one person and tell everyone
about him/her.
Activity
In pairs, learners share and describe
their choices (P)
As each pair comes up with a different
adjective (appearance or quality), tell
them to add it to the board. If it’s
already there they cannot write it
again. (P,f)
Alternative
A game “20 questions”
Think of a famous person, who is alive
today and quite popular in, the rest of
the group has 20 questions to guess the
19
parlor game '20 Questions'. Before photographs or pictures of
class, take about the index cards and people they admire.
write names of celebrities on them Teacher to bring in a selection
with a magic marker. In class, explain of photographs and pictures of
to the learners that they will have a people from Kazakhstan who
name of a well-known person stuck to demonstrate a variety of
their back. personal qualities.
People and personal qualities
Prepare in advance for this lesson by
asking learners to bring in photos or
pictures of a person they admire (it
could be family, friends or someone
famous) and ask the learner to tell the Tim Falla, Paul A Davies
class why they chose this person. Solutions -Elementary
Begin by asking which people your p. 68 ex. 5,6,7
learners most admire and why. As
learners describe, write the words they
use on the board.
Alternative 1
Explore the concept of heroism
with cross-curricular, character-
building activities
http://www.scholastic.com/bro
wse/article.jsp?id=5288
Alternative 2
http://myhero.com/go/teachersr
oom/lessonview.asp?id=23
This series of lessons introduces the Alternative 3
basic vocabulary and concepts of To help learners recognize
narrative scenes for film and/or distinctions between heroes and
theatre. celebrities.
http://learningtogive.org/lessons
/unit90/lesson4.html
Alternative 4

6.6.5.1 use questions including
questions with whose, how often,
how long and a growing range of
tag questions on a growing range
of familiar 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
6.2.7.1 recognise the opinion of
the speaker(s) in supported
extended talk on a limited range
of general and curricular topics
name of a person. They must be
yes/no questions. Use the ideas in the
box to help.
Speaking, reading and listening
Learners critically analyse what they
think the definition of success or
successful is to them.
Learners give examples, if they can, of
celebrities who are also successful in
other spheres of life (not just being
famous).
Learners listen to six teenagers talk
about success (see learning resources)
and answer the questions.
Extension:
listening matching exercise
listening gap-fill
(see learning resources)
Alternative
Learners look at the photos and match
the people with jobs.
 Listen and check their answers
 Explain their choice
Activity
Learners find Namibia on the map.
Learners read the true/false questions
before listening.
20
Here are listed the National
Standards that are met through
these lessons to assist teachers
in incorporating “Heroes” into
their curriculum.
http://hildegardcenter.org/curre
nt-events/a-time-for-
heroes/lesson-plans/
Describing people Alternative 1
Take advantage of the resources you Use questions
have available to give your learners
plenty of listening practice (see Alternative 2
learning resources). Types of questions that learners
will ask at the Secondary Layer
Begin by asking your learners to (Information Seeking) and they
critically analyse the definition of include Fact finding,
success. Stronger learners may be Evaluative, Diagnostic, and
able to define “success” in one Hypothetical questions.
sentence. http://www.ictnz.com/Questioni
Ask learners to list successful people ng/Question%20Types.htm
using key language: Herbert Putcha& Jeff Stanks
David Beckham – he’s the greatest English in Mind 1, Unit 5 p.40 –
football player, isn’t he? 42
map or globe
Herbert Puchta& Jeff Stranks
English in Mind 1, second
edition Unit 2
 Open question:
Which volunteering jobs would
learners like to do and why?
Which volunteering jobs would
learners not like to do and why not?
Plenary
Set ‘who wants to be a millionaire’
questions for your neighbour or other
groups
Pre-learning Helping around the Home Describing accommodation:
Name three things in yourUse of English: gerund/infinitive Herbert Puchta& Jeff Stranks
Bedroom/Bathroom/On your desk – Verbs to describe liking or disliking English in Mind 1 second
Make it even harder by not allowing generally take the gerund. edition
them to repeat something that another want takes the infinitive p.15
person has already said. Examples:
I like/don’t like helping around the Teacher reference:
Activity house. http://www.examenglish.com/gr
Part 1 I want to help my grandparents. ammar/A2_Gerund_infinitive.ht
Review previous learning: learners say I don’t like doing housework m
they enjoy/don’t enjoy doing (W) Alternative 1
6.2.8.1 understand supported Review previous learning: learners say If necessary give example want This guide provides a look at
narratives including some they want/need to do (W) to/need to sentences. Explain: common verb structures and
extended talk, on a range of Write example answers on the board 1. some verbs take to and some patterns used in English.
general and curricular topics Ask learners to write more sentences ing http://esl.about.com/od/gramma
and use peer assessment to check their 2. some verbs can be followed by 1/a/Verb-Types-In-English.htm
work (I, then P, f) both with no change in meaning: Alternative 2
Part 2 For example: begin, hate, like, prefer, Video-lesson
Learners create their own sentences continue, start http://learnenglishteens.britishc
using verbs that take both to/-ing She started to cry. = She started ouncil.org/grammar-
1. with a change of meaning crying. vocabulary/grammar-
2. with no change of meaning I hate watching horror films. = I hate snacks/verb-ing-or-verb-
Alternative to watch horror films. infinitive
Learners complete the sentences with
words from the box then listen and 3. some verbs can be followed

21
 check.
Alternative
Learners
1. read the text and answer the
questions
2. listen and mark the statements
True or False.
3. Answer the questions
6.2.6.1 deduce meaning from Activity
context in supported extended Learners create a narrative using the
talk on a range of general and pictures.
curricular topics Learners listen to the recording of the
photo story and match up the everyday
6.2.8.1 understand supported expressions with the pictures.
narratives including some
extended talk, on a range of
general and curricular topics
Activity
6.3.2.1 give an opinion at Learners work together to decide how
sentence and discourse level on an much they need of certain things for a
increasing range of general and party.
curricular topics Learners pay close attention they are
using the key language correctly.
22
both, but there is a change in meaning
For example:remember, stop
I stopped cleaning the table. = I was
cleaning the table and then I stopped.
I stopped to clean the table. = I was Tim Falla, Paul A Davies
eating, and I stopped eating in order to Solutions -Elementary
clean the table. p. 98 ex. 6
I remembered to do my homework. = I
remembered, and after that I did my
homework. Herbert Puchta& Jeff Stranks
I remember doing my homework. = I
remember (now) that I did my
homework (in the past).
Ask learners to create their own
sentences.
Remember that by getting to know
your learners well, you will become
more aware of the gaps, and so adapt
what you teach accordingly.
Helping Herbert Puchta& Jeff Stranks
If possible, photocopy the pictures on English in Mind1,second
page 19 (cutting out the numbers). edition
Then ask your learners to put the Helping other people Unit 2
pictures in an order of their choice and p19
to create a narrative around the
pictures.
Helping each other
Learners continue the theme of
‘helping each other’ by collaborating
on organising a party.
Learners use the following table and
expand it by adding appropriate
 Learners pay close attention
on vocabulary.
spelling. Countable uncountable
e.g. e.g.
Thirty meat Lots of tea
Plenary dumplings Some milk
Draw a pyramid of power for the text Ten pies Some meat
studied in the class today. Six apples, five Lots of fruit
bananas
20 chairs

Activity Helping Writing an email:

6.3.7.1 use appropriate subject-
specific vocabulary and syntax to
talk about a limited range of
general topics, and some
curricular topics
Learners write an email by Learners write an email to a friend Herbert Puchta and Jeff Stranks
first making notes describing how they are helping to
then writing a rough draft. prepare for one of the following English in Mind1 p.24
Learners peer assess their work then events:
write the final draft. 1. a family party
2. a birthday celebration
3. a farewell party for a teacher
Decide how many words you would
like them to write, for example,
maximum 150 words.
Vocabulary Home Vocabulary
Activity Encourage learners to keep a
Learners personalise their own Vocabulary notebook. For this lesson,
Vocabulary notebooks so that they you could add a section called Home
contain: and Family.
1. translation (Russian, Kazakh) Allow learners to personalise their
2. drawings/cartoons vocabulary notebook using pictures,
3. pictures cut out from spider maps, drawings, cartoons,
magazines translation in L1 and L2 etc. Memory
4. their own sentences works better if there are more
connections; memory works less well
Alternative if there is just a simple list. Herbert Puchta and Jeff Stranks

23
 Learners match words with the Allow learners to discuss issues which English in Mind1 ex 6, p.37
pictures are difficult in L1, L2. This will help
them to express themselves better.
They must then reiterate what they
have said in English with everyone’s
help.
6.6.5.1 use questions including Activity Herbert Puchta and Jeff Stranks
questions with whose, how often, Learners read and listen to the English in Mind1 ex 10 (a),
how long and a growing range of dialogue and answer the question who p.54
tag questions on a growing range is Lucy`s hero
of familiar general and curricular
topics Activity Why do some people refer to
Critically analyse whether celebrities celebrities as their “heroes”?
6.6.12.1 use an increased variety can ever be true heroes Were the celebrities in this story truly
of adverbs, including adverbs of And/or heroes? Diana Goodey, Noel Goodey
degree too, not enough, quite , Set up a debate: those who believe Allow any responses and any Messages 1
rather on a growing range of celebrities can be heroes against those opinions. Unit 12 Heroes
familiar general and curricular who think celebrities are publicity
topics seeking and therefore not true heroes.
Plenary
6.2.7.1 recognise the opinion of Self assessment – record what you’ve
the speaker(s) in supported learnt, any difficulties you have had
extended talk on a limited range and set your personal targets
of general and curricular topics

6.3.2.1 give an opinion at

sentence and discourse level on an
increasing range of general and
curricular topics
6.6.5.1 use questions including Pre-learning Learners look at exercise 4 on page Diana Goodey,
questions with whose, how often, Learners give one idea they remember 130 of Messages 1 and turn the Noel Goodey
how long and a growing range of from the previous lesson. sentences into questions by adding a Messages 1
tag questions on a growing range Skill: Speaking tag question. p.130 Exercise 4

24
of familiar general and curricular Activity For example,The Brooklyn Boys didn’t
topics Learners transform sentences into tag smile at Lisa and Sadie, did they?
questions(P,f)
6.2.8.1 understand supported Activity Herbert Puchta and Jeff Stranks
narratives including some Learners learn about Helen Thayer. English in Mind 1 Unit 5 Who’s
extended talk, on a range of She was the first woman who walked your hero?
general and curricular topics to the North Pole alone. p55
Learners follow the useful stages of Write about someone you know who
writing given earlier to write about may not have done something
someone they know. dramatic but may feel like a hero to
you for whatever reason.
You may like to give them the option
of writing a fictional account.
6.1.8.1 develop intercultural Activity Heroes
awareness through reading and Learners begin by predicting Remembering Heroes
discussion vocabulary in the article. Learners may not know what is in the English in Mind 1 p.30 Culture
Learners listen to the listening text and photographs. in mind Remembering Heroes
6.2.8.1 understand supported add the memory words to their
narratives including some Vocabulary notebooks (see learning
extended talk, on a range of resources).
general and curricular topics

25

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
Alternative Alternative
Skill: Reading and listening Heroes
Extension
Learners listen to a story about a hero Note: In this article there are two
and answer questions. examples of the first conditional which
Activity some of your learners may already be
Learners, with support, create two familiar with. If not, and depending
word clouds to describe on your learners, introduce it. See
1. their feelings (e.g. frightened) Exercise 2 (p.89) What a brave
2. the situation (e.g. frightening). person! (see learning resources).
Display the word clouds However, as English is a spiral
curriculum, learners will meet the first
Learners classify the key words as conditional again in later grades so
positive and negative adjectives keep the sentences simple at this stage.
The main focus of this lesson is the
use of adjectives such as
frightening/frightened and the
difference between them.
Activity Focus on Kazakhstan
Learners listen to, read about, research
and discuss heroes of Kazakhstan. Heroes
Learners plan and write an article You are free to decide on the content
about heroes of Kazakhstan: of these lessons. Some suggestions
for Learning Objectives your learners
Heroes of Kazakhstan could be working towards are made on
1. Either local heroes (farmers, the right.
rescue services etc.)
Or However, you might like to add
2. National heroes (famous heroes, Writing Learning objectives too. For
past or present) example:
6.W2 write with support a sequence
of short sentences in a paragraph on a
limited range of familiar general topics
26
English in Mind 1 Unit 12 pp 88
– 89 What a brave person!
Teacher reference only for
conditionals:
http://learnenglish.britishcounci
l.org/en/grammar-
reference/conditionals-1
frightening/frightened:
English in Mind 1 p.90 Exercise
6 Vocabulary
-ing/ed adjectives:
http://learnenglish.britishcounci
l.org/en/english-
grammar/adjectives/adjectives-
ed-and-ing
New opportunities
Pre-Intermediate, ex 2, p25
Hero of Kazakhstan (Kazakh:
Халыққаһарманы) is the
highest distinction conferred by
the Republic of Kazakhstan,
along with the Order of Golden
Eagle Wikipedia.org ( see
image).
 6.W3 write with support factual
descriptions at text level which
describe people, places and objects
Deal with this issue sensitively as you
may unwittingly uncover areas which
are difficult for your learners.
Decide if it would be appropriate to
explore this sub-topic in more depth –
you might welcome this opportunity to
celebrate your country’s heroes.
Alternative All four skills: decide how many
Project: lessons your learners need for this part
My personal hero of the topic. Follow the useful stages
Learners plan and create a presentation for writing.
on a special person who is a hero to The person they choose does not have
them (P), for example, a sibling, to have done something on a grand
grandparent, parent, neighbour, scale. Learners choose on the basis of
someone in their town, teacher who something they admire.
has done something that was
particularly helpful or brave (P, f)
Or A famous hero
Plenary
Web diagram with false information –
learners have to select the correct
information

English Secondary Grade 6

3. Our Countryside
Recommended prior knowledge
Some animal, plant and countryside vocabulary.
Context
In Term 2 Unit 1 learners are given the opportunity to explore the topic Our Countryside and get to know some of the animals and plants found in

27
Kazakhstan.
Outline
Our Countryside (Content with language)
 Learning about the countryside where we live (This relates to Geography)
 Learning some map reading skills (This relates to Geography)
 Learning about the flora of Kazakhstan (This relates to Biology and Geography)
 Learning about the fauna of Kazakhstan (This relates to Biology and Geography)
 Researching and presenting a labelled map of information about our country (This relates to Geography and Computer Science)
As always, adapt the material to your learners.
For learners’ safety teachers should pay attention to the Disaster Risk Reduction and prepare some lessons on the theme “Our Countryside” using the
sites
http://www2.ca.uky.edu/enri/ceh/ceh.teach.guide.pdf
http://vscg.co.uk/good-practice/published/external-pedestrian-path-surfaces
The suggested number of academic hours for this unit is 8-10 including revision lesson and summative assessment tasks.
Key learning objectives
6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups
6.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

6.2.1.1 understand a longer sequence of supported classroom instructions

6.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics
6.2.6.1 deduce meaning from context in supported extended talk on a range of general and curricular topics

6.3.2.1 ask simple questions to get information about a growing range of general topics
6.3.3.1 give an opinion at sentence level 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

6.4.2.1 understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics
6.4.4.1 read independently a limited range of short simple fiction and non-fiction texts
6.4.5.1 deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts
6.4.8.1 use independently familiar paper and digital reference resources to check meaning and extend understanding

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

28
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
6.5.6.1 link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics
6.5.8.1 spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some 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
6.6.9.1 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
6.6.11.1 use common impersonal structures with: it, there on a growing range of familiar general and curricular topics
6.6.14.1 use an increased variety of prepositions of time, location and direction use by and with to denote agent and instrument use prepositions before
nouns and adjectives in common prepositional phrases on a growing range of familiar general and curricular topics
6.6.16.1 use conjunctions if, when, where, so, and, or, but, because , before, after to link parts of sentences in short texts on a growing range of familiar
general and curricular topics
6.6.17.1 use subordinate clauses following think know believe hope, say , tell; use subordinate clauses following sure, certain.
use defining relative clauses with which who that where on a growing range of familiar general and curricular topics
This Unit, as with all the Units in Grade 6, works towards all the four skills, the Use of English Learning Objectives and Content Learning Objectives.
These will be revisited throughout the year in order to build a strong language foundation. See below for a list of the Key Learning Objectives
associated with the stage of the lesson. Feel free to choose other Learning Objectives depending on your learners’ stage of development but make sure
that you work towards all of the Learning Objectives throughout the year.
Key:
W = whole class work
G = group work
P= pair work
I= individual work
f= formative assessment

Key Learning Objectives Suggested teaching activities Teaching notes Learning resources

6.6.14.1 use an increased variety of Pre-learning Our countryside maps, photographs

prepositions of time, location and If you were going to advice someone
direction use by and with to denote who is moving to your home town, Elicit from your learners: a PowerPoint showing images

