TERM 4 SUMMATIVE ASSESSMENT TASKS

Unit of a long term plan

Unit 8 Our neighbourhood   Lesson plan 90

School:

Date :

Teacher’s name:

C lass : 6

Number absent:

Lesson  title

Review 8

Learning objectives(s) that this lesson is contributing to

6.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

6.S3 give an opinion at sentence level on a limited range of general and curricular topics

6.L4 understand the main points of supported extended talk on a range of general and curricular topics

6.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics

6.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics

6.W5 link without support sentences using basic coordinating connectors

Lesson objectives

All students will be able to:

Revise taught material

Most students will be able to:

Demonstrate learned vocabulary about helping and heroes with sure

Some students will be able to:

· Use taught vocabulary and grammar with accuracy

Value links

Cooperation, respect each other's opinion, functional literacy.

Cross curricular l ink s

 Social Science, Psychology, Geography, Information Technology.

Previous learning

Talking about life in the city.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Discuss city life in different countries.

Health and Safety

Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned activities

Resources

The lesson greeting.

Organisation moments (WC):  

Teacher informs learners that the aims of this lesson are to revise the material that was taught in this unit.

Slide (useful phrases).

Pictures

PPT

Revision. Consolidation. (GW)

Rules for Jeopardy game

There are 2 kinds of games. Teacher can feel free to choose any or play during the whole lesson.

1. Students play jeopardy in groups.

2. They have to choose a category and a point value.

3. Teacher clicks on the chosen box for the question.

(The teacher may want to set a time limit for answering the question)

4. To see if a student or group is correct, click again for the answer.

5. Click the Back to Board button on the slide to return to the main board.

5. If the student or team is correct, they are awarded the point value of the question

6. Continue until all questions have been answered. The team with the most points wins.

Ex. 1 - 2 p. 102 (Revision of vocabulary)

Revision of Grammar. There is / there are  ( -,? forms)

Ex. 3 - 4 p.102.

GRAMMAR REVISION . Degrees of comparison of adjectives. Ex. 5 - 6. p.102.

COMMUNICATION.

Complete the dialogue with the phrases in the box. Ex.7 p.102.

Answers:

1. to visit

2. a lot of

3. there is

4. How far

5. about

6. return ticket

7. expensive

8. on the train

Listening Task

You will listen a text about the city Bath, try to understand it,  make a graph organizer in any form you like: a table, cluster, diagram, etc. and say if the sentences are true or false.

Keys:

1. false

2. true

3. false

4. true

5. false

6. false

Speak about the city of Bath/ Cambridge/ Oxford.

Student Book p.102.

Pictures

PPT

Grammar Tables

Student Book p.102

CD.2.43.

Pictures

PPT

Writing

Worksheet

Giving the home task.

    W.B. p.71

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide "Six thinking hats"

Differentiation –

how do you plan to give more support? How do you plan to challenge the more

 able learners?

Assessment –

how are you planning to check learners’ learning?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

31. Identify the main idea in extended talks with little support.

32. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

33. Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

Unit of a long term plan

Unit 9 Transport            Lesson plan 91

School:

Date :

Teacher’s name:

C lass : 6

Number absent:

Lesson  title

Jobs.

Talking about jobs and people connected to transport.

Learning objectives(s) that this lesson is contributing to

6.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

6.S3 give an opinion at sentence level on a limited range of general and curricular topics

6.L4 understand the main points of supported extended talk on a range of general and curricular topics

6.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics

6.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics

6.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

6.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

Lesson objectives

All learners will be able to:

identify some specific information from the text and use some target vocabulary to describe jobs and people connected with transport  accurately in response to prompts and in production tasks

Most learners will be able to:

identify most specific information from the text and use a range of target vocabulary to  describe jobs and people connected with transport  in response to prompts and in production tasks

Some learners will be able to:

Identify all specific information from the text and use a range of target vocabulary to describe jobs and people connected with transport  accurately in response to prompts and in production tasks

Value links

Cooperation, respect each other's opinion, functional literacy.

Cross curricular l ink s

 Social Science, Psychology, Geography, Information Technology.

Previous learning

Talking about beautiful cities.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Discuss experiences in different countries.

Health and Safety

Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned activities

Resources

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.

