6 класс 3 четверть

Unit 5: Our Health School: Secondary school Koktal
Date: 9.01.2023 Teacher name: Abdikadyr T.M

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

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

8 min At the end of the lesson, learners assessment
reflect on their learning:
Learners list 3 things they found
out/learnt on the lesson.
Home task: to write how you keep fit
using future form “be going to”
Saying goodbye
Date: Teacher name:

Theme of the lesson: How we keep fit and healthy
Learning objectives 6.1.8.1 develop intercultural awareness through reading and discussion
6.4.4.1 read independently a limited range of short simple fiction and non-fiction
texts
6.3.2.1 give an opinion at sentence and discourse level on an increasing range of
general and curricular topics
Lesson objectives To read texts independently and discuss with others
Previous learning Grade 6 is a healthy class!

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

Theme of the lesson: How we keep fit and healthy
Learning objectives 6.1.10.1 use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
Lesson objectives To enrich vocabulary with new words related to the topic
To share their personal pieces of advice for a healthy heart using new words
Previous learning How we keep fit and healthy
Plan
timings activities
10 min Teacher greets learners and introduces PPT
the lesson objectives in a simplified
manner.
Warm –up.
Word race.
Teacher divides class into 2-3 groups Learners play
according to the rows. with Word race
Learners are given A4 papers to write
down the words. Teacher sets 2 minutes
to write as many words from the
previous lessons as they can within the
time limit. Learners take turns to write 1
word. The winner is the team who wrote
the biggest number of words and made
no spelling mistakes. Each spelling
mistake takes away 1 point. Learners
explain the meaning of the words.
Middle Focus on vocabulary Handout 1
30 min Pre-teaching new vocabulary Learners swap Mutual
Learners are given handout 1 with their works and avaluatio
pictures and phrases to match (there is a check the
slide with this task) for learning new answers in
phrases. They work on their own. pairs.
Teacher tells learners to compare their
answers with their partners.
Teacher shows the answers on the slide.
Teacher monitors the process and
explains the phrases where learners have
mistaken.
Teacher shows the pictures again and
asks learners to explain the meaning of
the words.
Focus on speaking
Pre-speaking
Learners are shown the word keeping fit.
Learners are divided into two groups. Learners work Video
The task of the first group is to write the in pairs and https://
phrases into the first column (Healthy decide which of www.youtub
Verbal
habits) and the task of the second group the phrases evaluation e.com/
is to write the phrases into the second match keeping watch?
column (healthy eating). fit. v=XcENkfw
Teacher should also show the video LjOc
about healthy and unhealthy habits to
support learners with some ideas.
While speaking
Learners work in pairs and discuss
whether they think they have healthy or
unhealthy habits.
Post speaking
Teacher and learners give feedback to Learners
the learners using “Two stars and a discuss
wish” technique (Two stars = 2 things Individual
that are good about the dialogues, a wish avaluation
= something they can improve to make it Learners
even better). present their
dialogues to the
whole class.
End REFLECTION
5 min At the end of the lesson, learners reflect Self-
on their learning: assessment
Home task: to learn the new vocabulary
Saying goodbye
Date: Teacher name:

Theme of the lesson: Creating a presentation about our favourite sport
Learning objectives 6.3.6.1- communicate meaning clearly at sentence and discourse level during
pair, group and whole class exchanges;
6.1.10.1- use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world
6.5.6.1- link, with minimal support, sentences into coherent paragraphs using
basic connectors on a growing range of familiar general topics;
Lesson objectives All learners will be able to:
To listen and read for gist, to read for specific information, to write about
health services
Most learners will be able to:
health services
Some learners will be able to:
health services
Previous learning How we keep fit and healthy
Plan
timings activities
Beginning ORGANIZATIONAL MOMENT
7 min To practise role-playing Learners
Explain the situation. complete the task Mutual
Remind Ss that they can use the in pairs, draw the avaluatio
dialogue in Ex. 2 as a model as well as diagram on the
any ideas of their own to complete the board and elicit
task.
Middle To earn intonation when expressing Learners earn
30 min sympathy intonation when Verbal
Play the recording with pauses for Ss expressing evaluation
to repeat chorally and/or individually. sympathy
Pay special attention to Ss' intonation
and pronunciation.
To introduce the topic and Learners listen
predict the content of a text and follow the
Direct Ss’ attention to the pictures, title texts in their
and subheadings and elicit their guesses books and check.
as to what the texts are about.
To read for specific information Learners read the
Ask Ss to use the Word List to look up texts and answer
the meanings of the words in the Check the questions. Individual
these words box, then check Ss’ avaluation
answers.
To consolidate comprehension of a
text
Give Ss some time to consider their
answers and then elicit answers from Ss
around the class.
Learners write a
To write about a health service short text and pay
Explain the task and ask Ss to copy the attention to
headings into their notebooks. Then give correct spelling
Ss time to research information about a
health service from their country or Individual
another country and make notes under avaluation
the headings. Tell Ss to use their notes to
write a short text and pay attention to
correct spelling.
Ask various Ss to present the health
service to the class
To make a presentation about Learners make a

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

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

aspects of keeping healthy
Saying goodbye
Date: Teacher name:

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

5 min Home task: to answer the the reading activity assessment
questions and draw a poster:
1) What foods give energy?
2) What can protect us from
different diseases?
3) How does the water help us?
Saying goodbye
School:
Unit 5: Our Health
Date: Teacher name:
Theme of the lesson: Looking at Kazakhstan recipes
Learning objectives 6.1.8.1 develop intercultural awareness through reading and discussion
6.3.2.1 ask simple questions to get information about a growing range of general
topics
6.4.4.1 read independently a limited range of short simple fiction and non-fiction
texts
Lesson objectives To ask special questions to make a dialogue

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

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

30 min Let learners know that they are going the video and avaluatio food
to discuss a variety of foods and their discuss what https://
cost. the different www.youtube.
costs mean. com/watch?
Class discussion v=2dS8qjJ4lQ
What is the video saying? 0
What does it not take into
consideration? (e.g. salaries)
Is it surprising? Handout 1
Do we take food for granted? https://
Teacher hands out the leaflet with www.numbeo.
some information about the average com/cost-of-
price of Kazakhstani food and ask living/
learners to analyze the price and country_result.
compare with the price of food all jsp?
over the world. country=Kaza
khstan
Focus on speaking Learners work
Teacher shows some pictures of in pairs and
different foods around the world and discuss the Verbal
asks learners if they are familiar with topic: “Which evaluation
them, if yes, which one they like or food should I https://
dislike? present and edition.cnn.co
Note: Teacher should pair learners in how expensive m/travel/
advance and ask learners what it is” article/world-
Kazakh food they would like to best-food-
present to the world and explain why. dishes/
index.html
End REFLECTION
5 min At the end of the lesson, learners Self-
reflect on their learning: assessment
Draw together what has been learned,
Highlight the most important rather
than the most recent points,
Summarise key facts, ideas and
vocabulary, and stress what needs to
be remembered;
Home task: to write one of the recipes

Traditional food of Kazakhstan
Saying goodbye
Date: Teacher name:

Theme of the lesson: Looking at Kazakhstan recipes
Learning objectives 6.L7 Recognise the opinion of the speaker(s) in supported extended talk on a
limited range of general and curricular topics
6.S5 Keep interaction going in longer exchanges on a range of general and
curricular topics
6.S7 Use appropriate subject-specific vocabulary and syntax to talk about a
Lesson objectives Identify the position of speakers in an extended talk with support
Communicate with others in longer conversation on familiar topics
Apply topic related vocabulary in speech appropriately arranging words and
Previous learning Looking at Kazakhstan recipes
Plan
timings activities
Beginning Organizational moment PPT
10 min Warm –up.
Make a fruit salad with as many fruits Learners do the https://
as you can. Students take turns task Verbal busyteacher.or
being blindfolded and guessing the evaluation g/7055-6-esl-
fruit they’ve been given to taste. You games-with-
may divide them into teams, give them food.html
points for correct guesses, and let them
enjoy a healthy snack!
Middle LISTENING Video
30 min Listen to the talk between Mrs Learners listen to https://
Pickles and Dr Crawley twice and the talk and circle Individual www.youtube.
circle the correct answer. the correct avaluation com/watch?
1. Mrs Pickles thought the man _____ answer v=1WfyX5Ga
2. According to Mrs Pickles, the man Cmc
should drink warm tea because
________
3. According to Mrs Pickles, the man
should be _________
4. Mrs Pickles is going to see a doctor
because _______
5. Mrs Pickles doesn’t know what Dr
Crawley looks like because_____
Focus on listening
Inform learners that they are going to
watch a tutorial video how to calculate Learners
the cost of food for a particular recipe. calculate the cost
Ask learners to take notes if necessary of food for a Mutual
and remember as much as possible. particular type of avaluatio
Focus on writing dish.
Pre-writing
Ask learners to choose food and write
necessary ingredients for food. Handout 1
Demonstrate the simple example how http://
to calculate. Ask more able learners to learnenglishtee
calculate for a person including serving ns.britishcounc
as in video. il.org/skills/
For example: writing/
Beshbarmak elementary-a2-
Meat – 1.5 kg / 2250 tg writing/recipe
Onion – 2/ 10 tg
Eggs – 2 / 50 tg
Flour – 300 gr/60 tg
Potato – 300 gr/ 30 tg
Total: 2400 tg
Average price of the above food
Meat costs about 1500 tg per 1 kg
Onion costs about 100 tg per a 1
kg
Eggs costs 250 tenge for 10 eggs
Flour costs 200 tenge for 1 kg
Potato costs about 100 tenge per 1 kg
While-writing
Students will write the recipe of the
dish they have chosen and remember
learners to use tips for writing. Less-
able learners should be supported by
teacher. Learners describe
the whole
process of
cooking Individual
avaluation
End REFLECTION
5 min Write down 3 things you have done
particularly well this lesson
Write 1 thing that you think you could
have done better
Home task: to revise grammar and
vocabulary
Saying goodbye
Date: Teacher name:

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

maximum point for 2 tasks are 25, and if
the learner gets at least 15, he or she
achieves.
Focus on grammar
Teacher reads out the definitions of 3 Learners study
pieces of grammar and learners should grammar and
say what grammar it is: give examples
We use this grammar (modal verb) to give using these
Verbal
advice (should/shouldn’t); grammar rules evaluation
We use this grammar to say that we have
intention to do something in future (be
going to + V);
We use this grammar to give orders to
somebody (Imperative mood).
Teacher asks some learners to give
examples using these grammar rules.
Quiz
Teacher distributes the quizzes and asks Learners
learners to work individually. concentrate on
Learners concentrate on the tasks and the tasks and Handout 2
perform them independently. If learners perform them
appear to misunderstand the task, they independently
may ask teacher to come up to them and
give help where necessary. Teacher’s Mutual
support should take place occasionally. avaluatio
Note: Remember learners that the
maximum points for grammar task are 20
and if a learner gets at least 10 points,
achieves the goal.
End At the end of the lesson, learners reflect Self-

5 min on their learning: assessment
Name 3 tasks which were really difficult
Name 2 tasks which were interesting and
easy
Home task: to revise the vocabulary from
the unit
Saying goodbye
Unit 6: Holidays and Travel School:
Date: Teacher name:

Theme of the lesson: Reviewing map reading skills
Learning objectives 6.3.3.1- give an opinion at sentence and discourse level on an increasing range of
general and curricular topics;
6.4.2.1- understand independently specific information and detail in short, simple
texts on a limited range of general and curricular topics;
6.2.5.1- understand most specific information and detail of supported, extended
talk on a range general and curricular topics;
6.6.8.1 - use future form will to make offers, promises, and predictions on a
growing range of familiar general and curricular topics;
identify some specific information in the text correctly and use some target
vocabulary correctly in production tasks with support
identify most specific information in the text correctly and use a range of target
vocabulary correctly in production tasks with support
identify all specific information in the text correctly and use a range of target
vocabulary correctly in production tasks with little support
Plan
timings activities
Beginning Organizational moment Learners
5 min Greeting learners. Teacher focuses discuss
learners on the main goal of the lesson. learning
objectives.
Warm –up.
Learners brainstorm all types of activities
during holidays. Teacher gives the Learners write
instructions and demonstrates the phrases in
presentation with the phrases about their
holiday activities. Student should classify copybooks.
them into three groups: holidays by sea,
holidays in the mountains, touring in a
city.
Open class feedback
Possible answers:
Holidays by the sea: sunbathing,
windsurfing, fishing
Holidays in the mountains: hiking,
exploring nature, camping
Touring holiday in a city: visiting
museums, tasting local food, shopping,
meeting local people, staying at hotels.
Middle To present new vocabulary Learners listen Verbal
30 min Draw Ss’ attention to the pictures. Play and repeat evaluation
the recording. chorally
Ss listen and repeat chorally and/or and/or
individually. Elicit the L1 equivalents. individually
(Ss’ own answers)
Learners talk
To talk about holiday activities about holiday
Explain/Elicit the meanings of any activities Mutual
unknown words and read out the example, avaluatio
then Ss talk in pairs about their holiday
activities using the phrases.
Learners
To read for lexico-grammatical read the text
structure(multiple choice cloze) and complete
Allow Ss some time to read the text and the gaps. Individual
complete the gaps. Explain that Ss should
read the wholesentence avaluation
before they decide on the best word
tocomplete each gap. Learners
understand the
To understand the writer’s purpose writer’s
and suggest alternative headings purpose and
Read the Study Skills box aloud and then suggest
explain/elicit the meaning of the purposes alternative
in the rubric. Ask questions to check Ss’ headings
understanding
10 min At the end of the lesson, learners reflect assessment
on their learning:
3 new words which you have learned
today
2 activities which you liked today
1 activity which was difficult for you
Home task: to learn the new vocabulary
Saying goodbye
Date: Teacher name:

Theme of the lesson: Reviewing map reading skills
Learning objectives 6.3.3.1- give an opinion at sentence and discourse level on an increasing range of
identify some specific information in speaking and listening and use some target
vocabulary accurately in production tasks with support
identify most specific information in speaking and listening and use most target
vocabulary accurately in production tasks with support
identify all specific information in speaking and listening and use most target
vocabulary accurately in production tasks with little support
Previous learning Reviewing map reading skills
Plan
timings activities
Beginning ORGANIZATIONAL MOMENT
5 min To present and practice new
vocabulary
Explain/Elicit the meaning of any Learners present
unknown words. Ss match the attractions and practice new
(1-8) to the activities (A-H), then ask vocabulary
various Ss around the class to make
sentences.
Middle Focus on vocabulary Learners should Individual
30 min Teacher gives clear instructions and hands match the words avaluation
out the papers. with the pictures
Most able learners will have the task and write down
without any support. translation for
Less able learners will have a minimal these words.
support as written the first letters of the
words.
Teacher monitors while learners are doing
the task.
Peer checking. Less able and most able
learners might work in pairs so they will
help each other.
Teacher should drill the pronunciation of
the words with the class.
Focus on listening
Pre-listening
Teacher shows the picture and learners Learners predict
need to predict what the dialogue is about. what the dialogue
Learners can do it pairs. Focus learners’ is about.
attention to the verbs. Ask if they are
going to talk about their future plans for a
holiday and past ones. Mutual
Less-able learners should be supported avaluatio
with some phrases to share an opinion.
While – listening.
Teacher instructs learners clearly. Ask
learners to read the task and underline key Learners get
words in the task. Learners will listen to familiar with the
the recording twice. instruction.
Ask some ICQs (Instruction checking
questions)
1. Are there 11 questions? (No, ten)
2. Are you going to choose from
options given? (No, we need to Verbal
write a word or words) evaluation
3. Can you write 3 words as an
answer? (No, no more than 2)
Remember learners that they can write
only ONE or TWO words, no more than
TWO.
Alan and Henrietta meet on the train and
talk about Alan's European trip. Complete
these sentences with ONE or TWO words.