29
agent and instrument use prepositions What would you tell the newcomer
before nouns and adjectives in about:
common prepositional phrases on a 1. Places to visit/entertainment
growing range of familiar general 2. Areas to live
and curricular topics 3. Places to go shopping
6.6.17.1 use subordinate clauses 4. Good schools to attend
following think know believe hope, 5. Sports facilities in your town
say , tell; use subordinate clauses Make 5 groups and give the same
following sure, certain. color card to each member of the
same group. Each group discusses one
6.UE3 use common participles as of the above questions. When done,
adjectives and order adjectives regroup. A person of each group joins
correctly in front of nouns on a a new group. Each person reports
growing range of familiar general findings to the new group.
and curricular topics Each group will write a letter to the
6.6.11.1 use common impersonal newcomer as if the newcomer was:
structures with: it, there on a growing 10, 20, 30, 50, 70 years old. The
range of familiar general and group can type or handwrite the letter.
curricular topics At the end each group reports to the
6.6.14.1 use an increased variety of whole class.
prepositions of time, location and Activity
direction use by and with to denote Learners first share what they know
agent and instrument use prepositions about the countryside in Kazakhstan
before nouns and adjectives in (W) then look at the photographs .
common prepositional phrases on a Do they recognise where they are?
growing range of familiar general (W)
and curricular topics Learners describe what they see in the
photographs. (P)
6.3.2.1 ask simple questions to get
information about a growing range of Alternative 1
general topics Learners are asked to change some
personal passive into impersonal
6.3.2.1 give an opinion at sentence passive For example: The phrase It is said
and discourse level on an increasing ... is an
30
What do learners know about the
countryside in Kazakhstan?
Where is it?
Are there any national parks?
Where are they?
What does the area look like?
What can you see there?
Do you often go into the countryside
for recreation?
Do you like walking surrounded by
nature?
How many protected areas for nature
are there in Kazakhstan? (over a
hundred)
Grammarway 2 Jenny Dooley-
Virginia Evans, ex 3 p 141
impersonal passive
of beautiful areas around
Kazakhstan
Nature parks (sometimes known
as National Parks):
http://www.kazakhstan.orexca.c
om/kazakhstan_nature_parks.sht
ml
Teacher’s reference:
http://caravanistan.com/best-
of/kazakhstan-nature-national-
parks/
http://www.zas.gwz-
berlin.de/fileadmin/mitarbeiter/s
chwabe/teaching/II_Content_cla
use.pdf
Grammar way 2 Jenny Dooley-
Virginia Evans,
ex 1 p 100
Grammarway 2 Jenny Dooley-
Virginia Evans, ex 2 p 102
Grammarway 2 Jenny Dooley-
Virginia Evans, ex 4 p 101
Grammarway 2 Jenny Dooley-
Virginia Evans, ex 2 p 141
range of general and curricular topics construction. We often use it in
Alternative 2 news. Grammarway 2 Jenny Dooley-
Give each student a sentence that  Passive sentence 1 → It is said that Virginia Evans, ex 5 p 141
contains a main clause and a children are afraid of ghosts. http://www.akorda.kz/en/catego
subordinate clause. Then, ask them to  Passive sentence 2 → Children are ry/kazakhstan (not available)
create one drawing that illustrates the said to be afraid of ghosts. http://www.kazakhstan.orexca.c
sentence in its entirety, and a separate om/kazakhstan_history.shtml
drawing that captures the meaning http://www.ducksters.com/geogr
only of the subordinate clause. For instance, you might give a aphy/country.php?country=Kaz
learner the following sentence, akhstan
Alternative 3 'When Jenny feels sad, she spends http://www.slideshare.net/bensu
Learners put the verbs in brackets into time with her friends.' The picture of cot/kazakhstan-2405202
the correct tense, put comma where the whole sentence will show Jenny
necessary. spending time with her friends and Alternative 1
cheering up, whereas the picture of http://www.slideshare.net/JRod
Alternative 4 just the subordinate clause will show Molina/personal-and-
Learners fill in the gaps with the Jenny feeling sad.. impersonal-passive
correct prepositions https://carloscanobachillerato.fil
es.wordpress.com/2016/02/impe
Alternative 5 rsonal-passive-2.pdf
Learners fill in the gaps with the
correct preposition Alternative 2
http://study.com/academy/lesso
Alternative6 n/subordinate-clause-activities-
exercises.html
Learners look at the pictures and the
list of answers given. In pairs learners Alternative 3
ask and answer the questions http://www.perfect-english-
grammar.com/relative-
clauses.html (not available)
Plenary
Give students concepts/ideas/things to Alternative 4
draw whilst others have to guess what http://esl.fis.edu/grammar/rules/
they are relative.htm

31

6.1.10.1 use talk or writing as a
means of reflecting on and exploring
a range of perspectives on the world
6.3.2.1 ask simple questions to get
information about a growing range of
general topics
6.6.14.1 use an increased variety of
prepositions of time, location and
direction use by and with to denote
agent and instrument use prepositions
before nouns and adjectives in
common prepositional phrases on a
growing range of familiar general
and curricular topics
Alternative Alternative A variety of maps showing a
Pre-learning Map reading legend
Choose flags which you think would Learners learn to map read. This Map skills: symbols and keys:
not be instantly recognizable to your will also help towards the http://www.enchantedlearning.c
students. The students ask questions preparation for the magazine article om/geography/mapreading/city2
about each flag by themselves, such as (next lesson). If necessary pre-teach /
"Is this country in Africa?" and "Is any new or difficult vocabulary. http://www.enchantedlearning.c
this a cold country?" The entire Activity 2 om/geography/compassrosemap
activity will take about 30 minutes This lesson depends on the types of /index.shtml
with about 20 flags even though.. maps you are able to find. They Flashcards of some symbols:
Mention about the flag of Kazakhstan need to show the legend (the http://www.ordnancesurvey.co.u
and ask learners if the symbols wording on a map or diagram k/oswebsite/docs/teaching-
demonstrated on it will be explaining the symbols used) or you resources/25k-map-symbol-
understandable to any person in the need to know what the symbols flashcards.pdf%20.pdf (not
world mean. available)
Activity 1 This is when learners can spend time
Learners explore the website (see exploring the maps and asking you
learning resources: Map skills) and questions about them.
paint some objects with appropriate
colours.
Compass Rose Map Activities
In these printable map activities, the
student has to think about where
things are located with respect to a
familiar place. For each direction in
the compass rose (N, NE, E, SE, S,
SW, W, NW), the student writes a
place that is located in that direction
from home, school, town, state, or
country.
Activity 2
Learners look at maps that the teacher
has provided and find out what the
symbols mean.
32
6.3.8.1 recount some extended Alternative 2 http://www.edhelper.com/comm
stories and events on a limited range Learners use the following map to fill unity4_0_1.htm
of general and curricular topics in the blanks with north, south, east, Alternative
or west. Recount stories Alternative
Alternative In pairs, learners describe Interactive book to practice
6.6.3.1 use common participles as Activity experiences. vocabulary and grammar
adjectives and order adjectives Learners tell each other stories about
correctly in front of nouns on a their experiences with nature (P, f) Decide which superlatives you http://chagall-col.spip.ac-
growing range of familiar general What was the best thing that would like your learners to review rouen.fr/IMG/didapages/clothes/
and curricular topics happened? and/or use and how many. For index.html
6.6.9.1 use appropriately an What was the worst thing that example:
increased variety of present and past happened? most interesting, most boring, most
simple active and some passive forms What was the funniest thing that frightening, most surprising, most
on a growing range of familiar happened? exciting etc.
general and curricular topics
6.6.16.1 use conjunctions if, when, Alternative 3 Encourage learners to use their
where, so, and, or, but, because , senses to give more detail to their
before, after to link parts of Learners practice grammar skills descriptions. Upstream elementary A2
sentences in short texts on a growing through activities Monitor for correct usage of key Virginia Evans, Jenny Dooley,
range of familiar general and  Look at the pictures and use language (see learning objectives) Express Publishing
curricular topics adjectives to ask and answer and offer differentiation by support. P37, ex. 4,5,6,7,8,9,10
 Close their books and say 5 facts
about their own country If time, you could follow this up with
 Read the sentences and tell which a short writing exercise where you
form we use to compare things focus on a particular Writing
 Complete the table with regular Learning Objective
and irregular adjectives For example,6.W9 .
 Make sentences using comparative
or superlative forms
 Make 4 true sentences comparing
themselves to members of their
family.
 Work in pairs think of three cities

33

6.2.1.1 understand a longer sequence
of supported classroom instructions Activity 3
6.2.5.1 understand most specific
information and detail of supported,
extended talk on a range 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
6.6.16.1 use conjunctions if, when,
where, so, and, or, but, because ,
before, after to link parts of
sentences in short texts on a growing
range of familiar general and
curricular topics
6.4.4.1 read independently a limited
in Kazakhstan and make sentences
comparing them, they think about
weather, shops,hotels, noise,
people,cinemas, lifestyles and size.
For the activity where learners create
a quiz, make sure the groups are Geography vocabulary:
mixed ability.
Learners Remind learners to mix the questions Diana Goodey,
1. match the words with the up to include easy and more difficult Noel Gooey
photographs ones. Messages 1 p.19
2. listen to and do the radio quiz Decide how many items there should
be in the quiz (this will depend on
Activity 4 your knowledge of your learners).
Remember to leave time for the
In groups, learners groups to do the quiz and check their
1. create their own quiz for Central answers.
Asia (G,f)
2. give their quiz to another group to
do (G,f)
Plenary
Students asked to swap class work
(relies on it having being done) and
peer assess their neighbour’s on the
success criteria you set.
Pre learning This activity will be organized as a http://aboutkazakhstan.com/abo
competition. Learners are united ut-kazakhstan-flora-and-fauna
Call my bluff into 3 groups with 3 envelopes for
Provide students with a new or each member of the group so that to
unfamiliar term. Give them three hide the two incorrect definitions access to the library
possible definitions – students should created by them and one correct safe access to the internet
work in pairs to decide which given by T.
definition is the correct one. It helps Each student reads out the definition books, articles related to fauna
the teacher to see who has understood for the others, trying to convince the in Kazakhstan
34
range of short simple fiction and non- new vocabulary
fiction texts previous lesson.
6.R8 use independently familiar
paper and digital reference resources
to check meaning and extend
understanding
6.5.3.1 write with some support
about personal feelings and opinions
on a limited range of familiar
general and curricular topics
6.5.6.1 link, with minimal support,
sentences into coherent paragraphs
using basic connectors on a growing
range of familiar general topics
6.6.11.1 use common impersonal
structures with: it, there on a growing
range of familiar general and
curricular topics
well from the others that their definition is the
TRUE one. The other teams try to a talk by a visitor may be a
determine the right option. The other possibility
Activity team will process in the same way.
Learners research the flora of Flora
Kazakhstan: Learning about the flora of Upstream elementary A2
What are some examples of flora in Kazakhstan (This relates to Biology Virginia Evans, Jenny Dooley,
Kazakhstan? and Geography) express publishing
What do they look like? (photographs, This may be a bit of a challenge but P37, ex. 4,5,6,7,8,9,10
pictures, drawings etc.) allows learners to grapple with
Give some information about them. language in Russian, Kazakh and
Where can they be found in English as they research names of
Kazakhstan? (which region, which flora in Kazakhstan.
kind of landscape etc.) (G)
The process follows similar stages to
the writing process:
Alternative 1. Gather information, take notes,
Learners find pictures and interesting think critically about the information
facts about their country`s – is it relevant? (I)
geographical features. 2. Rough draft/structure (I)
They think about longest river, highest 3. Peer assessment. It may help to
mountain then make a poster and give a particular focus: for example,
present it to the class. is the information in the best order?
Is it clear? Is all the information
relevant? (P, f)
4. Final draft: make this research
project uniquely yours! Don’t forget
to add a list of the resources you
used (I)
5. Peer review. Here students look
at each other’s work and state two
things they like about it and one area
for improvement (P, f)
Raise awareness of the spelling and
35
 pronunciation of the flora in Russian,
Kazakh and English. What are the
similarities and differences?
Fauna
6.1.1.1 use speaking and listening Activity access to the library
skills to solve problems creatively Learning about the fauna of safe access to the internet
and cooperatively in groups Learners research the fauna of
Kazakhstan (This relates to Biology
Kazakhstan: and Geography) books, articles related to fauna
6.UE16 use conjunctions if, when, in Kazakhstan
where, so, and, or, but, because, What are some examples of fauna inAs above,this may be a bit of a
before, after to link parts of Kazakhstan? challenge but allows learners to a talk by a visitor may be a
sentences in short texts on a growing What do they look like? (photographs,
grapple with language in Russian, possibility
range of familiar general and pictures, drawings etc.) Kazakh and English as they research
curricular topics Give some information about them.
names of fauna in Kazakhstan.
Where can they be found in http://www.advantour.com/kaza
6.4.4.1 read independently a limited Kazakhstan? (which region, which
Follow the research stages as with khstan/nature.htm
range of short simple fiction and non- kind of landscape etc.) researching flora.
fiction texts Raise awareness of the spelling and
pronunciation of the fauna in
6.5.6.1 link, with minimal support, Russian, Kazakh and English. What http://www.egeacademy.com/bl
sentences into coherent paragraphs are the similarities and differences? og/exercises/future-time-
using basic connectors on a growing Alternative 1 clauses-when-before-after-as-
range of familiar general topics Learners do grammar exercises soon-as-until/ (not available)
concernin to conjuctions (when,
before, after,

Alternative 2 This prompt writing aims to get Alternative

Words exercise
Learners get some prompts with
words and their task is to write a short
essay using the words given.
learners thinking outside. The word
list should be given from the text or
related to the topic. Remember main
parts of speech should be mentioned
as nouns, verbs, adjectives, adverbs,
etc. The instruction should be
reminded before learners start:
http://aboutkazakhstan.com/abo
ut-kazakhstan-flora-and-fauna
https://en.wikipedia.org/wiki/Wi
ldlife_of_Kazakhstan
http://welcometokazakhstan.co

36

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
6.5.3.1 write with some support
about personal feelings and opinions
on a limited range of familiar
general and curricular topics
6.5.6.1 link, with minimal support,
sentences into coherent paragraphs
using basic connectors on a growing
range of familiar general topics
6.5.8.1 spell most high-frequency
vocabulary accurately for a limited Activity
range of familiar general topics and Learners use their own research to
some curricular topics label a map of Kazakhstan showing
Activity
Learners write about their experiences
connected to the natural world.
The following are useful stages:
1. Brainstorm ideas (G)
2. Rough draft/structure (I)
3. Peer assessment. It may help to
give a particular focus: for example,
have they used the subject specific
vocabulary or used the past correctly?
(P, f)
4. Final draft (I)
5. Peer review. Here students look at
each other’s work and state two things
they like about it and one area for
improvement (P, f)
Alternative
Learners imagine they have started a
campaign, for example, to protect
their local environment. Write a letter
to Take an Action! Use a writing
guide and key words related to the
learned vocabulary on “The Natural
world”.
Presenting a labelled map
information about our country
37
- give a time limit m/en/tours/2011-01-28-06-47-
- take the first word and use it 05/thestatenationalparkqkaton-
in a sentence. karagayq (not available)
use that sentence to begin an essay
or summary – incorporate each of the
other words as you go along.
Writing
Continue to offer support to your
learners as writing can be very
difficult for some learners, as they
try to incorporate everything they
have learnt into one piece of writing.
Allow plenty of time for each of the
five stages (see on the left) to
encourage focus on the process of
the writing as opposed to the
product.
The teacher
1. monitors
2. encourages self-assessment
3. makes a note of any recurring
errors for future planning Tim Falla, Paul A Davies
4. offers differentiation by support Solutions Pre-intermediate
Plan future lessons on your learners’ Global Issues, p74-75
needs.
of An outline of Kazakhstan either
pre-prepared or to be made by
the learners as part of their work
 the flora and fauna to display in the Map of Kazakhstan
6.2.6.1 deduce meaning from context school hall (W, f) http://www.kazakhstandiscover
in supported extended talk on a The labels are a mixture of drawing, y.com/map-of-kazakhstan.html
range of general and curricular topics pictures, photographs and writing
(W,f)

Plenary List three things you have

learned today
1. List three things your neighbour
has learned today
2. 60 second challenge – sum up

English Secondary Grade 6

4. Drama and Comedy
Recommended prior knowledge
Learners will be familiar with television programmes, films and the media in their own language but not necessarily in English.
Context
This topic will give your learners the opportunity to discuss television, films, comics and cartoons in English and learn about narrative structure. This
will also help work towards the trilingual policy as learners grapple with, for example, translated film titles.
Outline
Drama and comedy:
 TV programmes, films and comics
 Role-playing and drama
 Making a poster about favourite film (This relates to Art and Design and Computer Science)
 Creating a comic strip and learning about narrative structure (This relates to Art and Design and Computer Science)
Feel free to adapt these lessons and resources to your learners and the materials you have available.
For learners’ safety teachers should pay attention to the Disaster Risk Reduction and prepare some lessons on the theme “Drama and Comedy” using the
sites: http://www.cincinnatichildrens.org/health/t/television/
The suggested number of academic hours for this unit is 8-10 including revision lesson and summative assessment tasks.
Key learning objectives
6.1.3.1 respect differing points of view
6.1.6.1 organise and present information clearly to others

38
6.1.9.1 use imagination to express thoughts, ideas, experiences and feelings
6.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

6.2.1.1 understand a longer sequence of supported classroom instructions

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 ask simple questions to get information about a growing range of general topics
6.3.4.1 respond with limited flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics
6.3.5.1 keep interaction going in longer exchanges on a 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
6.3.8.1 recount some extended stories and events on a limited 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
6.4.3.1 understand the detail of an argument on a limited range of familiar general and curricular topics, including some extended texts

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
6.5.3.1 write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics
6.5.5.1 develop with support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar
general and curricular topics
6.5.8.1 spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics

6.6.7.1 use simple perfect forms to express indefinite and unfinished past [with for and since] on a growing range of familiar general and 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
6.6.15.1 use common verbs followed by infinitive verb / verb + ing patterns; use infinitive of purpose on a limited range of familiar general and
curricular topics
This Unit, as with all the Units in Grade 6, works towards all the four skills, the Use of English Learning Objectives and Content Learning Objectives.
These will be revisited throughout the year in order to build a strong language foundation. See below for a list of the Key Learning Objectives associated
with the stage of the lesson. Feel free to choose other Learning Objectives depending on your learners’ stage of development but make sure that you work
towards all of the Learning Objectives throughout the year.