Warm up. Free talk about transport and professions connected with transport. The teacher asks Sts. in pairs make a list of transport and professions. Start the lesson with a short whole-class discussion about traveling. Ask students where they have traveled before. How did they get there? What forms of transportation are available today? This conversation will help to frame the lesson for students.

Watching the pictures, the learners are asked to predict the topic of the lesson.

Slide (useful phrases).

Pictures

PPT

Student Book p.104

Writing

Worksheet

Pictures

PPT

Slide (useful phrases).

Main part

Activity 1: Sts. do the People and Transport Quiz. Ex.1 - 2 p.104.

Answers:

1. pilots

2. explorer

3. cosmonaut

4. driver

5. sailor

6. businessman

7. artist

The teacher reminds the Sts. material about articles a/ an/ the and zero.

My mum is a teacher. My parents are teachers.

Activity 2: Describe jobs and activities using adjectives from Ex.3 p.104.

Activity 3: Complete the sentences with key - phrases.Ex.4

Activity 4: Guess the job according to the description.

Answers:

1. bus driver

2. mechanic

3. pilot

4. waitress

5. captain

6.fire fighter

The game: Guess the job.

1. You go to this person if you have toothache.

Dentist
Optician
Policeman
2. You go to this person if you need glasses to see clearly.
Optician
Librarian
Cleaner

3. This person looks after you when you are flying.
Flight attendant
Hairdresser
Architect
4. Before a house is built, this person draws the plans.
Policeman
Plumber
Architect
5. When your tap or toilet doesn't work you call this person.
Dentist
Librarian
Plumber
6. This person writes articles for a newspaper or magazine.

Cleaner
Librarian
Journalist
7. This person works in a place where you borrow books
Plumber
Flight attendant
Librarian
8. This person cleans your house.
Optician
Cleaner
Journalist

· 9. This person cuts and styles woman’s hair.

· Plumber
Hairdresser
Cleaner

·

Activate: Ex.6 p.104.

Student Book p. 104 - p.105.

CD. 2.44.

Pictures

PPT

A table

CD. 2.45.

CD. 2.46.

Writing

Worksheet

Writing

Worksheet

Giving the home task.

W.B. p.72

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide "Six thinking hats"

Differentiation –

how do you plan to give more support? How do you plan to challenge the more

 able learners?

Assessment –

how are you planning to check learners’ learning?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

34. Identify the main idea in extended talks with little support.

35. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

36. Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

Unit of a long term plan

Unit 9 Transport         Lesson plan 92

School:

Date :

Teacher’s name:

C lass : 6

Number absent:

Lesson  title

The history of the steam engine

Learning objectives(s) that this lesson is contributing to

6.C8 develop intercultural awareness through reading and discussion

6.C9 use imagination to express thoughts, ideas, experiences and feelings

6.L3 understand an increasing range of unsupported basic questions on general and curricular topics

6.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics

6.S2 ask simple questions to get information about a limited range of general and curricular topics

6.R4 read and understand with some support a limited range of short fiction and non-fiction texts understanding of general topics

6.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

Lesson objectives

All learners will be able to:

· Identify the theme, be able to speak about the history of the steam engine, fast and comfortable ways to travel, give a short information about scientists and use it as the basis for discussion.

· Transfer information from the reading passage "The early days of steam" into a graphic organizer.

· Offer constructive peer-feedback using rubric.

Most learners will be able to:

·Select, compile, and synthesize information from the reading passage "The early days of steam"  for an oral presentation.

Some learners will be able to:

· Respond to and discuss the reading passage "The early days of steam"  using interpretive, evaluative and creative thinking skills.

Value links

Cooperation, respect each other's opinion, functional literacy.

Cross curricular l ink s

 Social Science, Physics, Geography, Information Technology.

Previous learning

Talking about jobs and transport.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Discuss experiences in different countries on the topic.

Health and Safety

Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned activities

Resources

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.

Watching the pictures, the learners are asked to predict the topic of the lesson.

Warm up. Free talk about a photo on p.106. Ex.1. p. 106.  The teacher gives Sts. a background information.

Slide (useful phrases).

Pictures

PPT

Student Book p.106

Writing

Worksheet

Slide (useful phrases).