10 min Write down 3 things you have done assessment
particularly well this lesson
have done better
Home task: to write about a tourist

destination
Saying goodbye
Date: Teacher name:

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

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

words, they should write the new
words down in their copybooks.
Track 1
Focus on listening
Pre-listening Mutual
Listening Learners look at the avaluatio
Learners listen to Louise talking to her matched pictures
friend Philip on the phone about her again as well as listen
holiday in Sicily. Which of the to the audio 1, and
following does she talk? The learners number the order
do the TASK 1 and choose the correct correctly
patterns.
After identifying the correct themes of
Louise’s talk, the learners listen to it
again and choose a or b in the
following
TASK 2. Additionally, if some words

from the recording are unknown for Learners identifies
learners, they should construct some what Louise is talking Handout 1
sentences by using the new words with about
the help of a teacher. defines and completes Individual
the sentences with the avaluation
Post-listening correct information
Ask learners to look at the pictures and about Louise’s
discuss with their partners where they holiday
can go to do aforementioned activities.
Learners discuss
End REFLECTION
What was difficult on this lesson?
What was easy on this lesson?
Home task: answer the questions

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

Theme of the lesson: Learning about the weather and how to create a cloud
Learning objectives 6.R5 deduce meaning from context on a limited range of familiar general and
curricular topics, including some extended texts
6.S7 use appropriate subject-specific vocabulary and syntax to talk about a
6.UE10 use present continuous forms with present and future meaning and past
Express own opinions by using the pictures
Comprehend the general information in the text
Make the compound sentences by using the right verb tenses
Present the conclusion of all the texts
Previous learning Reviewing map reading skills (This relates to Geography)
Plan
timings activities
Beginning Greetings.
5 min Teacher organizes the class and greets the
students .In order to understand learning
objectives students should paraphrase them
by little support of a teacher.
Warm-up:
In order to reminisce types of transport, Learners
Teacher clicks a link below to show a short construct some
Verbal
video about types of transport that are used compound evaluation
during the travelling. After watching it, sentences one
learners construct some compound sentences by one
one by one (at least 2 sentences as well as
present simple and past simple should be
alternated).
For example: There is no doubt that in
summer season the usage of buses for
travelling is not so convenient because of hot https://
weather as well as crowd in it. learningapp
s.org/
view871010
Middle Pre-teaching new vocabulary: Learners should Mutual Active
30 min Teacher shows a slide on the PPT to get match new avaluatio board
acquainted the learners with the words from words with the
upcoming tasks. If students do not know given pictures.
them, they should write words down in their
copybooks. Learners
Pre-reading discuss
Before starting to do a reading task, all the Verbal Handout 1
students discuss the places of interest in evaluation Reading
Astana (what places can they visit?). texts
According to the learning objective the
students should use the Past and Future
simple while speaking (for example: what
did they visit? Where will they go?). After
all, there should be pair assessment, if a
learner makes mistakes in word-ordering or
using an appropriate tense, his/her pair may
correct him/her by giving feedback orally
(pair-assessment).
A teacher monitors this procedure.
Reading
Each student is given one text (there are 5 Learners read
different topics) and students read his/her his/her own text Handout 2
own text individually within 2 minutes individually Individual
(Teacher should cut the 5 texts and then within 2 avaluation
distribute reading passages for each student). minutes,
After having done the reading, learners retells his/her
should be divided into 2 groups (if there are text to his team
10 students, it’s up to the teacher/the number fellows in order
of students in the class). Thus, each student to inform them
retells his/her text to his team fellows in what his/her
order to inform them what his/her topic is topic is about
about, and one by one (by chain) learners
discuss their texts to each other. When they
complete retelling to each other, they will
answer the questions in PPT related to 5
different topics.
End PLENARY Self-
10 min 3 new words you have learnt assessment
2 activities you liked
1 difficulty you have experienced
Home task: Learners should learn by heart
new words and construct 5 compound
sentences by using them.
Saying goodbye
Date: Teacher name:

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

Theme of the lesson: Descriptive language to create an atmosphere
Learning objectives 6.4.5.1- deduce meaning from context on a limited range of familiar general and
curricular topics, including some extended texts;
6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a
6.2.6.1- deduce meaning from context in supported extended talk on a range of
6.1.6.1- organise and present information clearly to others
6.5.7.1- use with some support appropriate layout at text level for a growing
range of written genres on familiar general topics and some curricular topics;
identify some specific information and ideas in the text correctly and use some
target language correctly to recount information about the text
identify a range of specific information and ideas in the text correctly and use
some target language correctly to recount information about the text
Identify a range of specific information and ideas in the text correctly and use a
range of target language correctly to recount information about the text
Previous learning Learning about the weather and how to create a cloud
Plan
timings activities
Beginning GREETINGS Learners
5 min Direct Ss’ attention to the picture and elicit introduce the
what Ssthink they are going to read about. topic, to predict
Ask four Ss toeach read out the first the content of
sentence of one paragraph. Play the the text; to
recording. Ss listen and follow the text in listen and read
their books to check. for gist
Middle To read for specific information Learners answer
30 min Allow Ss some time to read the text the questions Verbal
again.Ask Ss to use the Word List to look evaluation
up the meanings of the words in the Check
these words box, then give Ss some time to
answer the questions.
To consolidate comprehension of a text Learners
Elicit a variety of reasons from Ss around consolidate
Mutual
the class why comprehension avaluatio
someone should visit Turgen Gorge. of a text
To identify specific types of nouns Learners

Give Ss time to scan the text again and find identify specific
the nouns required. Elicit answers around types of nouns Individual
the class. avaluation
Learners read
To listen for specific information the sentences
Explain the task. Ask Ss to read the and answer to
sentences and possible answers to familiarise
familiarise themselves with the themselves with
content of the recording. the
Play the recording. Ss listen and choose the content of the
correct answers recording.
Check Ss’ answers.
Learners talk
To talk about fixed arrangements about fixed
Ss do the task in closed pairs, then ask arrangements
some pairs to act out their completed
dialogues in front of the class.
Learners
To complete a letter to a friend about complete a
fixed future arrangements letter to a friend
Allow Ss five minutes to complete the task, about fixed
then check future
Ss’ answers around the class. arrangements
End PLENARY
10 min 3 new words you have learnt Self-
2 activities you liked assessment
Home task: To design a brochure

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

Theme of the lesson: Descriptive language to create an atmosphere
Learning objectives 6.4.9.1- recognise the difference between fact and opinion in short, simple texts
on a wide range of general and curricular topics
6.3.3.1- give an opinion at sentence and discourse level on an increasing range of
6.1.6.1- organise and present information clearly to others
6.5.7.1- use with some support appropriate layout at text level for a growing
range of written genres on familiar general topics and some curricular topics;
use some language from the module to express views and write some relevant
questions accurately
use a range of language from the module to express views and write a range of
relevant questions accurately
use a wide range of language from the module to express views and write a range
of relevant questions accurately
Previous learning Descriptive language to create an atmosphere
Plan
timings
Beginning GREETINGS
5 min To learn situational language,
introduce the context of a dialogue
and practise pronunciation Play the Learners listen and
recording. repeat chorally and/or
Elicit Ss’ guesses as to what the individually.
dialogue might be about
Middle To listen for specific information
35 min Play the recording. Ss listen and follow
the text in their books and find out the Learners listen and
answer to the question in Ex. 1a. follow the text and Verbal
find out the answer to evaluation
To read for specific information the question
Allow Ss time to read the dialogue
again and do the task. Learners elicit
Refer Ss to the Word List to look up corrections for the
Individual
the words in the box. false statements.
avaluation
To act out a dialogue
Play the recording again.
Monitor the activity around the class Learners to work in
and ask somepairs to read out the pairs and take roles to
dialogue in front of the class. read out the dialogue.
Mutual
To present and practise intonation avaluation
inquestions
Go through the theory and explain how Learners present and
the pitchgoes up at the end of a yes/no practise intonation in
question and downat the end of a wh- questions
question.
Play the recording with pauses for Ss Verbal
to listen and repeat chorally and/or evaluation
individually. Pay specialattention to
Ss’
pronunciation and intonation and
correct as necessary.
To write about a park in

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

Theme of the lesson: Researching and writing a magazine article on adventure holidays for
families
Learning objectives 6.2.8.1- understand supported narratives including some extended talk, on a
range of general and curricular topics
6.1.3.1- respect differing points of view;
6.6.3.1- use common participles as adjectives and order adjectives correctly in
front of nouns on a growing range of familiar general and curricular topics;
6.5.8.1 spell most high-frequency vocabulary accurately for a limited range of
familiar general topics and some curricular topics
identify some specific information and ideas in the text correctly and use some
target language correctly to recount information about the text
identify a range of specific information and ideas in the text correctly and use
some target language correctly to recount information about the text
identify a wide range of specific information and ideas in the text correctly and
use some target language correctly to recount information about the text
Previous learning Descriptive language to create an atmosphere
Plan
timings activities
Beginning GREETINGS
5 min To introduce the topic and predict
the content of the text
Elicit what if anything Ss know about
H.G. Wells, then
ask Ss to read the biography to check.
Middle To predict the content of a text Ss listen and
35 min Direct Ss’ attention to the pictures follow the text in Verbal
and elicit what they show and how their books and evaluation
they may relate to the story. find out the
Play the recording. answers to the
questions in the
To read for sequence of events and rubric.
retell a story
Allow Ss some time to read the text
carefully and put the events in the Learners read the
order they happened. text carefully and
Ask Ss to use the Word List to look put the events in Individual
up the meanings of the order they avaluation
the words in the Check these words happened.
box and then ask various Ss to retell
the story.
To predict anddiscuss possible Learners identify
outcomes of a story adjectives
Explain the task and allow Ss some describing feelings
time to talk about their ideas in pairs.
Ask some pairs to report back to the
class. Play the recording. Ss listen
and check.
To read for cohesion and coherence Learners read for
(missing sentences) Explain the task. cohesion and
Allow Ss time to put the missing coherence
sentences in the right place in the
text.
Ask Ss to use the Word List to look
up the meanings of the words in the
box. Learners Mutual
To understand the topic of each understand the avaluatio
paragraph in a text Explain the task topic of each
and read out the topics in the list and paragraph in a text
then elicit the topic of each paragraph
from various Ss around the class.
To present and practise order of Learners complete
adjectives the task
Read out the Note!and explain the
order of adjectives. Then elicit further
examples.
End PLENARY
5 min 3 new words you have learnt Self-
2 activities you liked assessment
Home task: To write an email about
your holiday
Saying goodbye
Date: Teacher name:

Theme of the lesson: Researching and writing a magazine article on adventure holidays for
families
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
Lesson objectives To write a postcard using present continuous and future tenses
To write a postcard following the structure of a postcard
Previous learning Researching and writing a magazine article on adventure holidays for
families
Plan
timings activities
5 min Greeting learners. Teacher focuses PPT
learners on the main goal of the
lesson. Video BBC
English
Warm –up. Learners discuss https://
T: Show the video to learners and ask www.youtube.
Verbal
them what the girl in the video doing. com/watch?
evaluation
Teacher can ask some questions v=1JC5Ig5Ik_
What has she taken out from her bag? g
(A postcard)
How did she start her letter? (Dear
friends, hello from London)
Where is she staying? (in a wonderful
hotel)
Where has she been? (Tower of
London, River Thames )
What food has she tried? (Fish and
chips)
What is she planning to do? (to visit a
musical at the London Palladium)
How does she finish her letter? (Wish
you were here. Love from Emma)
What tenses has she used? (Present
Simple, Present Perfect, Present
Continuous )
Middle Focus on writing

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

Learning objectives 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
Lesson objectives To revise “to be going to” through various exercises
To use topic-related vocabulary
To practice writing skill through writing information for a tourist brochure
Previous learning Researching and writing a magazine article on adventure holidays for
families
Plan
timings activities
5 min Greeting students. Students discuss
learning objectives. Teacher focuses
students on the main goal of the lesson.
Warm –up.
Teacher attracts learners’ attention the Learners look at Individual
task. The activity is for vocabulary the pictures and avaluation
revision. match them with
the words given.
Middle Focus on grammar Handout 1
35 min Focus learners’ attention on the Learners read
structure “to be going to” and ask the instructions Verbal
learners to read the instructions and and complete the evaluation
complete the exercise. exercise
Fill in the correct verb from the list.
Answers: 1) swim 2) eat 3) take
4) sit 5) stay 6) send 7) go
8) visit 9) relax
Exercise 3. Fill in: cosmopolitan,

precious, accommodation, attractions,
ceremony.
Answers: Learners
1. Accommodation answers at least
2. Attractions 3 questions
3. Cosmopolitan correctly
4. Ceremony
5. Precious. Mutual
avaluatio
Assessment:
-answers at least 3 questions correctly
Exercise 8.
Ask learners to read the instruction of Learners
exercise 8 and do the task. answers at least
5 questions
Assessment: correctly
-answers at least 5 questions correctly
Exercise 9.
Ask learners to imagine that they are
writing a short paragraph about their Learners write at
city for a brochure. Write: what least one
sights/attractions tourists can see there, paragraph (about
how they can get around, what food 50 words)
they can try and where they can stay.
Assessment criteria.
-uses present tenses correctly
-uses topic – related vocabulary
After learners have finished their
writing task, ask them to swap their
copy books or sheets and assess them.
End At the end of the lesson, learners Self-
5 min reflect on their learning: assessment
What was the most interesting task?
What was the most challenging task?
Why?
Home task: to finish writing a short
paragraph about their city for a
brochure
Saying goodbye
Unit 7: Reading for Pleasure School:
Date: Teacher name:

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

5 min At the end of the lesson, learners reflect on assessment
their learning:
Learners throw the dice to find out a
random question they should answer.
I would like to tell you about …
I would like to explain why …
The key focus was today …
The best part of today’s lesson was …
One important thing to remember is …
Today I have learnt …
Home task: learn the new words; make a
crossword with the words from the text.
Saying goodbye
Date: Teacher name:

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

15 min Learners do pre-reading vocabulary complete the Mutual
exercises to help better understanding of sentences with avaluatio Handout 1
the text. the
Learners choose a or b to complete the prepositions in
sentences. the box.
SA READING Learners read Individual

20 min Task 1.Read the text Summer Holidays the text and avaluation
and complete the task. complete the
Mark the sentences True or False. task.
Example: Sam finds summer an enjoyable Mark the
season. True sentences True
Sam usually has a relaxing timetable in or False.
summer.
Sam prefers not to remember about school
during vacation time.
Sam wants to spend his holiday with his
friends than with his parents.
Lying in the sun is Sam’s favourite activity
during holiday.
The most exciting experience was a trip to
Somerset.
WRITING Learners write