39
Key:
W= whole class work
G= group work
P= pair work
I= individual work
f= formative assessment

Key Learning objectives Suggested teaching activities Teaching notes Learning resources

6.1.3.1 respect differing points of
view
6.2.1.1 understand a longer
sequence of supported classroom
instructions
6.3.2.1 ask simple questions to get
information about a growing range
of general topics
6.3.8.1 recount some extended
stories and events 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
6.5.8.1 spell most high-frequency
Pre learning
Learners sit in a circle before the board,
give one idea related to the topic of the
lesson, and discuss.
Activity 1
Learners in groups write on two boards
(or one large board divided into two) as
many words associated with television
and films as they can.
Activity 2
Watch video clips chosen by the teacher
(suggestion in learning resources).
Learners pick out their favourite
moments of drama and comedy.
Activity 3
In pairs, learners share and describe films
or television programmes they have seen.
(P)
Start by showing them a clip of a video
(see learning resources)
Ask:
What is this term’s topic about?
Set up the activity:
Divide the class into groups. Have
ready either flipcharts or divide a large
whiteboard into two if you only have
two groups. Allocate one writer per
group. The others shout out words
associated with television and films. Set
the timer to (2) minutes. The winning
group is the one with the most correctly
spelt words.
Monitor for correct use of key language.
For example
I haven’t seen…yet.
I have seen…I saw it last week.
posters, books from films
(for example, Harry Potter),
advertisements for TV
Harry Potter clips:
http://www.youtube.com/wa
tch?v=zHPqO0UnaW8
http://www.ef.com/english-
resources/english-
grammar/present-perfect-
and/
Alternative 1
Free drama website that has
ideas for using plays in the
classroom
http://freedrama.net/teach.ht
ml (not available)
Alternative 2
http://emerkelly.hubpages.c
om/hub/improv-lesson-plan
(not available)

40
vocabulary accurately for a limited Alternative 3
range of familiar general topics and Improvisational theatre is a fantastic Interactive book to practice
some curricular topics Alternative tool in the drama classroom and one grammar and vocabulary
Learners undertake a mingling activity many teachers use. http://chagall-col.spip.ac-
6.6.7.1 use simple perfect forms to using a variety of "Have you ever...?" rouen.fr/IMG/didapages/tra
express indefinite and unfinished questions. Once someone responses with velling/index.html
past [with for and since] on a a "Yes, I have" answer, the inquirer jots Video-lesson – use simple
growing range of familiar general down the student's name in the prefect
and curricular topics corresponding space in the worksheet and http://learnenglishkids.britis
asks a follow-up question. hcouncil.org/en/grammar-
Find someone who... videos/grans-adventures
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

6.4.2.1 understand independently

specific information and detail in
short, simple texts on a limited
range of general and curricular
topics

6.6.15.1 use common verbs Alternative

followed by infinitive verb / verb Learners fill in the gaps using one of the Review Grammarway 2 Jenny
+ ing patterns; use infinitive of verbs from the list in the correct form a previous lesson on using –ing/to Dooley-Virginia Evans, ex 3
purpose on a limited range of (infinitive) p 66
familiar general and curricular Learners say what their partner For example:
topics likes/enjoys/loves/hates watching. (P,f) I hate watching horror films. = I hate to
watch horror films.
6.3.4.1 respond with limited Learners write a paragraph on which
flexibility at both sentence and films they like watching and why. (I,f)
discourse level to unexpected

41
comments on a range of general Alternative
and curricular topics The learners write a movie review

6.5.2.1 write with some support Alternative

about real and imaginary past Learners fill in the blanks below in the
events, activities and experiences words in the box
on a limited range of familiar
general topics and some curricular Alternative
topics
Pre-listening task.
6.5.3.1 write with some support Learners look at the list of TV
about personal feelings and programmes and answer the question
opinions on a limited range of “Which shows interested them most”.
familiar general and curricular Then they discuss
topics
Activity
6.3.5.1 keep interaction going in
longer exchanges on a range of Learners listen to the conversation and
general and curricular topics answer the questions based on the
information you hear.
6.2.5.1 understand most specific
information and detail of supported,
extended talk on a range general
and curricular topics
6.1.6.1 organise and present posters, advertisements of
information clearly to others Activity Design a film poster films in Russian, Kazakh or
6.6.7.1 use simple perfect forms to Learners begin by discussing the posters English
express indefinite and unfinished available. This is a good opportunity to discuss the http://bogglesworldesl.com/l
past [with for and since] on a Learners think about and design a poster problems of translation. Explain that essons/MovieLesson.htm
growing range of familiar general about favourite film (This relates to Art not all titles are translated exactly and
and curricular topics and Design and Computer Science). (P,f) that very little is translated literally. examples of English film
Learners display their posters for peer This is why one word translations are titles that have been shown
6.4.3.1 understand the detail of an review. (W, f) not always accurate or meaningful. in Kazakhstan to show how
argument on a limited range of Take time to look at the similarities and the titles have been

42
familiar general and curricular differences of various film titles. translated
topics, including some extended
texts

6.3.2.1 ask simple questions to get

information about a growing range
of general 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 use appropriate

6.5.8.1 spell most high-frequency

vocabulary accurately for a limited
range of familiar general topics and
some curricular topics
6.1.9.1 use imagination to express
thoughts, ideas, experiences and
feelings
6.1.10.1 use talk or writing as a
means of reflecting on and
exploring a range of perspectives
on the world
6.6.7.1 use simple perfect forms to
express indefinite and unfinished
past [with for and since] on a
growing range of familiar general
and curricular topics
6.3.4.1 respond with limited
flexibility at both sentence and
discourse level to unexpected
comments on a range of general
Alternative Drama Free short comedy script
Learners, with teacher support, write Writing and/or acting a play or scene (scroll down the website for
(optional) and put on a short play. As always, this depends on how much full Copyright (c) 2011
time you have available and how issues)
ambitious you would like it to be. Before performing this
script, you must first request
Choose the challenge: permission at
freedrama@gmail.com
Alternative 1. a small free-form play: http://freedrama.net/firecrac
Students read movie synopsis and try to Give each group an envelope containing ker.html
guess the movie. It can also be used as a cards on which are written: Rock, paper, scissors game:
listening activity. a setting http://en.wikipedia.org/wiki/
a genre (comedy or drama) Rock-paper-scissors
a small object (which learners must http://bogglesworldesl.com/l
include in the play) essons/MovieLesson.htm
Alternative a key language focus (they need only

43
and curricular topics Learners put the verbs in brackets into the insert one example)
6.3.5.1 keep interaction going in correct infinitive form or the –ing form 2. Rock, paper, scissors (see
longer exchanges on a range of Plenary learning resources)
general and curricular topics Draw a character cloud with key 3. a play based on a Russian or
6.6.12.1 use an increased variety vocabulary to sum up the main points Kazakh well-known story/play Grammarway 2 Jenny
of adverbs, including adverbs of about the character. 4. the teacher’s suggestion Dooley-Virginia Evans, ex
degree too, not enough, quite , This is a fun way to increase fluency as 11 p 69
rather on a growing range of well as help your learners fill any gaps.
familiar general and curricular Therefore, consider which Learning
topics Objectives you wish to work towards.
Suggestions are given on the left, but
6.4.3.1 understand the detail of an you may wish to focus on others. For
argument on a limited range of example, writing or Use of English
familiar general and curricular objectives.
topics, including some extended
texts
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
6.5.5.1 develop with support Pre learning Comic Strip and narrative structure comic strip lesson plan
coherent arguments supported Words within words Decide how many lessons you would 1. http://www.teachchil
when necessary by examples and Write a word on board and they look for like to spend on this part. drenesl.com/filez893
reasons for a limited range of other words hidden in it. Check the learning resources prior to 2/lesson%20plans/co
written genres in familiar general Activity the lesson. The first one is a lesson plan mic_strip.pdf (not
and curricular topics Learners plan, write and draw their own which could be adapted to your available)
6.5.8.1 spell most high-frequency comic strip. learners. creating comic strips:
vocabulary accurately for a limited First they breakdown a film into: Alternatively:
range of familiar general topics and Set the scene: introduction to characters, In groups, learners plan, write and draw 2. http://www.makebeli
some curricular topics sets the scene a comic strip using narrative structure efscomix.com/Comi
6.4.3.1 understand the detail of an Confrontation: problem, conflict, hurdles using differentiation strategies using x/
argument on a limited range of to overcome either the:

44
familiar general and curricular
topics, including some extended
texts
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
6.2.5.1 understand most specific
information and detail of supported,Listening task
extended talk on a range general
and curricular topics
6.3.4.1 respond with limited
flexibility at both sentence and
discourse level to unexpected Plenary
comments on a range of general 1. Change of role – student as teacher.
and curricular topics
Resolution: climax to story, solves the 1. 3 part structure (see Activity) 3. http://www.freeeslm
problem(s), overcomes difficulties to Or aterials.com/comics.
“save the (day)” 2. 5 part structure html
Example: Example:
The 3 Part Structure The 5 part structure:
Think of a film, for example, Star Wars 1. Set up the story: introduce http://bogglesworldesl.com/l
and break it down into three parts. characters, include background essons/MovieLesson.htm
Part 1 Hero makes a decision to follow information, include an incident that
someone, fight for someone, rescue sets the story in motion
someone 2. Rising Action: include obstacles,
Part 2: Hero finds heroine, loses difficulties, problems for the main
someone, escapes a difficult situation character(s) to resolve
3. Climax: This is the “turning point” of
Part 3: Hero involved in a dramatic scene
and “saves the day” the story, include high tension, for
example a battle
4. Falling Action: include a calm scene
after the tension of the climax of the
story
5. Dénouement: This is the resolution,
everything is resolved, “loose ends” are
tied up to lead to a satisfying conclusion
Alternative http://www.esl-
lab.com/tvguide/tvguiderd1.
Learners listen to the conversation and htm#list
answer the questions based on the
information they hear.
What questions would you ask the class
and why?
2. “ Taboo” game – describe a word/key
idea from the lesson with/without using
given words. Teacher could present or
45
 students write their own
3. Quick fire oral ‘quiz’ to review/revisit
learning

English Secondary Grade 6

5. Our Health
Recommended prior knowledge
Some sports and food vocabulary. Learners are expected to be aware of major national and international events both within Kazakhstan and in the wider
world as part of their regular study.
Context
In Term 3 Unit 1 learners are given the opportunity to explore the topic of Our Health. This topic again focuses on the learners themselves where they
discuss ways Grade 7 can, and do, keep fit and well.
Outline
Keeping Well
 Sport in our class (This relates to Physical Education)
 Grade 6 is a healthy class! (This relates to Physical Education)
 Looking at how we keep fit and healthy, making a video
 Creating a presentation about our favourite sport or an aspect of keeping healthy
 Grade 6eats healthy food!
 Looking at Kazakhstan recipes
This course plan uses Messages 1 and English in Mind 1 as a resource but you are not expected to follow these two resources exactly. Rather, use them
together with a variety of other resources, bearing in mind the Grade 6 Learning Objectives. As always, adapt the material to your learners and the
Kazakhstan context. Suggestions on how to do this are made below.
For learners’ safety teachers should pay attention to the Disaster Risk Reduction and prepare some lessons on the theme “Our Health” using the sites
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Food_safety_outdoors?open
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Exercise_safety?open
The suggested number of academic hours for this unit is 8-10 including revision lesson and summative assessment tasks.

46
Key learning objectives
(Learners will be working towards most, if not all, the reading learning objectives here as well as some speaking and listening learning objectives as they
discuss what they have read. Monitor to see if there are any learners with particular areas that need improving or any learners who need to be challenged
and adapt your lessons accordingly. Familiarise yourself with all of the learning objectives and decide which to work towards depending on your
learners. Suggestions are given below.)
6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups
6.1.8.1 develop intercultural awareness through reading and discussion
6.1.9.1 use imagination to express thoughts, ideas, experiences and feelings
6.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

6.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics
6.2.7.1 recognise the opinion of the speaker(s) in supported extended talk on a limited range of general and curricular topics

6.3.1.1 provide basic information about themselves and others at discourse level on a range of general topics
6.3.3.1 give an opinion at sentence and discourse level on an increasing range of general and curricular topics
6.3.4.1 respond with limited flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics
6.3.5.1 keep interaction going in longer exchanges on a 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
6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics

6.4.4.1 read independently a limited range of short simple fiction and non-fiction texts
6.4.5.1 deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts
6.4.6.1 recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics
6.4.8.1 use independently familiar paper and digital reference resources to check meaning and extend understanding6.4.8.1 use independently familiar
paper and digital reference resources to check meaning and extend understanding

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
6.5.6.1 link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics
6.5.7.1 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics
6.5.8.1 spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics familiar general topics
and some curricular topics
6.5.9.1 punctuate written work at text level on a limited range of general topics and some curricular topics with some accuracy
6.6.1.1 begin to use basic abstract nouns and compound nouns and noun phrases describing times and location on a growing range of familiar general
and curricular topics

47
6.6.2.1 use quantifiers including more, little, few less, fewer not as many , not as much on a growing 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
6.6.8.1 use future form will to make offers, promises, and predictions on a growing range of familiar 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
6.6.10.1 use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a
limited range of familiar general and curricular topics
6.6.13.1 use modal forms including, mustn’t (prohibition), need (necessity), should (for advice) on a range of familiar general and curricular topics
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

Unit 1, as with all the Units in Grade 6, works towards all the four skills, the Use of English Learning Objectives and Content Learning Objectives. These
will be revisited throughout the year in order to build a strong language foundation. See below for a list of the key Learning Objectives associated with
the stage of the lesson. Feel free to choose other Learning Objectives depending on your learners’ stage of development but make sure that you work
towards all of the Learning Objectives throughout the year.
Key:
W = whole class work
G = group work
P= pair work
I= individual work
f= formative assessment

Key Learning Objectives Suggested teaching activities Teaching notes Learning resources

6.1.1.1 use speaking and listening Pre learning sport vocabulary:

skills to solve problems creatively http://learnenglishteens.britishcou
and cooperatively in groups Pass the parcel ncil.org/grammar-
Pass around a box filled with vocabulary/vocabulary-
6.3.7.1 use appropriate subject- statements about the topic you will exercises/olympic-sports
specific vocabulary and syntax to be studying in the lesson. Play
talk about a limited range of music, when the music stops, the http://www.esolcourses.com/conte
general topics, and some student with the box must pick out a nt/topics/sport/football/football-

48
curricular topics statement, read it and decide whether vocabulary.html
it is true or false. The statement can
6.6.13.1 use modal forms then be placed in a corresponding Sport in our class http://www.esolcourses.com/topic
including, mustn’t (prohibition), hoop – true/false or agree/disagree s/hobbies-and-sports.html
need (necessity), should (for etc. Give out a list of everyone’s names to
advice) on a range of familiar each pair. Each pair must guess their Upstream VirginiaEvans- Jenny
general and curricular topics This can also be used to review what classmates’ favourite sport (and of Dooley ex 1 b p 76
students learnt in the previous course leave their own name blank).
session by filling the box with
questions which the learners should
answer when they pick them out.
Learners choose which words to Upstream VirginiaEvans- Jenny
learn and follow the instructions (see Dooley ex 1 a p 76
learning resources) on Olympic Alternative
vocabulary. (P) Topical vocabulary practice
Activity http://chagall-col.spip.ac-
How well do learners know each rouen.fr/spip.php?article368
other? http://englishclassminds.wordpres
Learners guess which Olympic sport s.com/2011/04/30/talking-about-
their classmates would most like to When you want to get to know your-hobbies-in-english/
attend. (P, f) someone, ask about their hobbies and Alternative
Alternative 1 interests. Speaking English activities
Vocabulary
Learners discuss different types of
sport and make a mind map and
categorize.

Alternative 2
Learners read the sentence and write
the correct word

Alternative 3
Learners make a poster in small
groups and answer the questions.

49
 Alternative 4
High motivated try to explain the
rules of any game using madal verbs
Plenary
Take one minute to compose two
sentences in your head to explain
what we have learnt and how we
have learnt it, using the key words
from the lesson

6.6.15.1 use common verbs Pre learning Grade 6 is a healthy class! Alternative
followed by infinitive verb / Learners Interactive book to practice
verb + ing patterns; use infinitive 1. first take notes on how they Encourage learners to think about English times
of purpose on a limited range of personally keep fit (I)  walking
familiar general and curricular 2. then present their viewpoint to the  playing http://chagall-col.spip.ac-
topics class (I, f)  going upstairs instead of taking rouen.fr/IMG/didapages/questions
6.6.9.1 use appropriately an 3. take questions from the class the lift /index.html
increased variety of present and  ways of keeping fit that may
past simple active and some If the class is large, then this can be not include the usual sports
passive forms on a growing range done in groups. Monitor for For example,
of familiar general and curricular recurring errors and offer support I like jogging.
topics only if necessary to aid I hate sport but I like walking in the
6.3.1.1 provide basic information communication. countryside. Upstream
about themselves and others at Alternative 1 I don’t do sport, but I cycle to school Virginia Evans- Jenny Dooley
discourse level on a range of Learners put the verbs in brackets every day. ex 6 p 75
general topics into the correct form infinitive or the Offer differentiation by support for
6.3.4.1 respond with limited –ing both language issues and ideas for
flexibility at both sentence and those less able.
discourse level to unexpected http://ielanguages.com/lessonplan.
comments on a range of general Alternative 2 html
and curricular topics Learners interview with their partner
6.3.5.1 keep interaction going in Choose 4 sports which are very
longer exchanges on a range of popular in Kazakhstan to create
general and curricular topics questions, and then write their Alternative

50
6.5.6.1 link, with minimal partner's response:
support, sentences into coherent Learn how to talk about food with
paragraphs using basic connectors Alternative 3 this handy English language video
on a growing range of familiar Learners work in pairs and answer that gives an easy way to
general topics the questions. followexplanations
6.5.7.1 use with some support http://www.funenglishgames.com/
appropriate layout at text level for Plenary videos/vocabulary/learnhowtotalk
a growing range of written genres Revisit objective of the lesson self- aboutfood.html
on familiar general topics and assessment – students indicate how
some curricular topics they feel with respect to achieving
6.2.5.1 understand most specific the objective
information and detail of
supported, extended talk on a
range general and curricular
topics
6.2.5.1 understand most specific Pre-learning
information and detail of First letter – last letter Keeping fit Listening activities
supported, extended talk on a In pairs or teams with or without Learning about how someone stays in Elementary/pre-intermediate,
range general and curricular dictionaries learnershave a start word shape. Olivia Johnston
topics and next word in list has to start with Make sure you watch the video first so p. 21 ex. 1,2.3,4
6.2.7.1 recognise the opinion of last letter (or letters) of previous you are prepared. As always, you can
the speaker(s) in supported word e.g. helpful- lovely- yoghurt substitute your own choice of video.
extended talk on a limited range
of general and curricular topics To make harder insist on a subject Recording their own video https://www.youtube.com/watch?
6.6.9.1 use appropriately an area for words to fit too or word type v=j685NaMDVYE
increased variety of present and e.g. adjectives only (not adverbs as Learners can work together to produce
past simple active and some all end y in mainly!). a video recording. They can have
passive forms on a growing range Learners more than one person talking in the
of familiar general and curricular Complete the dialogue with the video and can make more than one
topics words in the box recording.
 Read the dialogue again and fill in
6.5.6.1 link, with minimal part of the chart Learners peer assess the recordings.
support, sentences into coherent Learners
paragraphs using basic connectors