Teacher's Book p.128.

Main part

The teacher asks Sts. in pairs make a dialogue about travelling by train. One St. make a conclusion about using trains by class.

PRE - READING EXERCISE:

The teacher writes down all proper names and dates and asks Sts. to pay attention to them. Sts. read the sentences of Ex.3. to prepare the answers after reading.

WHILE - Reading exercise: Ex.2 p.106: give the right headline.

Answers: 1.E, 2. D, 3. F, 4. C, 5.A.

George Stephenson, known as “Father of the Railways” is recognised as a genius in locomotive engineering. His rail gauge of 1435mm ( 4 Feet 8.5 inches) is the world’s standard gauge. After forming their company in 1833, he and his son worked closely together and it is often difficult to separate their works.

Make a diagram of his invention.

Activity connected with Lexics: Ex. 4 p.106:

Vehicles, minerals, passengers, tunnel, coal.

In pairs, find 5 - 7 word - combinations and make up sentences with them:

 Travel by train, horse - drawn vehicles, to be laid, to carry coal and minerals, to pull the coal.

George Stephenson and his son Robert made many
remarkable contributions to railway developments in the early years of the 1800s.

The Stephensons, genius father George and his brilliant son, made a remarkable contribution to the development of railways. George did not invent the steam locomotive, but he did ensure that something which was beginning to come together from a variety of sources was engineered into a practical machine.

Creative Exercise: Ex.5 p.106.

Optional Activity: Language Focus.

Student Book p.106

CD. 2.47.

Pictures

PPT

Writing

Worksheet

Student Book p.106

A Writing

Worksheet

 Pictures

PPT

Teacher's Book p.128.

Giving the home task.

    Transport system in London (topic)

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide "Six thinking hats"

Differentiation –

how do you plan to give more support? How do you plan to challenge the more

 able learners?

Assessment –

how are you planning to check learners’ learning?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

37. Identify the main idea in extended talks with little support.

38. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

39. Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

Unit of a long term plan

Unit 9  Transport         Lesson plan 93

School:

Date :

Teacher’s name:

C lass : 6

Number absent:

Lesson  title

Language Focus.

was/ were, there was/ there were   

Learning objectives(s) that this lesson is contributing to

6 .UE9 use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics

6.C8 develop intercultural awareness through reading and discussion

6.C9 use imagination to express thoughts, ideas, experiences and feelings

6.L3 understand an increasing range of unsupported basic questions on general and curricular topics

6.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics

6.S2 ask simple questions to get information about a limited range of general and curricular topics

Lesson objectives

All learners will be able to:

· Identify the theme, give the examples of was/ were, there was/ there were, use active vocabulary speaking about inventions and discoveries.

· Transfer information from the book about grammar into a graphic organizer.

· Offer constructive peer-feedback using rubric.

Most learners will be able to:

·Select, compile, and synthesize information from the reading passage  for an oral presentation.

Some learners will be able to:

· Respond to and discuss the reading rules and texts using interpretive, evaluative and creative thinking skills.

Value links

Cooperation, respect each other's opinion, functional literacy.

Cross curricular l ink s

 Social Science, Physics, Geography, Information Technology.

Previous learning

Talking about the history of the steam engine.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Discuss the inventions of the nineteenth century.

Health and Safety

Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned activities

Resources

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.

Watching the pictures, the learners are asked to predict the topic of the lesson.

Warm up. Free talk about the last topic. The teacher asks Sts. in pairs find sentences with the Past forms: was/ were/ there was / there were.

Slide (useful phrases).

Pictures

PPT

Student Book p.107

Writing

Worksheet

Main part

Look at the rule and do Ex. 1 - 3 p.107. While doing Ex.3. the Sts. will pay attention to great people.

Ex.4 - 5 p.107. Complete the table.

Activate. Ex.6 p.107. Pair Work.

Creative Exercises.

A table

Pictures

PPT

Student Book p.107

Writing

Worksheet

Giving the home task.

    W.B. p.73

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide "Six thinking hats"

Differentiation –

how do you plan to give more support? How do you plan to challenge the more

 able learners?