Task 2. Write a postcard to a friend. a postcard to a
Include Greeting and closing sentence. friend. Include
Use Present Continuous tense. Greeting and
The following questions will help you to closing
organize your writing: sentence. Use
What are you doing at the moment? Present
Where are you staying? Continuous
What’s the weather like? tense.
What are you going to do this evening/
tomorrow?
End Reflection Self-
5 min Home task: learn the new words, write a assessment
paragraph about their free time using the
new words (weaker students may write few
simple sentences, stronger students may
write a longer paragraph with more
complex sentences)
Saying goodbye
Date: Teacher name:

Learning objectives 6.C6 organise and present information clearly to others

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

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

35 min Pre-writing
Teacher asks learners to watch a video Learners take Video
about how to write a summary. Learners notes of what Verbal https://
should take notes of what they should they should evaluation www.youtub
focus on in writing a summary. Ask focus on in e.com/
some questions after watching the video. writing a watch?
summary v=dsB73dRu
Possible questions to ask: GcE
1) What does “to summarize” mean? (It
means to retell a story in your own
words)
2) What rules should you follow in
writing a summary? (Using own words,
keeping it short, writing the main idea,
remembering who, what, where, when,
why) Handout 1
3) What strategy is good to summarize? https://
(The big 5) studylib.net/
doc/
Writing 15654112/
Teacher introduces the assessment success-
criteria and asks learners to write their Learners follow criteria-for-
summary according to the criteria given. the instructions writing-a-
Reduces the details and writes just the chapter-
main points summary
Writes the story in a chronological order Mutual
Uses Past Simple avaluatio
Does not change the order or balance of
the original work
Uses at least 3-4 new words from the
story
If necessary, teacher should revise Past
Simple with the whole class or less-able
learners. Or before writing teacher can
pair up learners as One more-able and
one less-able learner, the strong one
should explain the usage of Past Simple
to the weakest one.
Post – writing
After learners have finished writing, ask
them to proofread their summary and if
necessary, they can swap their sheets to
check each other. Learners finish
writing
Individual
avaluation

on their learning:
Based on what we have learnt today,
what do you think we should study
next? Why?
Under what circumstances, or for what
reason, might we need to use today’s
learning?
Home task: to finish your writing
Saying goodbye
Date: Teacher name:

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

that students are to finish the second part of
the task.
Answer key:
Task 2:1. Years old
2. in front of a Chinese restaurant.
3. of surprises
4. delicious Individual
5. last meal in New York avaluation
Peer assessment.
After the peer assessment, students check
the task as a whole class.
End Post-reading Self-
5 min Students in pairs ask and answer post- assessment
reading questions. They are to write down
short answer of their partner.
Suggested answers:
Yes, he would, because it’s interesting
No, he hasn’t
Photo in Astana
Yes, he does
Chinatown
Answers can vary according to students’
ideas
Teacher monitors the class.
Open class feedback.
Home task: To write a letter (60-80
words) to Amy and George, thanking them
for everything using the new words
(weaker students may write a shorter letter
with simple sentences, stronger students
may write a longer one with more complex
sentences).
Saying goodbye
Date: Teacher name:

Theme of the lesson: Different activities, based on the content of the books
Learning objectives 6.4.4.1 read independently a limited range of short simple fiction and non-fiction
texts
6.1.7.1 develop and sustain a consistent argument when speaking or writing
Lesson objectives To read the legend for comprehension and discuss the events of the legend
To give arguments and justify their opinions
Previous learning Summarizing the chosen books
Plan
timings activities
5 min Teacher greets learners and introduces
the lesson objectives in a simplified PPT
manner.
Teacher discusses the learning
objectives with learners. https://
Warm –up www.youtub
What legends were discussed in the Learners watch a Individual e.com/
video? video about avaluation watch?
What was the first legend ‘Aisha Bibi’ Kazakhstan v=GINJMK2
about? legends and yVvc
What was the second legend “Khoja discuss what
Akhmed Yassaui” about? legends were
Answers: discussed in the
Two legends (Love of Aisha Bibi and video and answer
Khoja Akhmed Yassaui) the questions
It is the legend of Aisha Bibi’s love to
Karakhan
It is the legend of the man who served
to spread Muslim religion
Middle Focus on reading Learners read the Verbal
35 min Pre-reading questions and evaluation
Teacher asks learners to look at answer them.
exercise 1 page 84.
Who is Ertostik? Handout 1
What is he famous for?
Learners discuss the questions in pairs
and share their opinions.
Vocabulary Learners find the

1.destroy 9.servant following words in
2.lord 10.capture the text and guess
3.underworld 11.set off the meaning of Mutual
4.livestock 12.rescue words and try to avaluatio
6.pregnant 13.reach remember them.
7.handsome 14. challenge
8.get married 15. bring into
darkness
Learners read the
Reading legend
Learners read the legend about Er
Tostik and find out who Ernazar, Bapy
Khan and Kenjegen were?
Ernazar was Er Tostik’s father.
Bapy Khan was the lord of underworld
Kenjegen was his love and wife.
Post reading Learners read and