51
on a growing range of familiar
general topics
6.5.7.1 use with some support
appropriate layout at text level for
a growing range of written genres
on familiar general topics and
some curricular topics
6.3.7.1 use appropriate subject-
specific vocabulary and syntax to
talk about a limited range of
general topics, and some
curricular topics
6.6.1.1 begin to use basic abstract
nouns and compound nouns and
noun phrases describing times
and location on a growing range
of familiar general and curricular
topics
6.5.9.1 punctuate written work at Giving wrong answer(s). Why is it
text level on a limited range of wrong?
general topics and some
curricular topics with some
accuracy 6.W8 spell most high-
frequency words accurately for a
limited range of general topics
familiar general topics and some
1. first predict what vocabulary they
are likely to hear in the video (W)
2. then listen (I)
3. then compare with their own
experience of keeping fit. (P,f)
Activity
Learners record their own video by
(G,f):planning what they are going to
say
1. rehearsing
2. recording
3. playing back
4. editing if necessary
5. recording final draft
6. playing to the rest of the class
Activity 1 Grade 6 is a healthy class! Video A2 level
Learners watch the video and Is there any juice? Have we got any Animation of a cookery
remember abstract nouns. . Can they juice? competition:
remember the sentences? http://www.quickanddirtytips.com
Alternative Depending on your learners, you may /education/grammar/nouns-
Learners complete the sentences need to review Is there a/Are there concrete-abstract-collective-and-
about themselves. They have to any…? The focus here is on compound
finish sentences with their ideas. uncountable nouns: https://www.youtube.com/watch?
juice, milk, water, lasagne (sheets of v=gr5f1xYXFNU
pasta)
Plenary Alternative 1
Interactive book to practice
grammar and vocabulary
http://chagall-col.spip.ac-
rouen.fr/IMG/didapages/presentco
nt/index.html
Alternative 2
Video-lesson
Practise using the present
52
curricular topics
6.6.13.1 use modal forms
including, mustn’t (prohibition),
need (necessity), should (for
advice) on a range of familiar
general and curricular topics
6.4.6.1 recognise the attitude or
opinion of the writer in short texts
on a growing range of 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
6.6.10.1 use present continuous
forms with present and future
meaning and past continuous
forms for background and
interrupted past actions on a
limited range of familiar general
and curricular topics
6.6.8.1 use future form will to
make offers, promises, and
predictions on a growing range of
familiar general and curricular
topics
6.6.2.1 use quantifiers including
more, little, few less, fewer not as
many , not as much on a growing
range of familiar general and
curricular topics
6.6.1.1 begin to use basic abstract
Pre- learning
Write three/five top tips for being
healthy or keeping fit
Learners write an email inviting a
friend to play (tennis).
Learners peer assess their work then
write the final draft.
Activity
Before listening:
Learners begin by discussing what
they think are the four best tips for a
long and healthy life.
Would their parents choose a
53
continuous to talk about plans
http://learnenglishkids.britishcoun
cil.org/en/grammar-videos/the-
christmas-trip
Using future forms
http://englishclassminds.wordpres
s.com/2011/04/30/using-future-
forms/
Grade 6 is a healthy class!
Learners have already written an email
in Term 1 (Helping).
In this email, learners must include
mention of already decided plans.
For example:
We are going to play tennis tomorrow,
would you like to join us?
Or
We are playing tennis tomorrow,
would you like to come?
Grade 6 is a healthy class! English in Mind 1,
Unit 4 A Healthy Life
Looking at how we keep fit and You may know someone who
healthy. would not mind coming in to talk
to your learners about their life.
When the class have come to an This reinforces the fact that we
nouns and compound nouns and different four? agreement, write the four tips on the respect the elderly and value their
noun phrases describing times After listening: board. experience.
and location on a growing range Was there anything surprising? If they think their parents would
of familiar general and curricular choose a different four, write those on
topics Alternative the board too.
Listening: Keep fit Just Jeremy Harmer, Ana
Learners listen to Sam talking to his Acevedo, Carol Lethaby ex 2 p 50
6.2.7.1 recognise the opinion of friend Jake about a visit to a sport
the speaker(s) in supported club. Match the people with the
extended talk on a limited range sports
of general and curricular topics
6.4.5.1 deduce meaning from
context on a limited range of
familiar general and curricular
topics, including some extended
texts

6.6.2.1 use quantifiers including
more, little, few less, fewer not as
many , not as much on a growing
range of familiar general and
curricular topics
6.5.7.1 use with some support
appropriate layout at text level for
a growing range of written genres
on familiar general topics and
some curricular topics
Alternative
It is tempting to just use worksheets
as the final consolidation. However,
consider using these in creative
ways. For example, create activities
from them in advance. You could:
 Cut up sentences for learners to
arrange in the correct order (P)
 Ask learners to substitute words
but to still make sense (P)
 Match the words with pictures (I)
 Learners mime to each other and
try to guess what the mime is (P)
First, learners create their own
interesting or funny sentences using
the correct form and then peer assess
each other’s work. (P, f)
Alternative PPT visual stimulus for
Food and Drink quantifiers:
Learners have met countable and http://busyteacher.org/4288-food-
uncountable nouns before in Term 1. countable-and-uncountable-
Here the focus is on food vocabulary. nouns-quantifiers.html
Grammar is learned much more
effectively if it is in a meaningful
context. This means, for example,
allowing learners the time to come up
with their own sentences in pairs. (f)
Language is more memorable if it
relates to the learner so feel free to
adapt material to the learners and the
Kazakhstan context. Nonsense or silly
sentences can be even more
memorable! (P, f)

54

6.1.8.1 develop intercultural
awareness through reading and
discussion
6.1.9.1 use imagination to
express thoughts, ideas,
experiences and feelings
6.1.10.1 use talk or writing as a
means of reflecting on and
exploring a range of perspectives
on the world
6.3.2.1 ask simple questions to
get information about a growing
range of general topics
6.4.4.1 read independently a
limited range of short simple
fiction and non-fiction texts
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
Activity
Learners watch the video and discuss
what the different costs mean.
Extension activity
Learners
1. first research food around the
world (see food around the world in
learning resources as an example)
2. then describe the images they see.
Would they like to try some?
3. then discuss their own food in
Kazakhstan by comparison. For
example, I think we eat more meat.
55
Be aware of where the ‘gaps’ are in
your individual learners’ knowledge –
they won’t all be the same. Use
differentiation strategies to allow all
learners to make progress. Suggest
making personal goals or targets or
areas of improvement throughout the
year.
Cost of food around world Check beforehand whether these
sites still exist and if necessary
This is for learners to critically analyse substitute
a situation in depth: photographs of food around the
What is the video saying? world or video of world foods
What does it not take into Video of cost of food around the
consideration? (e.g. salaries) world:
Is it surprising? http://www.youtube.com/watch?v
Do we take food for granted? =2dS8qjJ4lQ0
food around the world:
http://www.factmonster.com/scien
ce/food/around-world.html

6.3.2.1 give an opinion at
sentence and discourse level on
an increasing range of general
and curricular topics
6.4.8.1 use independently familiar
paper and digital reference
resources to check meaning and
extend understanding
6.6.2.1 use quantifiers including
more, little, few less, fewer not as
many , not as much on a growing
range of familiar general and
curricular topics
6.6.13.1 use modal forms
including, mustn’t (prohibition),
need (necessity), should (for
advice) on a range of familiar
general and curricular topics
Learners
1. first read the simple recipes
2. then say what is healthy or
unhealthy about them
3. then discuss why moderation in
everything appears to be a sensible
motto.
Recipes
This is an opportunity to raise collection of simple recipes in
awareness of the differences between Russian, Kazakh and English
Russian, Kazakh and English. For Alternative 1
example, it is not easy translating the http://www.moneyinstructor.com/
names of dishes or finding an wsp/recipes.asp
acceptable spelling of the names of
dishes.
The aim here is to reflect on food and Alternative 2
health. Looking at recipes is a way in http://www.nourishinteractive.co
to critically analysing food. The main m/nutrition-education/teachers-
message can be: lesson-plans/14-kids-cooking-
moderation in everything healthy-foods-nutrition-lesson-
That is, not too much or too little of plan
anything.
You will need to help your learners
here as they will come across
unfamiliar vocabulary as well as
familiar Russian or Kazakh
vocabulary that is tricky to translate.

6.5.7.1 use with some support
appropriate layout at text level for
a growing range of written genres
on familiar general topics and
some curricular topics
6.5.8.1 spell most high-frequency
vocabulary accurately for a
limited range of familiar general
topics and some curricular topics
6.5.9.1 punctuate written work at
text level on a limited range of
general topics and some
curricular topics with some
Activity Follow up from making their own
Learners create a presentation or video:
video on Creating a presentation about our
either favourite sport(s) or how we keep
our favourite sport(s) (G,f) healthy
or This gives your learners another
how we keep healthy (G,f) chance to improve on their video
making skills. If the necessary
equipment is not available,, learners
may create a presentation. In which
Alternative case, prior to this lesson, ask learners
Learners are divided into 2 groups to bring in any photographs or objects http://www.esldiscussions.com/s/s
SA and SB and they ask questions related to their focus for their port.html

56
accuracy
6.3.6.1 communicate meaning
clearly at sentence and discourse
level during, pair, group and
whole class exchanges
6.3.7.1 use appropriate subject-
specific vocabulary and syntax to
talk about a limited range of
general topics, and some
curricular topics
but they are not allowed to show presentation.
their cards to each other. The main idea is for learners to
express the enjoyment they get out of
a keeping healthy. If you have
someone in your class who is not
‘sporty’, they may enjoy walking and
have a favourite walk they can
Plenary describe. Accept all ideas and offer
List three things your neighbour has support.
learned today

English Secondary Grade 6

6. Holidays and Travel
Recommended prior knowledge
Names of countries, forms of transport, some vocabulary associated with transport and the weather
Context
In Term 3 Unit 2 learners are given the opportunity to explore the topic of Holidays and Travel Learners learn about the weather, creating weather,
poetry, survival, holidays, holiday activities and holiday adventure ideas.
Outline
 Reviewing map reading skills (This relates to Geography)
 Learning how to research and write a magazine article on adventure holidays for families (This relates to Computer Science)
 Learning how to write and to critically analyse poetry and create an atmosphere in poetry (This relates to Literature)
 Learning about the weather and how to create a cloud and, if they wish, a tornado (This relates Maths and Physics)
For learners’ safety teachers should pay attention to the Disaster Risk Reduction and prepare some lessons on the theme “Travel and Holidays” using
the sites
http://www.eslteachersboard.com/cgi-bin/traveling/index.pl?read=1989
http://www.hotelfun4kids.com/travelnews/safetynews/drawstrings.htm
http://www.youtube.com/watch?v=Nj2DRsdhn80
http://www.youtube.com/watch?v=xtVt73vwjjM
The suggested number of academic hours for this unit are 8-10 including lessons on revision and summative assessment tasks.
The suggested number of academic hours for this unit is 8-10 including revision lesson and summative assessment tasks.
Key learning objectives

57
Learners will be working towards most, if not all, the reading learning objectives here as well as some speaking and listening learning objectives as they
discuss what they have read. Monitor to see if there are any learners with particular areas that need improving or any learners who need to be
challenged and adapt your lessons accordingly. Familiarise yourself with all of the learning objectives and decide which to work towards depending on
your learners. Suggestions are given below.

6.1.2.1 use speaking and listening skills to provide sensitive feedback to peers
6.1.3.1 respect differing points of view
6.1.5.1 use feedback to set personal learning objectives
6.1.6.1 organise and present information clearly to others

6.2.1.1 understand a longer sequence of supported classroom instructions

6.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics
6.2.6.1 deduce meaning from context in supported extended talk on a range of general and curricular topics
6.2.7.1 recognise the opinion of the speaker(s) in supported extended talk on a limited range of general and curricular topics
6.2.8.1 understand supported narratives including some extended talk, on a 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
6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some 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
6.4.5.1 deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts
6.4.6.1 recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics
6.4.7.1 recognise typical features at word, sentence and text level in a range of written genres
6.4.9.1 recognise the difference between fact and opinion in short, simple texts on a wide range of general and curricular topics

6.5.3.1 write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics
6.5.6.1 link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics
topics
6.5.7.1 use with some support appropriate layout at text level for a growing range of written genres on familiar general topics and some curricular
topics
6.5.8.1 spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics

6.6.1.1 begin to use basic abstract nouns and compound nouns and noun phrases describing times and location on a growing range of familiar general
and curricular topics

58
6.6.2.1 use quantifiers including more, little, few less, fewer not as many , not as much on a growing 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
6.6.7.1 use simple perfect forms to express indefinite and unfinished past [with for and since] on a growing range of familiar general and curricular
topics
6.6.8.1 use future form will to make offers, promises, and predictions on a growing range of familiar general and curricular topics
6.6.10.1 use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a
limited range of familiar general and curricular topics
Key:
W = whole class work
G = group work
P= pair work
I= individual work
f= formative assessment

Key Learning objectives Suggested teaching activities Teaching notes Learning resources

Pre learning Teacher reference for vocabulary

6.3.7.1 use appropriate subject- M & M's to speak Weather vocabulary activities:
specific vocabulary and syntax to (W) Pass around a bowl of M & M's As always, prepare in advance by http://www.teachingenglish.org.u
talk about a limited range of and let each student take only one - looking at the Learning Objectives, k/activities/vocabulary-activities
general topics, and some curricular and ask them not to eat it. Then learning resources and your own http://www.myenglishpages.com/
topics announce that if they take a red one notes when monitoring. Adapt any site_php_files/vocabulary-lesson-
they have to say something about of your own resources to suit your travel.php
travelling, a yellow one and they have learners’ levels. Alternative 1
6.1.5.1 use feedback to set personal to tell us about the transport, etc. Make Students are familiarized with the Speaking English activities
learning objectives each student speak for at least a list of vocabulary items related http://englishclassminds.wordpres
minute. travel as they will need them for all s.com/speaking-english/
skills.
Alternative 2
Skills: all four skills Make sure that learners are not just Watch the "Animaps" and play
Activity going through the motions the game below.
(I P) Learners personalise their own (unthinkingly, automatically) but http://www.quia.com/hm/825910.

59
Key Learning objectives
6.4.2.1 understand independently
specific information and detail in
short, simple texts on a limited
range of general and curricular
topics
Suggested teaching activities
vocabulary notebooks so that they
contain:
1. translation (Russian, Kazakh)
2. drawings/cartoons
3. pictures cut out from magazines
4. their own sentences.
5. synonyms
6. antonyms
definitions
This is to encourage deducing
meaning from context and being able
to deal with unfamiliar words.
Plenary
Learners make an inner and outer
circle. They move in a clockwise and
outer circle students should say the
words while inner circle students
should give their synonyms or
definitions.
Pre-learning
Reading: “Time for adventure”
Learners are familiarized with the
words from the text matching them
with the given pictures.
Activity
(I P) Learners write the activities
under the correct holiday.
- The next task for checking
understanding: multiple choice.
Learners circle all the holidays that
answer the question.
60
Teaching notes Learning resources
are engaged in creating meaningful, html
memorable sentences, drawings and Alternative 3
cartoons. Holidays and Travel - ESL/EFL
Use of synonyms, antonyms and Teaching Activities
definitions enable learners to find http://www.teach-
the meaning of the words easily this.com/resources/holidays-travel
according to the context, also
expand their vocabulary http://learnenglishteens.britishcou
ncil.org/skills/reading-skills-
practice/adventure-travel
Learners will be increasing their
store of vocabulary throughout their
school career. In Grade 7 and
Grade 7 they will be working
towards KET (A2) level:
http://www.cambridgeenglish.org/i
mages/23387-ket-schools-
vocabulary-list.pdf
Note that this is not a definitive list
and learners should be encouraged
to extend their vocabulary in
meaningful ways. Suggestions are
given throughout this course plan
following active learning
principles.
Key Learning objectives
6.5.6.1 link with minimal support
sentences into coherent paragraphs
using basic connectors on a
growing range of familiar general
topics
6.5.7.1 use with some support
appropriate layout at text level for
a growing range of written genres
on familiar general topics and some
curricular topics
6.6.8.1 use future form will to
make offers, promises, and
predictions on a growing range of
familiar general and curricular
topics
6.6.10.1 use present continuous
forms with present and future
meaning and past continuous
forms for background and
interrupted past actions on a
limited range of familiar general
and curricular topics
6.1.5.1 use feedback to set personal Activity
learning objectives
Suggested teaching activities Teaching notes Learning resources
Alternative Alternative blank postcards or place postcards
(I P W) Learners read the postcard of Write a postcard if available
Mell and answer the questions using Diana Goodey, Noel Goodey
present continuous for future. Then To ensure everyone receives a Messages 1 p.106Write a holiday
students are introduced with the postcard, match senders and postcard and mention the weather
weather vocabulary as they will use recipients in the class. present continuous for future
them in writing a holiday postcard. plans:
http://learnenglish.britishcouncil.o
Learners (I) rg/en/pre-intermediate-
1. create a post box in the classroom 2/entertainment/whole-wide-
2. write a postcard to a person world-festival/present-continuous-
specified by the teacher As a scaffolding students are given future-plans
3. post in the post box supporting questions:
4. one learner ‘delivers’ the post to -What are you doing at the
everyone moment?
5. enjoy reading their post -What’s the weather like?
-What are you doing this
evening/tomorrow?
Teacher reference only about
Learners read the true story of Juliane Learning how to survive Juliane Kopcke (Koepcke):
61
Key Learning objectives
6.4.9.1 recognise the difference
between fact and opinion in short,
simple texts on a wide range of
general and curricular topics
6.4.6.1 recognise the attitude or
opinion of the writer in short texts
on a growing range of general and
curricular topics
6.4.5.1 deduce meaning from
context on a limited range of
familiar general and curricular
topics, including some extended
texts
6.1.2.1 use speaking and listening
skills to provide sensitive feedback
to peers
6.6.10.1 use present continuous
forms with present and future
meaning and past continuous forms
for background and interrupted
past actions on a limited range of
familiar general and curricular
topics
Suggested teaching activities Teaching notes Learning resources
Kopcke (Koepcke) who survived a Prepare for this lesson ( being read http://www.vice.com/en_uk/read/t
plane crash in the jungle. in advance ) the true story of he-woman-who-fell-to-earth-508-
(IPW) Looking at the photo of a Juliane Kopcke (Koepcke) (see v17n9
woman learners’ guess what the story Teacher reference in learning http://www.bbc.com/news/magazi
is about. Then read the first paragraph resources). ne-17476615
and check if they were right or not. Elicit from learners:
Match the titles with the paragraphs. What was the weather like during English in Mind 1 Unit 12, p92-
The students will discuss the the flight? weather
questions.
Alternative 2 English in Mind 1 Unit 9 p.88-89
Adventure Holiday in Paradise
Mark the statements T (true) or F
(false).
In groups learners discuss the
questions: Would you to go on the
adventure holiday to Hawaii?
Why/Why not?
Plenary
Learners list all the words they find
associated with the topic Weather.
Ask students to show you with their
thumbs how well they feel they
understand the work.
It may be useful to have a display or
key such as…
 I feel confident with the work and
could explain it to someone else.
 I understand some of the work,
but still have questions or am unsure.
 I do not feel happy that I
62
Key Learning objectives
6.6.1.1 begin to use basic abstract
nouns and compound nouns and
noun phrases describing times and
location on a growing range of
familiar 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
Suggested teaching activities Teaching notes Learning resources
understand what we are doing. I would
like more help.
Pre – learning Refer back to Term 1 Our class For teacher reference:
Deserted Island – If you were to Here, we’ll define abstract nouns, http://www.mdelu.com/index.html
become stranded on a deserted island provide abstract noun examples,
in the middle of the ocean, what would and give you the information you countable/uncountable:
you want to have with you? Have need for using an abstract noun to http://www.mdelu.com/use5.html
students try to narrow down the items write interesting sentences
to 6 and then 3 and then only Use of English: basic abstract http://learnenglish.britishcouncil.o
1! Interesting to see who chooses for nouns, compound nouns and noun rg/en/grammar-
comfort and who chooses for survival phrases reference/countable-uncountable-
– or is this the same thing? If there Example answers: nouns-1
were only one other person they could Abstract nouns
bring on the island with them, who feelings emotions qualities http://learnenglish.britishcouncil.o
would it be? fear love beauty rg/en/grammar-
pleasure hate trust reference/countable-uncountable-
Activity 1 stress joy honesty nouns-2
List on the board and ask 1 or 2
students at a time to come out the front Compound nouns http://www.gingersoftware.com/c
and act them out. For a fun twist, the Policeman ontent/grammar-
student at the front could be shown the Bedroom rules/nouns/abstract-nouns/
word and the class must guess what it Motorcycle
is. Here are 10 words you could use: greenhouse https://learnenglish.britishcouncil.
anger, fear, love, jealousy, joy, Activities like these will enable the org/en/english-grammar/clause-
sadness, wealth, poverty, marriage, learners to practice identifying and phrase-and-sentence/noun-phrase
and slavery. using abstract nouns. Furthermore,
they’ll strengthen students’ ability
Alternative 1 http://www.ef.com/english-
to use them in their own writing.
Jumble the letters up and challenge Noun Phrases resources/english-
your students to work out what they Often grammar/compound-nouns/
a noun phrase is just
are. Try RGNAE (anger), OJY (joy),
63
Key Learning objectives
6.1.5.1 use feedback to set personal Learners follow instructions on how to Learning about the weather
learning objectives
6.2.7.1 use appropriate subject- Extension activity
Suggested teaching activities Teaching notes Learning resources
OERFEDM (freedom), HLEWAT a noun or a pronoun:
(wealth), ETIXECEMNT People like to have money.
(excitement). I am tired.
It is getting late.
Alternative 2 or a determiner and a noun …:
Write abstract nouns on the board and Our friends have bought a Tim Falla, Paul A.Davies
ask your students to think of ones with house in the village. Solutions- Elementary, p.94, ex. 4
the opposite meaning. Here are 10 Those houses are very
words you could use: trust, stupidity, expensive. Tim Falla, Paul A.Davies
pride, beauty, laughter and happiness. … perhaps with an adjective: Solutions- Elementary, p.94, ex. 8
Our closest friends have just
Alternative 3 bought a new house in the
On various notecards, write down half village.
of a compound noun amd then the The activity with compound nouns
other half on another notecard. Mix up gets the students up and moving
the notecards and have each studnr around and we all know how much
choose one. Then instruct them that they enjoy that.
they are to find the other half of their
compound noun. Once a student has
found his or her pair, verify that they
are matched up correctly and have
them sit together. After all the students
have found their respective halves,
write all the compound nouns on the
board and have the students define
them.
Activity Make a cloud Instructions for making a cloud:
http://www.metoffice.gov.uk/educ
make a cloud. This is fun activity and opportunity ation/kids/things-to-
for learners to learn about how a do/experiments/cloud
cloud is made http://scienceforkids.kidipede.com
64
Key Learning objectives Suggested teaching activities Teaching notes Learning resources