Assessment –

how are you planning to check learners’ learning?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

40. Identify the main idea in extended talks with little support.

41. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

42. Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

Unit of a long term plan

Unit 9  Transport         Lesson plan 94

School:

Date :

Teacher’s name:

C lass : 6

Number absent:

Lesson  title

Strange Town USA.

Talking about the names of some American towns.

Learning objectives(s) that this lesson is contributing to

6.L1 understand a sequence of supported classroom instructions

6.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

6.C2 use speaking and listening skills to provide sensitive feedback to peers

6.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

6.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

6.R7 recognise typical features at word, sentence and text level in a limited range of written genres

6.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics

Lesson objectives

All learners will be able to:

· Identify the theme, give the examples of Past Simple, use active vocabulary speaking about strange names of American towns

· Transfer information from the book about grammar into a graphic organizer.

· Offer constructive peer-feedback using rubric.

Most learners will be able to:

·Select, compile, and synthesize information from the reading passage for an oral presentation.

Some learners will be able to:

· Respond to and discuss the reading rules and texts using interpretive, evaluative and creative thinking skills.

Value links

Cooperation, respect each other's opinion, functional literacy.

Cross curricular l ink s

Social Science, History, Physics, Geography, Information Technology.

Previous learning

Talking about famous people.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Discuss famous people in different countries.

Health and Safety

Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned activities

Resources

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.

Watching the pictures, the learners are asked to predict the topic of the lesson.

Warm up. Free talk about America and its cities. The teacher asks Sts. in pairs make a list of American cities they know. The play" Cities". Look and say:

Christopher Columbus

George Washington

New York

Washington D.C.

Indians

A melting pot

A poem aboutChristopher Columbus. Listen and be ready to answer the questions.

C. Columbus

In fourteen hundred ninety-two
Columbus sailed the ocean blue.
He had three ships and left from Spain;
He sailed through sunshine, wind and rain.
He sailed by night; he sailed by day;
He used the stars to find his way.
A compass also helped him know
How to find the way to go.
Ninety sailors were on board;
Some men worked while others snored.
Then the workers went to sleep;
And others watched the ocean deep.
Day after day they looked for land;
They dreamed of trees and rocks and sand.
October 12 their dream came true,
You never saw a happier crew!
"Indians! Indians!" Columbus cried;
His heart was filled with joyful pride.
But "India" the land was not;
It was the Bahamas, and it was hot.
The Arakawa natives were very nice;
They gave the sailors food and spice.
Columbus sailed on to find some gold
To bring back home, as he'd been told.
He made the trip again and again,
Trading gold to bring to Spain.
The first American? No, not quite.
But Columbus was brave, and he was bright.

Slide (useful phrases).

Pictures

PPT

Student Book p.108

Writing

Worksheet

Pictures

PPT

Slide (useful phrases).

A Poem

Writing

Worksheet

Main part

The Consolidation of Grammar. Past Simple Tense.

Ex.1 p.108. Complete the sentences with the verbs and speak about the main facts.

Activity 2: Study the spelling rule. Pronounce the ending

 - ed correctly. Ex.2 p.108.

Listen to the programme about strange town and choose the right answer. Ex.3 - 4.

What strange names of towns have you heard?

New York - New Amsterdam - Y - Happy - Hell

Speak about any city of America in groups of 4.

Choose any cities or towns in Kazakhstan and speak about its names.

 Almaty/ Alma - Ata/ Verny

 Astana/ Akmola/ Tselinograd/ Akmolinsk

 Shunkent / Chimkent

Translate and speak about these cities in groups. Make a short report.

Самыми крупными казахскими городами Средневековья считаются: Отрар, Талхиз, Сыгнак, Сауран, Сузак. Они были торгово-экономическими, политическими и стратегическими центрами Казахстана средних веков.

Student Book p.108

CD. 2.48.

Pictures

PPT

A song about cities in Kazakhstan

Writing

Worksheet

Giving the home task.

    W.B. p.74

Repeat the states of the USA and its capitals

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide "Six thinking hats"

Differentiation –

how do you plan to give more support? How do you plan to challenge the more

 able learners?

Assessment –

how are you planning to check learners’ learning?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

43. Identify the main idea in extended talks with little support.

44. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

45. Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

Unit of a long term plan

Unit 9  Transport         Lesson plan 95

School:

Date :

Teacher’s name:

C lass : 6

Number absent:

Lesson  title

Language Focus.