specific vocabulary and syntax to Learners follow instructions on how to Materials needed: /physics/weather/clouds.htm(descr
talk about a limited range of make a tornado. iption and functions of glouds)
general topics, and some curricular A clear glass or similar see-through Instructions for making a tornado:
topics Alternative container Materials
Learners listen to Bill talking to his Warm water A clear jam jar or similar see-
6.2.1.1 understand a longer friend. After listening, they say what Ice from the school kitchen through container with a screw-on
sequence of supported classroom each person has done. Metal or foil dish lid
instructions Washing-up liquid or liquid soap
Alternative Food colouring
6.1.2.1 use speaking and listening Learners look at the pictures to ask
skills to provide sensitive feedback and answer the questions Upstream
to peers VirginiaEvans- Jenny Dooley ex 8
6.6.2.1 use quantifiers including Plenary p 26-27
more, little, few less, fewer not as Compose a word bank to support the http://www.metoffice.gov.uk/educ
many , not as much on a growing homework task set by the teacher. ation/kids/things-to-
range of familiar general and do/experiments/tornado
curricular topics Tim Falla, Paul A.Davies
6.6.3.1 use common participles as Solutions- elementary, p.92, ex. 3
adjectives and order adjectives
correctly in front of nouns on a
growing range of familiar general
and curricular topics

Pre – learning
6.6.7.1 use simple perfect forms to Instruction: map of Kazakhstan
express indefinite and unfinished
I've Never Been... Students are working in pairs with map of the world or globe
past [with for and since] on a I’ve never been to Athens and I’ve the poem “I`ve never been” and Tim Falla, Paul A.Davies
growing range of familiar general
never been to Rome, indicating Past participles in the Solutions- elementary, p.90, ex. 1-
and curricular topics I’ve only seen the Pyramids in picture sentences then try to remember and 6
books at home, recite the poem. It can be their
6.5.2.1 write with some support I’ve never sailed across the sea or been homework
about real and imaginary past inside a plane, Travel

65
Key Learning objectives
events, activities and experiences
on a limited range of familiar
general topics and some curricular
topics
6.5.3.1 write with some support
about personal feelings and Alternative
opinions on a limited range of Learners
familiar general and curricular  look at the picture and complete
Suggested teaching activities Teaching notes Learning resources
I’ve always spent my holidays in Where have you been?
Shymkent Emphasise that this does not have
I've never eaten foreign food or drunk to be about far flung places.
in a foreign bar, Learners can describe an
I've never kissed a foreign girl or experience much closer to home.
driven a foreign car, Add:
I've never had to find my way in a far flung Upstream Virginia Evans- Jenny
country I don't know, closer to home Dooley ex 7 p 26-27
I've always known just where I am and to their Vocabulary notebooks
where I'll never go.
I've read travel books by writers who
have been to Pakistan,
I've heard people telling stories of
adventures in Iran,
I've watched TV documentaries about
China and Brazil,
But I've never been abroad myself; it's
making me feel ill.
I've studied several languages like
Hindi and Malay,
I've learned lots of useful sentences
I've never been able to say,
The furthest place I've ever been was
to the Isle of Man
And that was full of tourists from
Jamaica and Japan.
66
Key Learning objectives Suggested teaching activities Teaching notes Learning resources

topics the sentences with the names

 read the information and complete
the examples

 write the past participles of these
verbs and check the irregular verbs in
the list.
 Complete the sentences with
present perfect affirmative of verbs
from ex 4 and use the short forms `ve
and `
Learners discuss where they have
been, what they have done and what it
was like.
Learners write a paragraph describing
the above.
Alternative
Learners imagine that they have just
returned from Mexico and answer the
questions. They use the phrases to ask
and answer
Plenary
Students have a set of traffic lights
they can use to indicate whether they
fully understand (green), are in the
middle (amber) or are struggling (red).
Different materials can be used e.g.
pieces of card, plastic cups (students
can stack all three and change what is
on top), lollipop sticks.
Pre learning Instruction: English in Mind 1 Unit 7 and

67
Key Learning objectives
6.2.6.1 deduce meaning from
context in supported extended talk
on a range of general and curricular
topics
6.2.7.1 recognise the opinion of
the speaker(s) in supported
extended talk on a limited range of
general and curricular topics
6.2.8.1 understand supported
narratives including some extended
talk, on a range of general and
curricular topics
6.2.5.1 understand most specific
information and detail of
supported, extended talk on a range
general and curricular topics
6.6.10.1 use present continuous
forms with present and future
meaning and past continuous
forms for background and
interrupted past actions on a
limited range of familiar general
and curricular topics
6.6.8.1 use future forms will for
Suggested teaching activities Teaching notes Learning resources
Students decide for themselves which To get students to share p.63, ex.4
information they want to relay to the information about themselves, give Holiday activities vocabulary:
rest of the class. The audience then has
each new student a blank piece of p84, 87
an opportunity to practice their paper which is folded in half. I ask English in Mind 1 Unit 10
questioning skills to find out more. them to imagine that they have
brought 4 of their favourite photos
Learners from home which represent events, Tim Falla, Paul A. Davies
1. first describe the photographs people or places that are important Solutions- elementary, p.94, ex. 1
2. then read the labels accompanying to them for whatever reason.
the photographs You'll find you learn a great deal Upstream VirginiaEvans- Jenny
3. then read the questions 1a and 1b about who your students are and Dooley ex 2, 3 p 26-27
(page 60) what is important to them, in a very
4. then listen to the radio show short time.
Holiday Dreams.
Alternative Give your learners lots of
Learners read and listen to the opportunities to listen to different
dialogue and answer the questions listening texts. Use the resources
you have available to help your
Alternative learners as this is a difficult skill
Learners read the text and then choose and only continued exposure will
the correct answer help your learners.
Alternative Alternative Large number Starter:
Learners begin with a large number Term 2 https://sites.google.com/site/sharo
activity. Learners learn about Cape Town nseslteachingportfolio/activities/a
Learners find Cape Town on the map and some facts relating to numbers: ctivities-1/big-numbers
and identify features they are able to 3 500 000 (3 million five hundred map or globe
find. thousand) English in Mind 1 Unit 10
Can they describe the area by looking 2 000 052 (2 million and fifty two) p88,89
at the map? Etc. https://learnenglishkids.britishcou
Learners listen to holiday plans and Depending on your learners you ncil.org/en/grammar-
make their own plans using key may need to spend time reviewing practice/present-continuous-
68
Key Learning objectives
predictions and be going to to talk
about already decided plans on a
limited range of familiar general
and curricular topics
6.6.8.1 use future form will to
make offers, promises, and
predictions on a growing range of
familiar general and curricular
topics
6.1.1.1 use speaking and listening
skills to solve problems creatively
and cooperatively in groups
6.5.6.1 link, with minimal support,
sentences into coherent paragraphs
using basic connectors on a
growing range of familiar general
topics
6.5.7.1 use with some support
appropriate layout at text level for
a growing range of written genres
on familiar general topics and some
curricular topics
6.5.8.1 spell most high-frequency
vocabulary accurately for a limited
range of general topics and some
curricular topics
Suggested teaching activities
language.
Plenary
Partnering
Hand out half question cards and half
answer cards. Students must then
match them up in silence.
Pre –learning
What is your dream place to visit? -
Students take turns describing their
dream place/holiday. Why don’t they
take the steps to achieve it?
Activity
Write an article
Learners write an article with ideas for
adventure holidays for families.
The following are useful stages:
1. Research ideas (G)
2. (G) Rough draft/structure
3. (G,f)Peer assessment. It may help
to give a particular focus: for example,
have they used the subject specific
vocabulary or spelt words correctly?
4. (G) Final draft
5. (G,f)Peer review. Here students
look at each other’s work and state
two things they like about it and one
area for improvement
Alternative
69
Teaching notes Learning resources
large numbers. future-arrangements
Allow learners time to discuss https://learnenglish.britishcouncil.
making plans. Monitor for correct org/en/quick-grammar/past-
usage of key language. continuous-and-past-simple
Learners will differentiate the usage
of present continuous forms with
present and future meaning
Adventure holidays for families
Decide how many lessons you
would like to spend on this. Follow
the useful stages of writing but
include time for research. Note that
this is a group effort. http://learnenglishteens.britishcou
ncil.org/grammar-
The final product can include vocabulary/vocabulary-
pictures, photographs, labels etc. exercises/holidays
Vocabulary exercises help to learn
words for talking about holidays
and later they will be able to use
them for their writing article.
Key Learning objectives
6.1.2.1 use speaking and listening
skills to provide sensitive feedback
to peers
6.1.5.1 use feedback to set personal
learning objectives
6.1.6.1 organise and present
information clearly to others
Suggested teaching activities Teaching notes Learning resources
(G) Students are asked to imagine that
they are going on a school trip for four
days.
(P I) They should write an article for
the school magazine about their
arrangements. Include this Tim Falla, Paul A.Davies
information: Solutions- elementary, p.95, ex.
-when and where are you going 1,3,4,5,6
-how you are travelling there (by
ferry? by plane…?)
-where are you staying?
-what are you doing there?
-how long you are staying and when
you are coming back?
Reading and Writing
Alternative
Learners first look at the e-mails with
the photos and read the e –mails then
mark whether the sentences are True
or False.
Read the writing tips which will help
them to finish their e-mails.
Then they look at the list of things to
do in London
They imagine they are on holiday
there, they choose 3 things that they
have already done and 2 that you
haven`t done yet.
Write an e-mail (70-90 words) to a
friend using the guide.
Plenary
70
Key Learning objectives Suggested teaching activities Teaching notes Learning resources

Make up three headlines to sum up

three different views of the content of
today’s lesson.
6.4.6.1 recognise the attitude or Pre-learning Learners learn how to critically A poem that describes weather in
opinion of the writer in short texts analyse poetry and then learn about Russian or Kazakh for learners to
on a growing range of general and Learners analyse three poems in using language to create discuss
curricular topics different languages (Kazakh, Russian) atmosphere http://weaft.com/documents/stihi-
for identifying similarities and Learners share their ideas based o-prirode-na-kazahskom-yazyke-
differences the authors express their on the prediction about the kazahskie-kazakh-poems-nature
6.4.7.1 recognise typical features emotions and feelings about weather author’s way of expressing his/her (poems in Kazakh language about
at word, sentence and text level in Activity emotions and feelings about weather)
a range of written genres (P)Learners first read different poems weather
on the theme or weather Start by reading aloud a poem of http://stihi-russkih-
6.4.9.1 recognise the difference (P,f)then critically analyse them by your choice to them. Discuss how poetov.ru/tags/stihi-o-pogode
between fact and opinion in short, picking out specific language that the language changes in translation. (poems in Russian language about
simple texts on a wide range of helps them visualise the scene weather)
general and curricular topics (P,f)then learners say what they think There is no reason to just pick one
the writer’s opinion is. poem from the learning resources.
6.6.3.1 use common participles as weather poems:
adjectives and order adjectives Activity Instead make copies of each http://www.canteach.ca/elementar
correctly in front of nouns on a Learners (remember to acknowledge the poet y/songspoems17.html
growing range of familiar general 1. first brainstorm adjectives to after each poem as well as adding
and curricular topics describe weather the url). Then give each pair more http://www.sln.org.uk/geography/
6.6.2.1 use quantifiers including 2. then plan than one poem each to read to each weather/weather_adjectives.htm
more, little, few less, fewer not as 3. then write their own poems other and say what they like or
many , not as much on a growing 4. learners share their poems by dislike about them. Ask them to
range of familiar general and reading them aloud to class (no peer pick out specific use of language
curricular topics assessment is necessary, applaud at the that gives them a clear image.
end of each reading). http://www.stickyball.net/esl-
Plenary activity grammar.html
1. Quick fire oral ‘quiz’ to

71
Key Learning objectives Suggested teaching activities Teaching notes Learning resources

review/revisit learning
2. Giving wrong answer(s). Why is
this wrong?

English Secondary Grade 6

7. Reading for Pleasure
Recommended prior knowledge
Learners may come from different schools and different backgrounds, and so their experiences of reading in English may not be all the same.
Context
This is an opportunity to encourage a love of reading which will help future learning.
Learners are given the opportunity to improve their reading through intervention strategies if necessary, to pursue their own interests in literature and to
extend their reading.
Outline
Familiarise yourself with all the Grade 6 Reading Learning Objectives. You may find that some of your learners need intervention strategies, in which
case consider using a Reading scheme. Suggestions are made below. The teacher is of course free to choose which texts are used and some suggestions
are made below under Learning resources. It is not necessary for the whole class to focus on the same text as the aim is to encourage reading for
pleasure rather than following one text. Allow for differentiation and have available a variety of texts. The important thing here is to encourage
reading and for learners to read for pleasure. This in turn will help fluency and vocabulary acquisition.
The suggested number of academic hours for this unit are 8-10 including lessons on revision and summative assessment tasks.
Key learning objectives
Learners will be working towards most, if not all, the reading learning objectives here as well as some speaking and listening learning objectives as they
discuss what they have read. Monitor to see if there are any learners with particular areas that need improving or any learners who need to be
challenged and adapt your lessons accordingly. Familiarise yourself with all of the learning objectives and decide which to work towards depending on
your learners. Suggestions are given below.