Past Simple of regular verbs.

Learning objectives(s) that this lesson is contributing to

6.L1 understand a sequence of supported classroom instructions

6.UE9 use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics

6.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

6.C2 use speaking and listening skills to provide sensitive feedback to peers

6.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

6.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

Lesson objectives

All learners will be able to:

· Identify the theme, give the examples of Past Simple, use active vocabulary speaking about past experiences.

· Transfer information from the book about grammar into a graphic organizer.

· Offer constructive peer-feedback using rubric.

Most learners will be able to:

·Select, compile, and synthesize information from the reading passage for an oral presentation.

Some learners will be able to:

· Respond to and discuss the reading rules and texts using interpretive, evaluative and creative thinking skills.

Value links

Cooperation, respect each other's opinion, functional literacy.

Cross curricular l ink s

 Social Science, History, Physics, Geography, Information Technology.

Previous learning

Talking about  strange names of cities.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Discuss experiences in different countries.

Health and Safety

Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned activities

Resources

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.

Watching the pictures, the learners are asked to predict the topic of the lesson.

Warm up. Free talk about activities in the past.

Christopher Columbus discovered Australia. Lions ate grass.

Make sentences negative.

Slide (useful phrases).

Pictures

PPT

Student Book p.109

Writing

Worksheet

Pictures

PPT

Slide (useful phrases).

Main part

Ex. 1 - 2 p.109.

Read the verbs correctly: explored, lived, visited, arrived, stopped, travelled, invented, discovered.

ОКОНЧАНИЕ - ED ПРОИЗНОСИТСЯ:

[ d ]

После звонких согласных (кроме d) и гласных

lived [livd], informed [infо:md]

[ t ]

После глухих согласных (кроме t)

helped [helpt], asked [а:skt]

[ id ]

После d и t

waited [‘weitid], intended [in’tendid]

Complete the table from Ex.3.

Activity connected with the text. Ex.4 p.109. Speak about main character.

 Chr. Columbus

PAST TIME EXPRESSIONS.

Creative exercise. Ex.5 - 6 p.109.

Put the verbs into the affirmative, negative and interrogative forms in the Past Simple:

1. I (to do) morning exercises.
2. He (to work) at a factory.
3. She (to sleep) after dinner.
4. We (to work) part-time.
5. They (to drink) tea every day.
6. Mike (to be) a student.
7. Helen (to have) a car.
8. You (to be) a good friend.
9. You (to be) good friends.
10. It (to be) difficult to remember everything.

Open the brackets using the verbs into Past Simple:

1. Alice (to have) a sister.
2. Her sister’s name (to be) Ann.
3. Ann (to be) a student.
4. She (to get) up at seven o'clock.
5. She (to go) to the institute in the morning.
6. Jane (to be) fond of sports.
7. She (to do) her morning exercises every day.
8. For breakfast she (to have) two eggs, a sandwich and a cup of tea.
9. After breakfast she (to go) to the institute.
10. Sometimes she (to take) a bus.
11. It (to take) her an hour and a half to do her homework.
12. She (to speak) English well.
13. Her friends usually (to call) her at about 8 o’clock.
14. Ann (to take) a shower before going to bed.
15. She (to go) to bed at 11 p. m.

Student Book p.109

A Table

A Table

Writing

Worksheet

Student Book p.109

Writing

Worksheet

Giving the home task.

W.B. p.75

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide "Six thinking hats"

Differentiation –

how do you plan to give more support? How do you plan to challenge the more

 able learners?

Assessment –

how are you planning to check learners’ learning?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

46. Identify the main idea in extended talks with little support.

47. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

48. Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

Unit of a long term plan

Unit 9  Transport         Lesson plan 96

School:

Date :

Teacher’s name:

C lass : 6

Number absent:

Lesson  title

Making and responding to suggestions.

Learning objectives(s) that this lesson is contributing to

6 .S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

6.S2 ask simple questions to get information about a limited range of general topics

6.S3 give an opinion at sentence level on a limited range of general and curricular topics

6.L4 understand the main points of supported extended talk on a range of general and curricular topics

6.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics

6.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics

6.W5 link without support sentences using basic coordinating connectors

Lesson objectives

All learners will be able to:

· Identify the theme, plot, new words in the reading passage about suggestions  and use them as the basis for discussion.