Your learners will be working towards all the Reading Learning Objectives as well as some of the Listening and Speaking Learning Objectives. Always
remember to work towards the Learning Objectives most appropriate to your learners. Your learners need to work towards all of them in a variety of
ways throughout the year.
6.1.4.1 evaluate and respond constructively to feedback from others
6.1.7.1 develop and sustain a consistent argument when speaking or writing

72
6.3.5.1 keep interaction going in longer exchanges on a range of general and curricular topics

6.4.1.1 understand the main points in a growing range of short, simple texts on 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
6.4.3.1 understand the detail of an argument on a limited range of familiar general and curricular topics, including some extended texts
6.4.4.1 read independently a limited range of short simple fiction and non-fiction texts
6.4.5.1 deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts
6.4.6.1 recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics
6.4.7.1 recognise typical features at word, sentence and text level in a range of written genres
6.4.8.1 use independently familiar paper and digital reference resources to check meaning and extend understandin
6.4.9.1 recognise the difference between fact and opinion in short, simple texts on a wide range of general and curricular topics
6.5.4.1 write with some support topics with some paragraphs to give basic personal information
6.5.5.1 develop with support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar
general and curricular topics
Key:
W = whole class work
G = group work
P= pair work
I= individual work
f= formative assessment

73
Key Learning objectives
6.1.4.1 evaluate and respond
constructively to feedback from
others
All Reading learning objectives
for Grade 6
Some of the Listening and
Speaking learning objectives will
be addressed when learners talk
about reading.
6.3.5.1 keep interaction going in
longer exchanges on a range of
general and curricular topics
6.1.7.1 develop and sustain a
consistent argument when
speaking or writing
6.4.1.1 understand the main points
in a growing range of short,
simple texts on 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
6.4.4.1 write with some support
Suggested teaching activities Teaching notes Learning resources
Pre-learning Encourage learners to explore a Differentiation:
variety of fiction books. Take the time
Thinking about what might happen in the to discuss their choices on an This section is a collection
story and looking at the clues in the text individual basis. Make a note of their of stories and poems written
and pictures will help me understand interests for future planning and by famous writers like
what it is about! tailoring individual progress. Shakespeare and
I think this book is about…… Wordsworth as well as
I predict that …… will happen Differentiation stories by our resident
next……… Learners may read at different speeds. writer, Chris Rose.
From what I know....I don’t think..... Slower readers may need additional http://learnenglish.britishco
That’s not what I thought would happen... support, and faster finishers will need uncil.org/en/stories-poems
Helpful hints... additional challenges.
Helpful Consider using a Reading scheme (see http://www.kids-
Learning resources). The level pages.com/folders/stories/A
Alternatives depends very much on your individual esops_Fables/page2.htm
learners but it pays to give them this http://www.kidsfables.com/
Magic Pics - cloze activity - erase 5 opportunity to fill the gaps in their
words and draw pictures instead of them. reading experience if necessary. This
S2 guesses. will give them a solid foundation for .
2. Flash Pics - draw pics of key words, future study. Many of these books http://www.childrenstory.inf
show one quickly, OR show only a part, have been designed with reading for o/children-stories/fairy-
others guess pleasure in mind and so will appeal to tales/rapunzel/
3. Chinese Whispers - against a teacher, the age group. virtual library with stories
if the word correct, the teacher loses a Alternative for differentiation from every genre of
point To make a creative response to the literature
4. Mime it! - mime 1 key word-from each separate passages of the book or to the
paragraph. Others guess. whole book.
5. Mime opposites / 1 paragraph - 2 http://www.booksshouldbefr
learners mime. e.g. ee.com/genre/Fairy_tales
6. Scanning race reading – Student 1  to interpret the content of the
reads question, Student 2 runs to board, book in Kazakh or Russian languages The site is useful in terms of
74
Key Learning objectives Suggested teaching activities
topics with some paragraphs finds answer, runs back and dictate the
to give basic personal information answer.
7. Group reading – divide text into x
parts, the group of x Students must
6.1.7.1 develop and sustain a answer the questions.
consistent argument when
speaking or writing 1. Double Dollars - make pairs beginning
with same letter - angry adult, big bag
6.3.5.1 keep interaction going in Learners are encouraged to share their
longer exchanges on a range of non-fiction reading interests. You might
general and curricular topics like to ask them to bring in non-fiction
books they have enjoyed, advertisements,
6.4.3.1 understand the detail of an leaflets, brochures etc. This is a good
argument on a limited range of opportunity to discuss Kazakh and
familiar general and curricular Russian reading texts in English.
topics, including some extended Or
texts You could visit the school library.
6.4.4.1 read independently a Or
limited range of short simple You could visit the local library to take
fiction and non-fiction texts out an English book of their choice
depending on the availability of English
books.
Sensory Chart
Pairs of students select section of text and
record pictorially or using key words
what text looks like/ feels like/sounds
like.
Post Your Senses: Pupils record brief
details on post it notes based on images
they form as they read text. They stick
75
Teaching notes Learning resources
making up their own poems choosing different audio
 Make posters or storyboards fairy-tales for listening and
illustrating the events from the book reading
 To role-play any extract from the The resource is providing
book Literature Circles
http://www.tooter4kids.com/
 To write a letter (complaint, Literature_Circles/what_is_
campaign, persuasive, explanatory it.htm
note, invitation card) on behalf of the http://www.agendaweb.org/r
character or to the character. eading/easy-reading.html
http:www.booksshouldbefre
 To write an argumentative essay e.com/genre/Fantasy
based on the book
http://scienceforkids.kidiped
 To make their own songs e.com/teachers/
according to some events or extracts Teacher's guides and lesson
from the book. plans, focused on Maths,
Biology, Chemistry,
 To organize debates splitting a Geology and other sciences
class in 2 teams to discuss some
arguable issues. http://www.productmanualg
Before reading each group member uide.com/everything/the-
decides on what job they will perform. everything-kids-science-
They all take responsibilities in the experiments-book.html
upcoming discussion, and everyone
comes to the group with notes needed (Nonfiction Texts)
to help perform that job.
The circles have regular meetings,
with discussion roles rotating each
session. When they finish a book, the
Key Learning objectives
6.1.4.1 evaluate and respond
constructively to feedback from
others
6.1.7.1 develop and sustain a
consistent argument when
speaking or writing
6.5.4.1 write with some support
topics with some paragraphs to
give basic personal information
Some of the Listening, Speaking
and Reading learning objectives
Suggested teaching activities Teaching notes Learning resources
the post it notes onto the appropriate part circle member’s plan a way to share
of the text. highlights of their reading with the
or class; then they trade members with
feedback: other finished groups, select more
Making a picture in my head as I read reading, and move into a new cycle.
can help me understand a text better!
When I read this I can see ……
I can smell, hear, taste, touch………
I can feel.....
I can see the picture in my head...it looks
like...
Helpful hints...
Literature Circles:
To organize ss into Literature circles for
temporary discussion groups who have
chosen to read the same story, poem,
article or book.
Alternative
How to organize Non-fiction reading
Differentiation: http://www.ereadingworksh
Group or guided non-fiction reading: eets.com/free-reading-
Some learners may need group or guided worksheets/reading-
reading using books at their level (see comprehension-worksheets/
learning resources for suggestions).(G)
Independent reading for pleasure: Nonfiction Short Texts with
Learners are given a ten minute warning Review Questions
before the end of the lesson to allow http://www.freebookezz.co
those learners who may be ‘lost’ in their m/pdf/142989126/
reading to come round in the next five
minutes, perhaps to get to the end of a (Non-fiction passages with
chapter or paragraph.(I) some stories about animals )
76
Key Learning objectives Suggested teaching activities Teaching notes Learning resources

will be addressed when learners Learners are given time at the end of the
read and discuss what their peers lesson to chat to their partner or you
have written. about what they have been reading.(P)
6.4.5.1 deduce meaning from
context on a limited range of Plenary
familiar general and curricular
topics, including some extended When I summarise I can think about what
texts I have read and then focus on the
6.4.6.1 recognise the attitude or important elements
opinion of the writer in short textsFirst, next, finally, then....
on a growing range of general I think the purpose of this book was to...
and curricular topics I can think about the most important parts
of the book and retell them in my own
6.5.4.1 write with some support words...
topics with some paragraphsto
give basic personal information
6.5.5.1 develop with support
coherent arguments supported
when necessary by examples and
reasons for a limited range of
written genres in familiar general
and curricular topics
6.1.4.1 evaluate and respond Independent reading for pleasure Learners choose, read and discuss
constructively to feedback from books from one of the selection
others Learners choose, read and/or discuss offered by the teacher.
6.3.5.1 keep interaction going in books from a selection chosen by the
longer exchanges on a range of teacher.
general and curricular topics
6.4.7.1 recognise typical features
at word, sentence and text level in
a range of written genres

77
Key Learning objectives Suggested teaching activities Teaching notes Learning resources

6.4.8.1 use independently

familiar paper and digital
reference resources to check
meaning and extend
understanding
6.4.9.1 recognise the difference
between fact and opinion in short,
simple texts on a wide range of
general and curricular topics
All Reading learning objectives
for Grade 6.
Many of the Listening and
Speaking learning objectives, and
some of the Writing learning
objectives, will be addressed
when learners think about and
discuss what they have read.

78
 English Secondary Grade 6
8. Our Neighbourhood
Recommended prior knowledge
Some vocabulary associated with buildings and shopping. Knowledge of their own neighbourhood is not essential as this is to raise awareness of
their own neighbourhood.
Learners are expected to be aware of major national and international events both within Kazakhstan and in the wider world as part of their regular
study.
Context
In Term 4 Unit 1 learners are given the opportunity to explore the topic of Our Neighbourhood, which includes what makes an urban area, buildings,
shopping and services.
Outline
Our neighbourhood, places and buildings where we live
 Describing the shopping where we live (This relates to Maths and Geography)
 Describing the services where we live (This relates to Geography)
School Magazine article (Content with language)
 Creating or writing for our own school magazine or ezine (This relates to Computer Science)
 Designing our own page in the school magazine or ezine for Grade 7 (This relates to Art and Design and Computer Science)
 Writing about what the class has read (This relates to Literature) or what art the class has produced (This relates to Art and Design)
Use a variety of other resources, bearing in mind the Grade 6 Learning Objectives. As always, adapt the material to your learners and the
Kazakhstan context. Suggestions on how to do this are made below.
For learners’ safety teachers should pay attention to the Disaster Risk Reduction and prepare some lessons on the theme “Our Neighbourhood” using
the sites: http://www.youtube.com/watch?v=cmLEtQy5nY8
http://www.youtube.com/watch?v=Z33Uao4qows
The suggested number of academic hours for this unit are 8-10 including lessons on revision and summative assessment tasks.
Key learning objectives
Learners will be working towards most, if not all, the reading learning objectives here as well as some speaking and listening learning objectives as
they discuss what they have read. Monitor to see if there are any learners with particular areas that need improving or any learners who need to be
challenged and adapt your lessons accordingly. Familiarise yourself with all of the learning objectives and decide which to work towards depending
on your learners. Suggestions are given below.
6.1.2.1 use speaking and listening skills to provide sensitive feedback to peers
6.1.3.1 respect differing points of view
6.2.4.1 understand with limited support the main points of extended talk on a range of general and curricular topics
6.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics

79
6.3.1.1 provide basic information about themselves and others at discourse level on a range of general topics
6.3.2.1 ask simple questions to get information about a growing range of general 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
6.4.6.1 recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics
6.4.7.1 recognise typical features at word, sentence and text level in a range of written genres
6.5.3.1 write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics6.5.6.1 link, with
minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics6.5.8.1 spell most high-
frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics
6.5.6.1 link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics
6.5.8.1 spell most high-frequency words accurately for a limited range of general topics
6.8.9.1 punctuate written work at text level on a limited range of general topics and some curricular topics with some accuracy
6.6.1.1 begin to use basic abstract nouns and compound nouns and noun phrases describing times and location on a growing range of familiar
general and curricular topics
6.6.6.1 use a variety of personal, demonstrative and quantitative pronouns including someone somebody, everybody , no-one on a growing range
of familiar 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
6.6.10.1 use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a
limited range of familiar general and curricular topics
6.6.13.1 use modal forms including mustn’t (prohibition)need (necessity) should (for advice)on a range of familiar general and curricular topics
6.6.14.1 use an increased variety of prepositions of time, location and direction
use by and with to denote agent and instrument use prepositions before nouns and adjectives in common prepositional phrases 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
6.6.16.1 use conjunctions if, when, where, so, and, or, but, because , before, after to link parts of sentences in short texts on a growing range of
familiar general and curricular topics
Unit 4, as with all the Units in Grade 6, works towards all the four skills, the Use of English Learning Objectives and Content Learning Objectives.
These will be revisited throughout the year in order to build a strong language foundation. See below for a list of the key Learning Objectives
associated with the stage of the lesson. Feel free to choose other Learning Objectives depending on your learners’ stage of development but make
sure that you work towards all of the Learning Objectives throughout the year.
Key: W = whole class work; G = group work; P = pair work; I = individual work; f = formative assessment
Key Learning Objectives Suggested teaching activities Teaching notes Learning resources

80
6.1.3.1 respect differing Pre learning
points of view Find a partner Students will explore their map of our town or city or
6.3.2.1 ask simple Half of the class are given questions and half are school neighbourhood in this village
questions to get given answers. Children must silently go around lesson. photographs of towns around
information about a the room trying to find out who their partner is. Kazakhstan (no names on them)
growing range of general Could also be done with them talking and the This geography unit consists of images of the urban area, for
topics questions and answers being stuck on their backs a series of lesson plans example Google search: Astana
6.6.13.1 use modal forms to make it a bit more challenging. Alternatively, focusing on the town, state, images
including instead of questions finding answers, questions country, continent and planet. outline maps of Kazakhstan, 1
mustn’t (prohibition) could find other questions which provide the same per group or 1 per pair
need (necessity) answer or answers could find other answers from labels of the towns and cities
should (for advice) the same times tables and then order themselves. Google Earth, Google maps
on a range of familiar Many different possibilities for this one!
general and curricular
topics Activity Grammarway 2 Jenny Dooley-
6.4.6.1 recognise the Learners guess where the photographs or pictures Virginia Evans, ex 1 p 80
attitude or opinion of theof towns and cities are in Kazakhstan using key
writer in short texts on alanguage. (W):
growing range of general It might be Astana. Grammarway 2 Jenny Dooley-
and curricular topics Activity Rural and urban Virginia Evans, ex 2 p 80
6.2.5.1 understand most (P)Learners mark on the map where each of the Learners use their background
specific information and towns and cities are knowledge, and get familiar http://www.esolcourses.com/con
detail of supported,
Or words: rural andurban areas. tent/topics/about-town/picture-
extended talk on a range stick onto the map labels of the towns and cities. Introduce the focus now on quiz.html
general and curricular Activity urban areas.
topics Learners explore a town on Google Earth and/or Give out pictures or
Google maps. photographs of cities and http://www.esolcourses.com/con
6.6.6.1 use a variety of Alternative towns in Kazakhstan. tent/exercises/crosswords/3/cros
personal, demonstrative Learners fill in the gaps with may or may not and Learners guess where they are. sword.html
and quantitative pronouns one of the verbs from the list.
including someone How much do they know
somebody, everybody , Alternative about them? What can they English in Mind 1a, c ex 9 p 88
no-one on a growing range Learners choose the correct answer find in each of them? http://www.cip-
of familiar general and Vocabulary icu.ca/_CMS/Files/kidsguide.pd

81
curricular topics What is the difference f
6.1.2.1 use speaking and Learners put the correct words and check how between a town and a city? http://www.breakingnewsenglis
listening skills to provide many words they know. They click and drag the h.com/1302/130221-
sensitive feedback to peers words and match the pictures What is the difference between city_living.html
rural and urban? Alternative 1
Alternative 1 Speaking English activities
Learners complete the crossword about building Raise awareness of the spelling https://englishclassminds.wordpr
and city places then click on “Check” to check and pronunciation of the towns ess.com/2011/04/30/telling-a-
their answers. and cities in Russian, Kazakh story/
and English. What are the Alternative 2
Alternative 2 similarities and differences? http://www.scholastic.com/teach
1 Learners read the text “Adventure holiday in ers/lesson-plan/my-
paradise ” and answer the questions neighborhood
2 Learner read again and mark the statements True Alternative 3
or False http://www.brighthubeducation.
com/pre-k-and-k-lesson-
Neighborhood Walk Differentiation plans/13941-about-my-world-
unit-the-state-we-live-in/
Take a walk around the neighborhood. Before Provide differention by peer
going, make a list of things that learners think they support while working in class
will see. When you return, review the list and
make alterations as needed!

Alternative 3
Learners could use the following words to
describe things or places in their neighbourhood.
Beside eachword they write down the things or
places in their neighbourhood that they think
match these words. Write their answers in the
boxes.

Activity

1 Pre-listening task 1 Learners read and try to

82
 guess the answers
2 Learners listen to the text “City living makes it
harder to concentrate” and check their answers
Plenary
Write down 3 questions to ask other people in the
class about key points of today’s lesson
Pre – learning Shopping and services
6.2.5.1 understand most
specific information and Learners first brainstorm shops and types of This depends on your learners’ http://www.esolcourses.com/uk-
detail of supported, services needs and is an opportunity to english/elementary-
extended talk on a range fill the gaps in their course/shopping/going-
general and curricular knowledge, so you may find shopping-picture-quiz.html
topics this takes more than one
lesson. Alternative
6.6.9.1 use appropriately Monitor the brainstorm to give 1Interactive book
an increased variety of you information about the level http://chagall-col.spip.ac-
present and past simple Reading and listening of your learners, listen to their rouen.fr/IMG/didapages/shops2/
active and some passive Alternative conversation and make notes index.html
forms on a growing range Learners match the words and pictures up on recurring errors or areas you
of familiar general and correctly think they need help with.
curricular topics
Activity 1 Monitor their sentences in the Play I went to the shops
6.6.10.1 use present Play I went to the shops…(see learning resources). same way, particularly how
continuous forms with they use key language (see
present and future Activity 2 Learning Objectives). http://www.teachingenglish.org.
meaning and past Learners check their understanding using Base future lessons on this uk/language-assistant/games/i-
continuous forms for matching quiz (1 & 2) (see learning resources). information. went-shops
background and Have an area to display where
interrupted past actions on Activity 3 each example of shops or
a limited range of familiar Learners look at the pictures and connect each services can be added as a list.
general and curricular with either shopping or services in a few Encourage your learners to English in Mind 1 p12, Starter
topics sentences. Extend the sentences by adding independently add to it. section;
6.W8 spell most high- another about their area. p18
frequency words For example,

83
accurately for a limited For example Dentist (sometimes you can see shopping vocabulary:
range of general topics That lady is getting off the bus. Public transport or hear Dentist’s meaning
6.5.9.1 punctuate written is a service. In (Astana) we have excellent public Dentist’s surgery) http://www.esolcourses.com/uk-
work at text level on a transport, for example, we have regular green english/elementary-
limited range of general buses. Doctor’s (short for Doctor’s course/shopping/english-words-
topics and some curricular NB note that green here means environmentally surgery) for-shops.html
topics with some accuracy friendly. Police Station
Learners then read the questions before listening Newspaper shop or Newsagent http://busyteacher.org/151091-
6.2.5.1 understand most to the listening text. group-work-6-fresh-
specific information and activities.html
detail of supported, Alternative Encourage learners to make http://busyteacher.org/15920-
extended talk on a range Learners listen to the prices and write the numbers notes in their vocabulary how-to-teach-content-
general and curricular 1-6. Then listen and repeat notebooks. Make sure that vocabulary-6-simple-
topics learners’ vocabulary notebooks steps.html?utm_source=newslett
6.6.9.1 use appropriately are up-to-date as the er&utm_medium=email&utm_c
an increased variety of Activity 1 vocabulary load for the unit is ampaign=nl_2013-06-05
present and past simple Learners listen and read the first two exchanges in heavy. matching quiz:
active and some passive the dialogue and try to answer the questions http://www.esolcourses.com/con
forms on a growing range Alternative Try these 6 unique ideas for tent/topics/shops/matching/shop
of familiar general and group work to mix things up s-match1.html
curricular topics Learners complete the sentences using correct for teaching new vocabulary or short matching quiz:
forms of the verbs in Present Simple tense reviewing http://www.esolcourses.com/con
The tips are simple six-step tent/topics/shops/matching/shop
Alternative 1 process for getting new words s-match2.html
Learners read the questions, then scan the text to into your students’ lexicons English in mind 1 ex 2b p 23
see if they can find the answers Learners can be provided with
the vocabulary on this topic Upstream Virginia Evans- Jenny
Alternative 2 Dooley ex 3 p 68
Learners match past tense answers up with the Use differentiation strategies.
questions. For example, while working in http://www.esolcourses.com/uk-
Vocabulary class allow less confident english/beginners-course/unit-
Activity learners to give different levels 4/daily-life/daily-routine-gap-
Learners look through the words and label the of response (differentiation by fill.html
photos with shops from the box and say what the outcome);