· Transfer information from the reading passage into a graphic organizer.

· Offer constructive peer-feedback using rubric.

Most learners will be able to:

·Select, compile, and synthesize information from the reading passage for an oral presentation.

Some learners will be able to:

Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

Value links

Cooperation, respect each other's opinion, functional literacy.

Cross curricular l ink s

 Social Science, Psychology, Geography, Information Technology.

Previous learning

Talking about past events.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Discuss experiences in different countries in the past.

Health and Safety

Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned activities

Resources

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.

Watching the pictures, the learners are asked to predict the topic of the lesson.

Warm up. Free talk about the last trip. What did they take with them, how did people prepare before they left?  The teacher asks Sts. in pairs make a list of things  they take to the journey?

What did the tourists take with them?

Slide (useful phrases).

Pictures

PPT

Student Book p.110

Writing

Worksheet

Pictures

PPT

Slide (useful phrases).

Main part

Ex.1 p.110. Identifying the topic. Predicting based on the picture.

Answer:

They are looking at the map because they are lost.

Ex.2 p.110. Gist listening. Sentence completion task. Role-play.

Answers:

1. e

2.b

3.d

4.c

5.a

Ex.3. Listen to the key - phrases and fill in the table:

Ex.4 p.110. Sentence completion task. Role-play. Pronunciation practice.

Answers:

1. stay here

2.about going to the doctor?

3. don't we phone her Mum?

Ex.5 p.110. Creative exercise .In pairs, make new mini- dialogues using active words combinations and key - phrases.

OPTIONAL ACTIVITY: Language Focus.

Student Book p.110

CD. 2.49.

Pictures

PPT

CD. 2.50.

A Table

CD. 2.51.

Student Book p.110

Teacher's Book p.132.

Giving the home task.

W.B. p.76

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide "Six thinking hats"

Differentiation –

how do you plan to give more support? How do you plan to challenge the more

 able learners?

Assessment –

how are you planning to check learners’ learning?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

49. Identify the main idea in extended talks with little support.

50. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

51. Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

Unit of a long term plan

Unit 9  Transport         Lesson plan 97

School:

Date :

Teacher’s name:

C lass : 6

Number absent:

Lesson  title

An article about a town.

Learning objectives(s) that this lesson is contributing to

6.C2 use speaking and listening skills to provide sensitive feedback to peers

6.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics

6.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

6.UE9 use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics

6.L5 understand most specific information and detail of short, supported talk on a wide range of familiar topics

6.W2 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics

Lesson objectives

All learners will be able to:

· develop speaking skills through communication about experiences in the city;

· improve reading skills through recognising typical features at word;

· write descriptions given facts about the city, use regular and irregular forms of the past simple describing a place and its history.

Most learners will be able to:

· Select, compile, and synthesize information from the reading passage for an oral presentation.

Some learners will be able to:

Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

· Demonstrate the ability to find correct information without any mistakes;

Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills. Apply topic related vocabulary in speech with grammar accuracies.

Value links

Cooperation, respect each other's opinion, functional literacy.

Cross curricular l ink s

 Social Science, History, Geography, Information Technology.

Previous learning

Talking about the situations in a new place.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Discuss experiences in different countries.

Health and Safety

Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned activities

Resources

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.

Watching the headline, the learners are asked to predict the topic of the lesson.

HISTORY IN THE STREETS - LIVERPOOL.

Warm up. Free talk about Liverpool. young writers. In pairs, Sts. speak about this city and give associations with it.

Slide (useful phrases).

Pictures

PPT

Student Book p.111.

Writing

Worksheet

Pictures

PPT

Slide (useful phrases).

Main part

Sts. read the text and make a mind - map:" Liverpool". Ex.1 p.111.

Activity 2: Read the model text again and answer the questions. Ex.2 - 3 p.111.

Activity 3: The Sts. choose a city they know and in groups, make a short presentation.

Example: London. It is a city in England which is on the river Thames.

Language point: Time expressions.