84
 people are looking at or buying. or let some learners ask and http://www.esolcourses.com/con
Plenary answer a fewer number of tent/grammar/presentsimple/pres
“Taboo” game – describe a word/key idea from questions (differentiation by ent-simple-multiple-choice-
the lesson with/without using given words. task). Monitor and take notes reading-quiz.html
Teacher could present or studentswrite their own. for future planning.
http://www.esolcourses.com/con
tent/exercises/grammar/pastsimp
le/page4.html
Solutions –
Tim Falla, Paul A Davies
ex 1 p 44
6.6.6.1 use a variety of Pre – learning
personal, demonstrative There’s nothing to do around Alternative 1
and quantitative pronouns Ask me a Question here!
including someone Everyone gets to ask the teacher one question that
Write on the board: The different kinds of pronouns
somebody, everybody , should be answered honestly (well, as honestly asThere’s nothing to do around http://www.esldesk.com/gramm
no-one on a growing range you feel you should professionally) Be prepared, here! ar/pronouns
of familiar general and students love this! Ask if there is another way of Alternative 2
curricular topics saying the same thing. Elicit:
Learners discuss what there is to do around their There isn’t anything to do http://www.focus.olsztyn.pl/qua
6.3.1.1 provide basic area. around here! ntitative-
information about Activity pronouns.html#.UgExYcCOrs0
themselves and others at Learners create an itinerary for visitors to their Add:
discourse level on a range area. They must take into consideration: There’s lots to do around here!
of general topics  how old the visitors are Elicit answers from your Solutions
 if they are part of a family learners Tim Falla, Paul A Davies
6.3.2.1 ask simple ex 5 p 44
questions to get Alternative
information about a Learners work in pairs and talk about shops that
growing range of general they like going to and shops they don’t like to.
topics Give their reasons
6.2.5.1 understand most Activity Review map reading skills Diana Goodey,
specific information and Learners look at the map on page 82 of Exeter from students’ background Noel Gooey

85
detail of supported, (see learning resources) and describe what they knowledge Messages 1
extended talk on a range see using key language. (P) Visit Exeter
general and curricular What can they do there? (P, f) Google Earth, Google maps
topics Alternative This part of the topic can be
Activity done with any city you choose.
6.6.14.1 use an increased Learners ask and answer questions such as Extension: Learners look at
variety of prepositions of Where can you buy a …? another city on a map using http://www.grammar.cl/rules/pre
time, location and At the … Google Earth and/or Google positions-of-place.htm
direction. use by and with Alternative maps
to denote agent and Making a mind map N.B. Where a question asks: http://www.cip-
instrument. use Students make a mental map of the places Where can you …? icu.ca/_CMS/Files/kidsguide.pd
prepositions before nouns between their homes and the school. They make this means anyone not just you. f
and adjectives in common their own example on an overhead transparency.
prepositional phrases on a Use the projected image to demonstrate the paths A Kid’s Guide to Building
growing range of familiar and areas described below. Great Communities:
general and curricular Plenary A Manual for Planners and
topics Write three sentences of good advice for Educators p 12
attempting the homework.
http://www.tolearnenglish.com/e
xercises/exercise-english-
2/exercise-english-39763.php
6.2.5.1 understand most Pre learning
specific information and
detail of supported, Learners give one word they remember from the
extended talk on a range previous lesson. Learners write the word on the A Teacher shows only a small
general and curricular board. Class provides definition and/or explains part of famous buildings in
topics meaning. Astana . Students should guess Organise a school trip to the top
6.6.14.1 use an increased the building asking WH- of a tall building
variety of prepositions of questions.
time, location and Activity Questionnaire template, 1 per
direction An amazing view Begin by talking about any tall learner
use by and with to denote Learners buildings there are in the area.
agent and instrument first create questions for a questionnaire for a visit Can you go to the top of them?
to the top of a tall building Are the public allowed to go to

86
use prepositions before
nouns and adjectives in
common prepositional
phrases on a growing
range of familiar 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
6.2.5.1 understand most
specific information and
detail of supported,
extended talk on a range
general and curricular
topics
6.6.14.1 use an increased
variety of prepositions of
time, location and
direction. use by and with
to denote agent and
instrument. use
prepositions before nouns
and adjectives in common
prepositional phrases on a
growing range of familiar
general and curricular
topics
then print out one per learner
Either
visit the tall building with the questionnaire
then complete the writing (following the writing
stages)
Or
complete the writing.
Imagine you are at the top of a very tall building
in the middle of your town/city. Describe the
view and your feelings
Alternative 1
Learners complete the dialogue, using words from
the box. Then listen and check
Alternative 2
Learners fill in the gaps with the correct
preposition of time.
Alternative 3
Put the students in pairs or small groups. The aim
is for one of the students in each pair to walk (or
run!) to read the passage on the wall. They
remember some of the passage and walk (or run!)
back to their partner. They quietly dictate what
they remembered to their partner, who writes it
down. They then swap roles. Over several turns
they will build the whole passage.
The winning pair is the team that finishes first -
although you need to check for mistakes. If there
are mistakes, they must keep walking to check!
87
the top of them? Has anyone
been up there?
Questionnaire:
Learners create, with your Grammarway 2 Jenny Dooley-
support, questions to ask at the Virginia Evans, ex 2,3 p 141
top of a tall building
Alternative 1
For example,
How does it feel? http://www.english-grammar-
Organise a trip to visit the top revolution.com/what-is-a-
of a tall building to answer the preposition.html
questions on the learners’
questionnaire Alternative 2
Or
Complete the task using http://learnenglish.britishcouncil
learners’ imagination. .org/en/english-grammar/clause-
phrase-and-
Before starting writing make sentence/prepositional-phrases
sure learners are taking notes
of key ideas which they will
use further in their writing.
Alternative 3
To monitor and keep track of
learners’’ progress in acquiring
new vocabulary it is advisable
to conduct vocabulary focused
activities:
6.5.1.1 plan, write, edit School magazine
and proofread work at text Activity Alternative
level with some support Learners write about books they have read and/or Allow 5 lessons
on a growing range of any art works they have produced this year. School Magazine use conjunctions
general and curricular The following are useful stages: article(Language with content) http://learnenglishteens.britishco
topics 1. Research ideas (G)  Creating or writing for our uncil.org/grammar-
6.5.3.1 write with some 2. Rough draft/structure (G) own school magazine or ezine. vocabulary/grammar-
support about personal 3. Peer assessment. It may help to give a (This relates to Computer videos/conjunctions-and-or-so-
feelings and opinions on a particular focus: for example, have they used the Science) because-and-although
limited range of familiar subject specific vocabulary or spelt words https://learnenglish.britishcounci
general and curricular correctly? (G,f)  Designing our own page in l.org/en/english-
topics 4. Final draft (G) the school magazine or ezine grammar/pronouns/indefinite-
5. Peer review. Here students look at each other’s for Grade 6. (This relates to pronouns
6.5.6.1 link, with minimal work and state two things they like about it and Art and Design and Computer http://english-
support, sentences into one area for improvement (G, f) Science) tutorial.ru/grammar-109/
coherent paragraphs using http://www.abaenglish.com/blog
basic connectors on a Plenary /english-grammar-learn-english-
growing range of familiar 1. Web diagram with false information – students  Writing about what the with-aba/english-grammar-
general topics have to select the correct information class has read (This relates to subordinating-conjunctions/
6.6.6.1 use a variety of If the aim of the lesson was set as a question. Literature) or what art the class Adding columns to make your
personal, demonstrative Learners answer questions on whiteboards – with has produced (This relates to article look like a newspaper or
and quantitative pronouns word limit for sentence Art and Design). magazine article:
including someone 2. to provide extra challenge Writing can be difficult for http://www.wikihow.com/Add-
somebody, everybody , 3. Set ‘who wants to be a millionaire’ questions some learners as they try to Columns-in-Microsoft-Word
no-one on a growing range for your neighbour or other groups incorporate everything they Adding pictures:
of familiar general and In role answering – hot seating activity have learnt into one piece of http://office.microsoft.com/en-
curricular topics writing. Allow plenty of time gb/word-help/insert-and-
for each of the five stages (see position-graphics-in-word-
on the left) to encourage focus documents-HA001034916.aspx
on the process of the writing as Ask the ICT department for help
opposed to the product. if necessary, or one of your
The teacher learners may know.
1. monitors
http://www.ef.com/english-

88
 2. encourages self-assessment resources/english-
3. makes a note of any grammar/indefinite-pronouns/
recurring errors for future
planning http://www.agendaweb.org/gra
4. offers differentiation by mmar/anything-
support someone-exercises.html
Learners’ articles can be
uploaded onto the school e-
zine or put into the school
magazine as the results of your
learners’ hard work getting to
this stage in writing.
Congratulate them on their
efforts.

English Secondary Grade 6

9. Transport
Recommended prior knowledge
Learners should be familiar with general transport vocabulary.
Context
In Term 4 Unit 9 learners are given the opportunity to explore the topic of Transport. This gives learners the opportunity to learn about transport in
Kazakhstan, the history of steam engines and travelling to school.
Outline
Learning about travel and transport
 Learning about how other schools are considering the environment by how they travel to school (This relates to biology, chemistry and the
environment)
 Creating a survey and table to show how we get to school (This relates to Maths)
 Exploring the journey to school and writing a descriptive account
 Learning about the first ever steam hauled train in the world (This relates to world history)
 Learning about an aspect of transport in Kazakhstan (This relates to History of Kazakhstan and Kazakhstan in the modern world)
For learners’ safety teachers should pay attention to the Disaster Risk Reduction and prepare some lessons on the theme “Transport” using the site
http://www.youtube.com/watch?v=Nj2DRsdhn80
http://www.youtube.com/watch?v=xtVt73vwjjM

89
The suggested number of academic hours for this unit are 8-10 including lessons on revision and summative assessment tasks.
Key learning objectives
Learners will be working towards most, if not all, the reading learning objectives here as well as some speaking and listening learning objectives as
they discuss what they have read. Monitor to see if there are any learners with particular areas that need improving or any learners who need to be
challenged and adapt your lessons accordingly. Familiarise yourself with all of the learning objectives and decide which to work towards depending
on your learners. Suggestions are given below.
6.1.8.1 develop intercultural awareness through reading and discussion
6.1.9.1 use imagination to express thoughts, ideas, experiences and feelings
6.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

6.2.3.1 understand more complex supported questions on a growing range of general and curricular topics
6.2.4.1 understand with limited support the main points of extended talk on a range of general and curricular topics
6.2.6.1 deduce meaning from context in supported extended talk on a range of general and curricular topics
6.3.2.1 ask simple questions to get information about a growing range of general 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
6.3.8.1 recount some extended stories and events on a limited 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
6.4.4.1 read independently a limited range of short simple fiction and non-fiction texts
6.4.6.1 recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics
6.4.7.1 recognise typical features at word, sentence and text level in a range of written genres
6.4.8.1 use independently familiar paper and digital reference resources to check meaning and extend understanding
6.5.6.1 link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics
6.5.8.1 spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics
6.5.9.1 punctuate written work at text level on a limited range of general topics and some curricular topics with some accuracy
6.6.2.1 use quantifiers including more, little, few less, fewer not as many , not as much on a growing 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
6.6.4.1 use a variety of determiners including all, other on a growing range of familiar general and curricular topics
6.6.5.1 use questions including questions with whose, how often, how long and a growing range of tag questions on a growing range of familiar
general and curricular topics
6.6.8.1 use future form will to make offers, promises, and predictions on a growing range of familiar general and curricular topics
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

90
6.6.17.1 use subordinate clauses following think know believe hope, say , tell; use subordinate clauses following sure, certain: .
use defining relative clauses with which who that where on a growing range of familiar general and curricular topics
Key:
W = whole class work
G = group work
P= pair work
I= individual work
f= formative assessment
Key Learning objectives
6.3.8.1 recount some extended
stories and events 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
Suggested teaching activities Teaching notes Learning resources
Pre – learning Trains, boats and planes pictures or photographs of various
Learners kinds of transport
1. create a mind map of as many Review http://www.eslflow.com/transporta
words associated with transport as on using –ing/to tionlessons.html
they can in groups (G) For example
Learners say how they like to Alternative 1
2. each group moves one place travel: http://www.eslflow.com/transporta
clockwise to look at the next group’s I like travelling by train/on foot/by tionlessons.html
mind map and add to it (G) car.
I enjoy walking to school/to my Alternative 2
3. and again, until they are back to friend’s house. http://www.letshavefunwithenglish
their own mind map where they check I prefer to go by car. .com/vocabulary/transport/index.ht
the additions made by their peers. (G, etc. ml
f Monitor for correct usage of Alternative 3
transport vocabulary and supply as http://www.heritage-history.com
necessary. Alternative 4
Activity http://lessonplanspage.com/sshenr
In pairs, learners say how they like to Find someone who yfordandtheimportanceoftheassem
travel and why. (P) 1 always goes to blyline3-htm/
Alternative school by bus
91
 Learners take part in the Find someone 2 walked home
who… activity about transport and yesterday
verbs connected with travelling. (W) 3 often goes to http://www.eslflow.com/transporta
6.2.1.1 understand a longer Find someone who… school by car tionlessons.html
sequence of supported Each person in class has a sheet with (their parents
classroom instruction approximately 4 questions on it. bring them by
However there will be gaps for car)
questions 5-7. Ss should make their 4 sometimes Tim Falla, Paul a Davies
own questions related to the topic. catches a taxi Solutions Elementary
6.2.3.1 understand an to get to school P88 ,ex1 vocabulary
increasing range of 5 rode a bike in
unsupported basic questions the autumn http://www.eslflow.com/transporta
on general and curricular and spring time tionlessons.html
topics Activity to get to school
Learners personalise their own
6.2.6.1 deduce meaning from Vocabulary notebooks so that they 6
context in supported extended contain:
7
talk on a range of general and 1. translation (Russian, Kazakh)
curricular topics 2. drawings/cartoons 8
3. pictures cut out from magazines Transport vocabulary https://learnenglish.britishcouncil.o
6.6.4.1 use a variety of 4. their own sentences As always encourage your learners rg/en/english-
determiners including all, other Alternative to keep their Vocabulary notebooks grammar/determiners-and-
on a growing range of familiar Learners listen to the 8 sound and up-to-date. quantifiers
general and curricular topics guess the transportation they hear Consider looking at how transport
Then after they hear they will see the nouns are similar or different in
6.5.8.1 spell most high- video picture of the 8 kinds of Russian, Kazakh or English.
frequency vocabulary transportation.
accurately for a limited range Plenary Alternative http://www.ef.com/english-
of familiar general topics and Students develop their own probing resources/english-
some curricular topics questions to test their partner’s Learners learn words for different grammar/defining-relative-clauses/
understanding types of transport by listening to http://learnenglishteens.britishcoun
their pronunciation and then cil.org/grammar-
complete matching and gap-filling vocabulary/vocabulary-
activity. exercises/transport

92

6.4.4.1 read independently a
limited range of short simple
fiction and non-fiction texts
6.4.6.1 recognise the attitude or prefer most? Why?
opinion of the writer in short
texts on a growing range of
general and curricular topics
6.4.7.1 recognise typical
features at word, sentence and
text level in a range of written 2. then read the articles with support
genres
6.2.4.1 understand with limited
support the main points of
extended talk on a range of Alternative
general and curricular topics
Pre-learning
Learners brainstorm the most common
types of transport and discuss how
most of schoolchildren get to school.
Where are the most frequent types of
transport? Which type of transport you
Activity
Learners
1. first think about how people can
travel or commute in more
environmentally friendly ways
3. then discuss what they have read.
Learners read and listen to the text and
focus on new words, grammar and
93
http://dictionary.cambridge.org/ru/
Use differentiation strategies. For %D0%B3%D1%80%D0%B0%D0
example, make sure you have some %BC%
sentence starters for less able Alternative
learners. These could be written on
card which less able learners could http://learnenglishteens.britishcoun
refer to as they are speaking. cil.org/grammar-
Examples: – In my / our opinion…. vocabulary/vocabulary-
I / We think this because… exercises/around-town
ESL transportation guessing game:
http://www.youtube.com/watch?v=
9D8oVMfBv54
Helping Pupils Get To School in a
For this part of the topic, learners More Environmentally Sustainable
learn how some schools are trying Way:
to get to school in a more
environmentally friendly way. http://raiseatree.co.uk/utopian/blog
/?p=62
Note:Sustrans is a charity that
encourages and enables people to Cycling & Walking to School –
choose healthier, cleaner and How Hard Can It Be?
cheaper journeys in the UK.
http://raiseatree.co.uk/utopian/blog
/?p=54
http://www.listenAminute.com/c/c
ars.html
6.6.15.1 use common verbs pronunciation in this short text.
followed by infinitive verb / Doing the online activities, discussion,
verb + ing patterns; use survey and writing will help.
infinitive of purpose
on a limited range of familiar
general and curricular topics
Alternative Surveys Made Easy:
6.4.8.1 use independently Activity 1 Learners learn how to design a http://www.surveymonkey.com/
familiar paper and digital Learners learn how to do a survey or questionnaire, decide how to collate Real time polls:
reference resources to check poll online. the results and then create a suitable http://www.polleverywhere.com/
meaning and extend Activity 2 way of showing the results, for Other Poll and Survey Tools:
understanding Prediction exercise: example a pie chart, bar chart or http://cooltoolsforschools.wikispac
Learners first predict what the results table. es.com/Quiz+and+Poll+Tools
6.4.4.1 read independently a of a survey are going to be – How do
limited range of short simple learners get to school? Decide how many lessons you http://www.myenglishpages.com/si
fiction and non-fiction texts For example would like to spend on this part. te_php_files/grammar-lesson-wh-
I think most people will say they take a questions.php
6.6.5.1 use questions including car to school
questions with whose, how Activity 3 Decide how big you would like the https://learnenglish.britishcouncil.o
often, how long and a growing Learners survey to be. For example, just rg/en/english-
range of tag questions on a 1. create a survey to gather the your class, your year or the whole grammar/pronouns/questions
growing range of familiar information on How we get to School school.
general and curricular topics 2. then create a table to show the http://www.eslflow.com/transporta
6.6.17.1 use subordinate results tionlessons.html
clauses following think know 3. then compare their predictions First familiarise yourself with the Traffic signs:
believe hope, say , tell; use with the actual results. tools available (see learning http://www.prolinguaassociates.co
subordinate clauses following resources). Choose the one you m/The_ESL_Miscellany/Traffic_S
sure, certain: . Alternative feel most comfortable with or ask igns_handouts.pdf
use defining relative clauses Learners create sentences on decisions the ICT teacher for some help.
with which who that where on they have made from now on: Once you are comfortable with http://www.dnrec.state.de.us/DNR
a growing range of familiar What are you going to do from now using an online poll, allow your EC2000/Divisions/AWM/aqm/edu
general and curricular topics on? learners to familiarise themselves cation/Contnt.htm
I am going to walk from now on. with it too. Your role here is to Alternative 1
6.6.4.1 use a variety of know how to do it but allow your Use determiners