Matching exercise: Ex.5

Answers:

1.c

2.d

3.e

4.b

5.a

Creative exercise. Activate. Write an article about a city or a town of your choice or use the notes about London.

Student Book p.111

Pictures

PPT

Writing

Worksheet

Student Book p.111

History of London. Video on you Tube.

Giving the home task.

  W.B. p.77

Monuments of Almaty (brochure) w.

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide "Six thinking hats"

Differentiation –

how do you plan to give more support? How do you plan to challenge the more

 able learners?

Assessment –

how are you planning to check learners’ learning?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

52. Identify the main idea in extended talks with little support.

53. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

54. Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

Unit of a long term plan

Unit 9  Transport         Lesson plan 98

School:

Date :

Teacher’s name:

C lass : 6

Number absent:

Lesson  title

My Country.

 Public transport.

Learning objectives(s) that this lesson is contributing to

6.L1 understand a sequence of supported classroom instructions

6.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

6.C2 use speaking and listening skills to provide sensitive feedback to peers

6.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

6.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

6.R7 recognise typical features at word, sentence and text level in a limited range of written genres

6.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics

Lesson objectives

All learners will be able to:

· Identify the theme, learn vocabulary and key phrases, ask and answer questions about animals and use them as the basis for discussion.

· Transfer information from the reading passage into a mind - map "Almaty. Transport system".

· Offer constructive peer-feedback.

Most learners will be able to:

·Select, compile, and synthesize information for an oral presentation.

Some learners will be able to:

· Respond to and discuss the presentation using interpretive, evaluative and creative thinking skills and speak about transport systems in Kazakhstan and the U.K.

Value links

Cooperation, respect each other's opinion, functional literacy.

Cross curricular l ink s

 Social Science, History, Geography, Information Technology.

Previous learning

An article about a city.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Discuss experiences in different countries about public transport.

Health and Safety

Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned activities

Resources

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.

Watching the pictures, the learners are asked to predict the topic of the lesson.

Warm up. Free talk about transport. The teacher writes a word "transport" and  asks Sts. in pairs make a list of  transport and translate then into the Kazakh language.

aвиационный транспорт → авиация көлігі
автомобильный транспорт → автомобиль көлігі
водный транспорт → су жолы көлігі
воздушный транспорт → әуе жолы көлігі
городской транспорт → қалалық көлік
железнодорожный транспорт → теміржол көлігі
междугородный транспорт → қалааралық көлік
морской транспорт → теңіз көлігі
транспорт необщего пользования → көпшілік пайдаланбайтын көлік
транспорт общего пользования → көпшілік көлік; көпшілік пайдаланатын көлік
транспорт связи → қатынас көлігі
трубопроводный транспорт → құбыр желісі көлігі; түтікті құбыр көлігі
4) воен. мор. (суд­но) кеме; көлік
на станцию прибыл военный транспорт → станцияға әскери көлік келді
санитарный транспорт → санитарлық көлік

Slide (useful phrases).

Pictures

PPT

Student Book p.112

Writing

Worksheet

Pictures

PPT

Slide (useful phrases).

Main part

Make a cluster on the topic" Transport". Use the words from Ex. 1 p. 112.

What kinds of transport are there in Almaty?

Discussion of the text" Getting around Almaty".

Read and listen to the text. Do Ex.2 p.112. The teacher divides the class into 4 groups: Metro, Buses, Trolley buses, Bikes. Each group reads and present their transport.

Draw a graph of ecologically clean transport.

Grammar Activity: ZERO CONDITIONAL.

Look at the sentences in blue and complete the rule for the zero conditional sentence. Ex. 3 - 4 p.112.

IF + Present Simple _______Present Simple.

                                          ( main sentence)

We use the zero conditional when we want to talk about facts or things that are generally true. Scientific facts are often covered by the zero conditional: "When you heat ice, it melts."

The zero conditional uses if or when and must be followed by the simple present or imperative.

For example:

"When it rains, tennis lessons are held in the gym."
"If it rains, tennis lessons are held in the gym."

"When John is out of the office, I take his calls."
"If John is out of the office, I take his calls."

It is important to remember that this condition is not realated to the past, present or future - it only applies to things which are ALWAYS true.

Activate. Creative exercise.