94
determiners including all, other learners to learn how to do it by http://www.tolearnenglish.com/exe
on a growing range of familiar themselves if possible. Help them rcises/exercise-english-2/exercise-
general and curricular topics when and where necessary. english-84900.php
https://learnenglish.britishcouncil.o
6.6.8.1 use future form will to rg/en/english-
make offers, promises, and grammar/verbs/talking-about-
predictions on a growing range Alternative future
of familiar general and Learners work in pairs and ask and Alternative 2
curricular topics answer the questions http://www.tolearnenglish.com/exe
rcises/exercise-english-2/exercise-
6.2.3.1 understand more Plenary english-8194.php
complex supported questions “Taboo” game – describe a word/key
on a growing range of idea from the lesson with/without
general and curricular topics using given words. Teacher could
present or students write their own
6.3.2.1 ask simple questions to
get information about a
growing range of general
topics
6.6.3.1 use common Pre – learning What did you see on your way to frightening/frightened:
participles as adjectives and Question answer match school?
order adjectives correctly in Provide groups or pairs of learners Ask learners to take notes or digital
front of nouns on a growing with a selection of questions which photos of their route to school
range of familiar general and they should match to the correct (raise awareness of any safety http://www.eslkidsworld.com/wor
curricular topics answers in a set time limit. You issues if necessary). ksheets/transport%20worksheets/
should add some to trip them over Learners then describe their route (Worksheets about transport)
6.6.2.1 use quantifiers too…this could be your For example
including more, little, few less, differentiation! ;) There were a lot of (people, cars).
fewer not as many , not as There were a few (trees, bushes).
much on a growing range of Activity 1 There wasn’t much (to see).
familiar general and curricular Learners pay close attention to what There was a lot of (noise from the
topics they see on their way to school (I) traffic).
1. something beautiful
6.4.2.1 understand 2. something unusual Encourage descriptive language

95
independently specific 3. a shop they hadn’t noticed before here:
information and detail in short, Learners share their experiences and colours, textures, light, time of day,
simple texts on a limited range recollections. (P) atmosphere, noise
of general and curricular bright, noisy, frightening,
topics surprising
I was surprised to see…
6.5.1.1 plan, write, edit and I saw a …which was surprising
proofread work at text level
with some support on a
growing range of general and
curricular topics

6.5.6.1 link, with minimal

support, sentences into
coherent paragraphs using
basic connectors on a growing
range of familiar general topics

6.5.9.1 punctuate written work

at text level on a limited range
of general topics and some
curricular topics with some
accuracy
6.5.1.1 plan, write, edit and Activity 2 Decide how many lessons you
proofread work at text level would like to spend on this and
with some support on a Learners in groups brainstorm stages how much support you would like http://www.aliventures.com/essenti
growing range of general and to produce a good piece of writing. to give your learners. al-writing-stages/
curricular topics You can also develop criteria for
assessing the work together with
6.5.3.1 write with some Activity 3 learners.
support about personal feelings Learners create a fictitious narrative
and opinions on a limited range using the notes, photographs and
of familiar general and memories of their route to school. Remind learners to follow the
curricular topics The following are useful stages: useful stages of writing.

96

6.5.6.1 link, with minimal
support, sentences into
coherent paragraphs using
basic connectors on a growing
range of familiar general topics
6.5.9.1 punctuate written work
at text level on a limited range
of general topics and some
curricular topics with some
accuracy
6.6.8.1 use future form will to
make offers, promises, and
predictions on a growing range
of familiar general and
curricular topics
6.1.8.1 develop intercultural
awareness through reading and
discussion
6.2.3.1 understand more
complex supported questions
on a growing range of
general and curricular topics
6.1.10.1 use talk or writing as a
means of reflecting on and
exploring a range of
perspectives on the world
1..Brainstorm ideas (G)
2. Rough draft/structure(I)
3.Peer assessment.
4.Final draft (I)
Plenary
Peer review. Here learners look at
each other’s work and state two things
they like about it and one area of
improvement.
Pre-learning
Learners look at the images shown by
the teacher and express their feelings
and opinions and guess the topic of the
lesson.
Activity 1
Learners explore the Science Museum
website about Richard Trevithick who
was born in 1771 (Cornwall,
England).
Activity 2
Learners summarise what they have
learnt.
Extension discussion:
What will travel be like in the future?
Activity 3
Learners explore the website and then
report back to the class what they
found out.
Alternative
97
Peer assessment may help to give a
particular focus, for example, have
they used the defining relative
clauses and subject- specific
vocabulary correctly? (P,f)
Who invented the first ever steam- First ever steam hauled train:
hauled train in the world? https://www.google.kz/search?q=F
If time, once learners have read
about and been able to recall what http://www.englishtenses.com/tens
they have learnt about Richard es/future_simple
Trevithick, they can explore the
Science museum website. http://www.nrm.org.uk/SearchRes
ults?terms=+steam+hauled+train%
3A
This helps them to explore their
own interests in English, widens http://www.sciencemuseum.org.uk
their reading and helps learners to /on-line/energyhall/page92.asp
discuss their findings. As learners
move up through grades, they will http://www.historytoday.com/site-
need to explore websites and search/haul%20engine
become discerning in what they
choose to read online. This kind of
activity helps them to do this by
allowing them to explore an
educational website.
Alternative Transport in http://www.youtube.com/watch?v=
6.1.9.1 use imagination to Learners co-operate to produce a Kazakhstan YdmjSz0h57M
express thoughts, ideas, booklet about an aspect of transport in Start by asking how many types of
experiences and feelings Kazakhstan to include. (G,f) transport are there? Accept all maps
6.1.10.1 use talk or writing as Maps answers. Show video (see learning examples of transport timetables
a means of reflecting on and resources). Did they see any more pictures/photographs
exploring a range of pictures/photographs examples? digital cameras
perspectives on the world diagrams (if necessary) For the activity learners may take
6.3.2.1 ask simple questions to dates and/or timeline their own photographs if this is http://en.wikipedia.org/wiki/Trans
get information about a an example of a timetable appropriate. Raise safety issues port_in_Kazakhstan
growing range of general Plenary surrounding taking photographs of
topics Setting up a homework task (although transport: learners must be
6.4.8.1 use independently the plenary should not be used for this accompanied by an adult.
familiar paper and digital exclusively) This booklet can be about
reference resources to check Students develop their own probing  transport in Kazakhstan as a
meaning and extend questions to test their partner’s whole
understanding understanding  transport in your town/city Alternative
6.5.3.1 write with some  the history of railways Language teaching materials
support about personal feelings  the story of one particular
and opinions on a limited range type of train http://en.islcollective.com/resource
of familiar general and another aspect of transport chosen s/search_result?Material_Type=les
curricular topics by the learner and agreed by the son+plan
7.6.4.1 use an increased teacher
variety of determiners http://www.agendaweb.org/gramm
including neither, either on a ar/neither-either-both-
range of familiar general and exercises.html
curricular topics

98
Suggested vocabulary list
Grade 6

Passive words and

Unit Active words Structures/patterns
phrases
1. Our class playground n What is (…) favourite sport? girlfriend n
canteen n It is (…) wallpaper n
library n Would (…) like some (…)? bedroom n
gym n Do you like doing (…)? blackboard n
music room n What should you do in the whistle n
computer room n canteen? goalkeeper n
do sport What mustn’t you do in the strength n
walk library? balance n
meet friends Where need you have a coordination n
go running v snack? flexibility n
go cycling v You should (…) in the (…) whole wheat flow n
do karate v You mustn’t (…) in the (…) organic adj
do gymnastics v Do you like to (…)? bakery n
do figure skating v Who enjoys (… ing)? noodles, n
keep fit v Who likes to (…)? dumplings n
bake v Who wants to (…)? vegetables n
some juice n enjoy (… ing) lasagne n (sheets of
some milk n want to (….) pasta)
any water n decide to (…) spicy adj
friendship n good at… river towns on
knowledge n interested in… the Nile
hope n not bad at… a rain forest in
Would you like to have a lot South America
of freedom at school? a Tibetan
(abstract ) plateau
Shall we go to the swimming a Bangladesh
pool? ( compound nouns) rice farm.
I need some more paper. (
noun phrases.)
2. Helping
and heroes hero n give to society philantropy n
leader v contribute to society volunteer n
service n stop sibling n
charity n finish
celebrity n imagine
courageous adj suggest
generous adj recommend ( Ving )
caring adj avoid
mind
miss
risk

hope
offer
fail

99
 agree
forget (to V1)
manage
afford
expect
plan
promise
I was bored when I was at
school.
He was frightened.
Why are you so excited?
You look disappointed.
When I saw him he was
annoyed.
What a frightening story!
I didn’t like the film it was
so boring.
3. Our Are there any national
Countryside ancient adj parks? Aksu-Zhabagly
archeological adj Do you like walking Altyn-Emel State
behaviour n surrounded by nature? Bayan –Aul
breathtakingly adv Do you often go into the Burabai
canyon n countryside for recreation? Contamination
discovery n How many protected areas Golden Man
diversity n for nature are there in Katon-Karagay
east n Kazakhstan? Kazakh Khanate
environment n What are some examples of National Park
fascinating adj flora in Kazakhstan? Natural zone
fauna n What can you see there? Nature Reserve
flora n What do they look like? Rocky cliffs
footwear n What does the area look Sairam-Ugamskiy
forest n like? Silk Road
inhabit v Where are they?
locate v Where can they be found in
magnificent adj Kazakhstan?
map n Where is it?
monument n
national adj
north n
picturesque adj
reserve n
resort n
south n
west n
wildlife n

4. Drama and actor n Battle

Comedy actress n Harry Potter
animation n I hate watching horror films. Movie survey
character n = I hate to watch horror Movie synopsis
comedian adj films. Setting

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 comedy n I have seen…I saw it last Star Wars
festival n week. Tension
genre n I haven’t seen…yet.
hero n
improvisation n Have you been to..?
movie n No, I haven’t.
perform v Yes, I have.
performance n
play n
player n
publish v
script n
show n
theatre n
title n

5. Our hockey n What is (…) favourite sport? net n

Health swimming n It is (…) move v
athletics n Fight using (…) gloves n
marathon n Sports that include (…),(…), yellow card n
rowing n (…) red card n
fencing n Keep healthy whistle n
track n Would (…) like some (…)? goalkeeper n
diving n Can I have some (…)? strength n
wrestling n It’s delisious. balance n
gymnastics n Is it expensive? coordination n
race n I’ll try a little. flexibility n
fight n It is made of (…) whole wheat flow n
boxing n Are (…) organic? organic adj
strength n Do (.. ) like to bake? bakery n
balance n A piece of cheese noodles n
coordination n Are there any…? dumplings n
flexibility n Is there any…? vegetables n
player n lasagne n (sheets of
pitch n Where are you going to? pasta)
go running v We...are... going to spicy adj
go cycling v We are going for one week
go canoeing v We’re flying from Gatwick
go horse riding v airport
do karate v How much (…) can you buy
do gymnastics v for (…)?
do figure skating v
play handball v
play rugby v
play table tennis v
keep fit v
bake v
juice n
milk n
water n
rice n

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 popular meal n
ingredients n
recipe n
moderation n
6. Holidays park v I go by bus (…..) roundabout
and Travel passenger n I go on foot (….) departure lounge
passport n I would like to go (…..) arrival hall
tourist information Go climbing/ shopping (…..) (aero)plane
centre n What do you usually do in explore(er)
tour n the holidays? canoeing
delay n I like windsurfing (….), but windsurfing
sightseeing n I am not good at (…)
underground n Where are you going for
ship way n your next holiday?
tour n & v Would you like to go (…..)?
journey n How do you prefer
plane n travelling? By bus (…..)
guide n What’s the weather like?
travel agent n The weather is very (…..)
highway n
suitcase n
station n
picnic n
tent n
campsite n
hoteln
ticket n
airport n
baggage n
caravan n
map n
tourist n
foggy adj
humid adj
wet adj
misty adj
clear adj
showery adj
frosty adj
7. Our rural adj mustn’t (prohibition) similarities n
Neighbourhoo urban adj need (necessity) differences n
d (Language city n should (for advice) neighbourhood n
with content) town n There is (are)… magazine n
excellent adj I went to the shop.
amazing adj I prefer (....) because /but
adventure n /when / so/ (….) and/or/
building n before/after
Somebody/everybody/
What is the difference
between a town and a city/
rural and urban?

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8. Transport tube n Which type of transport do environmentally
lorry n you like best? friendly
van n I like travelling on foot / by fictitious adj
get off (the bus) v train/ by car. route n
take a car v (....) enjoy doing (....) carriage n
public transport n How many (….) are there? vehicle n
services n There were a lot of /a mine n
opposite prep few/much (….)
next to prep What are you going to do
between prep from now on? – I am going
to park a car to walk from now on.
to drive v I saw a (…) which was
cycling n surprising
railway n
signpost n
journey n
bright adj
noisy adj
frightening adj
surprising adj

Lesson plan

Before beginning: refer to your medium-term plan. Your lesson plans should
be developed from this, making any adjustments necessary in the light of recent
teaching and learning.
Long-term plan unit: 7. Reading for School:
Pleasure
Date: Teacher name:
CLASS: 6 Number present: CLASS: 6
Theme of the lesson: Reading a true story "The Broken Circle"
Learning objectives(s) 6.1.4.1 evaluate and respond constructively to feedback from others
that this lesson is 6.4.1.1 understand the main points in a growing range of short, simple
contributing to texts on general and curricular topics
6.3.5.1 keep interaction going in longer exchanges on a range of general
and curricular topics
Assessment criteria Learners have met 6.1.4.1 learning objective if they can give
constructive feedback to peer`s work providing with comments
Learners have met 6.4.1.1 learning objective if they can understand the
main idea of the story and create the end of the story following success
criteria
Learners have met 6.3.5.1 learning objective if they can tell their peers
the same situation from their life experience using new words from this
lesson
Value links Respecting diversity of opinions.
Peer assessment
Creativity
Cross curricular links Literature
ICT skills Processing information on the interactive board

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Previous learning This is the first lesson of the year, so none is required as this lesson is to
gain knowledge of the learners’ level.
PLAN
Planned Planned activities Resources
timings
Beginning Teacher greets the students.

Warm-up activity
7 minutes Teacher introduces with learning and lesson objectives. PowerPoint
Students come to the whiteboard one by one and choose one Presentation,
card with a word. Their task is to draw (less able students) cards
or to explain the meaning of the word, but do not name it
(more able students). The class should guess the words. (W)

Pre-reading: Whiteboard
1) Then teacher writes the name of the story «The Broken
3 minutes Circle» on the whiteboard. Students try to predict the
content of the story using following phrases in their speech: PowerPoint
I think this story is about…… Presentation
I predict that ……
Worksheet 1
While –reading Worksheet 2
Students are given the part of the story and vocabulary
worksheets with unknown words from it. Teacher gives less
Middle able Ss vocabulary worksheets with Russian translation,
strong students vocabulary worksheets with definitions.
5 minutes Students read a part of the story and check their predictions.
(I)
Paper, pens
Students are divided in groups of 3 students, discuss the Worksheet 3
main idea of the story and create the end. Afterwards they
15 minutes act it out. (G)
Success criteria:
- the end is happy;
- the end consists of the following words: make friends,
realize, never, cheerful, mood, friendship;
- the acting is creative and emotional;
- all members of group participate in doing the task (peer
assessment)

5 minutes Post – reading:

Ss work in pairs and tell each other the same situation from
their life experience using at least 3 new words from this
lesson.
End Reflection
Ss provide feedback on what they have learned on the
5 minutes lesson. Students make a circle and one student starts putting
his hand on next student`s shoulder and says what he learnt
on this lesson, other students do the same one by one.

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 Additional information
Differentiation – how do you Assessment – how are you Cross-curricular links
plan to give more support? planning to check students’ Health and safety check
How do you plan to challenge learning? ICT links
the more able learners? Values links
Differentiation 1) Success criteria for creating Literature
Less able students: the end of the story and acting:
1) Draw the word from the card - the end is happy;
on the white board in order to - the end consists of the following
explain it to peers. words: make friends, realize,
2) Read a story having a never, cheerful, mood,
worksheet of new words with friendship;
translation in Russian - the acting is creative and
More able students: emotional;
1. Give definition of the word - all members of group
from the card in order to explain participate in doing the task (peer
it to peers. assessment)
2. Read a story having a
worksheet of new words with 2) Success criteria for telling the
definitions story:
- using at least 3 new words from
this lesson

3) Observe learners when

participating in discussion.
Reflection Use the space below to reflect on your lesson. Answer
the most relevant questions from the box on the left
Were the lesson objectives/learning about your lesson.
objectives realistic? What did the
learners learn today? What was the
learning atmosphere like? Did my
planned differentiation work well? Did I
stick to timings? What changes did I
make from my plan and why?
Summary evaluation

What two things went really well (consider both teaching and learning)?
1:

2:

What two things would have improved the lesson (consider both teaching and learning)?
1:

2:

What have I learned from this lesson about the class or individuals that will inform my next
lesson?

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