How do you get to school. Write what kinds of transport do Sts. in your class use to go to school? Draw a table.

Ex.5. p.112.

Student Book p.112

Cluster

CD.2.52.

Graph.

Pictures

PPT

Student Book p.112

A Table

Giving the home task.

Public transport in Almaty ( presentation)

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide "Six thinking hats"

Differentiation –

how do you plan to give more support? How do you plan to challenge the more

 able learners?

Assessment –

how are you planning to check learners’ learning?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

55. Identify the main idea in extended talks with little support.

56. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

57. Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

Unit of a long term plan

Unit 9  Transport         Lesson plan 99

School:

Date :

Teacher’s name:

C lass : 6

Number absent:

Lesson  title

CLIL. History: Famous explorers.

Learning objectives(s) that this lesson is contributing to

6.C2 use speaking and listening skills to provide sensitive feedback to peers

6.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics

6.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

6.UE9 use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics

6.L5 understand most specific information and detail of short, supported talk on a wide range of familiar topics

6.W2 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics

Lesson objectives

All learners will be able to:

· develop speaking skills through communication about experiences

· improve reading skills through recognising typical features at word

· write descriptions given facts about the famous explorers

· Most learners will be able to:

· Select, compile, and synthesize information from the reading passage for an oral presentation.

Some learners will be able to:

Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills. Demonstrate the ability to find correct information without any mistakes; Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills. Apply topic related vocabulary in speech with grammar accuracies.

Value links

Cooperation, respect each other's opinion, functional literacy, love to the place you live.

Cross curricular l ink s

 Social Science, History, Psychology, Geography, Information Technology.

Previous learning

Talking about transport system.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Discuss explorers and explorations in different countries.

Health and Safety

Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned activities

Resources

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.

Watching the pictures, the learners are asked to predict the topic of the lesson.

Warm up. Free talk about mountains in the country. The teacher asks Sts. in pairs speak about climbing the mountains. Do you like to go to the mountains? What do you do in the mountains? Is Almaty situated at the foot of the mountains? What mountains?

Slide (useful phrases).

Pictures

PPT

Student Book p.113

Writing

Worksheet

Pictures

PPT

Slide (useful phrases).

Main part

Look at these words and make sentences: mountains/ to climb/ enjoy/ top/ snow/ mount Everest/ climber's dream.

Ex.1 - 2 p.113. What can you say about these photos? Listen and read the text" On top of the world".

Activity 2. Speak about famous explorers in our country. In groups choose two or three great explorers and make a short presentation.

Shoqan Walikhanov, known as the father of the modern Kazakh ethnography and historiography, was a son of a Sultan and a staunch proponent of Westernization who rose to prominence in the academic circles of the Russian Empire and was admired by Dostoyevsky himself.

Creative Exercise. Planning an expedition to an extreme place. Work in pairs, make a list of members of the expedition, equipment, purpose and final result. Choose the shortest and less dangerous route. Ex.4 p.113.

Казахстанское национальное географическое общество QazaqGeography приглашает водителей внедорожников, повара, практикующего врача, журналистов, фотографов и блогеров в научно-познавательную экспедицию на Северный и Южный Арал.

Поездка состоится с 10 по 30 мая и охватит почти семь тысяч километров по казахстанской и узбекской территории и пройдет по маршруту: Астана – Караганда – Балхаш – Шу – Тараз – Шымкент – Ташкент – Самарканд – Бухара – Ургенч – Нукус – Муйнак – Аральское море – Бейнеу – Бозой – Аральское море – Аральск – Кызылорда – Жезказган – Караганда – Астана.

Экспедиция QazaqGeography на Арал станет второй по счету с 2016 года, когда команда ученых Назарбаев Университета в составе экспедиции Казахстанского национального географического общества изучила гидробиологическое состояние воды в нескольких частях Северного Арала.

Student Book p.113

CD. 2.53.

Pictures

PPT

Student Book p.113

Giving the home task.

Famous explorers (topic) w.

W.B. p.78

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide "Six thinking hats"

Differentiation –

how do you plan to give more support? How do you plan to challenge the more

 able learners?

Assessment –

how are you planning to check learners’ learning?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

58. Identify the main idea in extended talks with little support.

59. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

60. Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

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