Teacher asks learners to read the answer the
questions in Exercise 3 on page 85 and questions
answer the questions. Let learners
discuss in pairs.
Assessment criterion:
-answers at least 3 questions correctly.
Who are the main characters of the
legend?
What lesson did you get from the
legend?
Who was the negative character?
Home task: to read the given
statements and correct them. (Exercise
4 page 85)
Assessment criterion:
-correct at least two statements
Answers:
1.Bapy Khan sent a terrible winter
2. Er Tostik’s father
3. the whole lakes
4. The dragon
Saying goodbye
Date: Teacher name:

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
6.4.4.1 independently a limited range of short simple fiction and non-fiction
texts
Lesson objectives To read the legend for detailed information
To identify details of a text, including setting
To formulate a basic summary of the legend
Previous learning Different activities, based on the content of the books
Plan
timings activities
5 min Teacher greets learners and introduces the
lesson objectives in a simplified manner. PPT
Teacher discusses the learning objectives
with learners.
Warm –up
Teacher asks some questions for
discussion. Learners listen Verbal
Do you believe in legends? or read the evaluation
What Kazakh legends do you know? questions and
Have you ever heard anything about Er discuss them in
Tostik? pairs.
Middle Focus on reading Video
35 min Pre-reading Learners look at Mutual Reading
Teacher presents the new words, learners the pictures and avaluatio comprehensi
look at the pictures and guess the guess the on
meaning of words. Ask them try to meaning of
remember as they are going to read a words https://
story and these words relate to the topic. www.youtub
In addition learners watch a video about e.com/
Reading Comprehension strategies and watch?
prepare their questions before reading the v=ZUDigw4
story. LCYE
Step 1. Learners share what they know

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

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

Theme of the lesson: Summative control work for the 3d term
Learning objectives 6.L8 Understand supported narratives including some extended talk, on a range
of general and curricular topics
6.R4 Read independently a limited range of short simple fiction and non-fiction
texts
6.W5 Develop with support coherent arguments supported when necessary by
examples and reasons for a limited range of
written genres in familiar general and curricular topics
6.S6 Communicate meaning clearly at sentence and discourse
level during pair, group
Lesson objectives All learners:
-listen to the recording twice on topic ‘Holidays and Travel’, having chance to
look through the questions before the recording starts .
- read the text on topic ‘Our health’ and answer the questions.
- should choose one topic. They should write on topics ‘Our health’ or ‘Holidays
and Travel’.
- pair up and have a two-way conversation on topics: ‘Our health’,
‘Holidays and Travel’.
Plan
timings activities
Beginning ORGANIZATION MOMENT
3 min 1.Greeting
2. Lesson objective
SA LISTENING Learners listen Individual
40 min Task. Listen to the conversation to the avaluation
between the travel tour guide and the conversation
tourists twice. between the
CD3. Tapescript 2. And transcript for travel tour
listening task can be found after the guide and the
mark scheme. tourists twice.
Put in order four places that the tour Learners

guide will visit first. complete the
Choose the right option. sentences
5.Oxford Street is a famous street for…
6.The Queen lives at …
READING
Task. Read the text about fast food.
Mark sentences as True or False. Learners read
1. The hamburger is originally the text about
American. fast food and
2. People can eat hamburgers mark
anywhere around the world. sentences as
3. McDonald’s is one of the True or False.
world’s most famous fast food
restaurants.
4. Older people like this sort of
food.
Write answers. Learners write

5.Who took the hamburger to the United answer
States of America?
6.Why do people go to MacDonald’s?
WRITING Learners choose

Task. Choose ONE of the topics below. ONE of the
Write answers in full sentences. Give topics below
arguments supported by examples. and write
Link these sentences into a well- answers in full
structured paragraph with some basic sentences.
connectors. Use future form ‘will’.
SPEAKING
Task. Work in pairs. Choose one of the
cards and make a dialogue with a Learners choose
partner. Give own points of view on one of the cards
topics, ask questions to clarify the and make a
answers and get the needed information, dialogue with a
explain and justify your positions and partner.
answer your partner’s questions.

2 min Tree of success assessment
Home task: to revise grammar themes
Saying goodbye
Date: Teacher name:

Learning objectives 6.4.2.1 understand independently specific information and detail in short, simple
6.4.3.1 understand the detail of an argument on a limited range of familiar general
and curricular topics, including some extended texts
6.4.4.1 read independently a limited range of short simple fictions and non-fiction
texts
Lesson objectives To read the story and understand specific information using scanningo
To recognize the detail of an argument while reading the story
Previous learning Summative control work for the 3d term
Plan
timings activities
manner.
objectives with learners.
Warm –up
Teacher asks some questions to give Learners look at
learners ideas about the topic. the picture of Verbal
What are they? (Trees, birches) birches and evaluation
Where do they grow in out country? share their
(in the North Kazakhstan) opinion what
Have you ever seen these trees? they think about
When? Where? them.
Middle Focus on reading Video
35 min Pre-reading https://
Teacher asks learners to focus on the Learners focus www.youtube.
words given and check their meaning. on the words Mutual com/watch?
Teacher should provide dictionaries in given and check avaluatio v=aAdZqK5U
advance. their meaning eww
Teacher also asks learners to watch a
video how to work on a text to
improve reading skill.
Let learners highlight the text using

particular pencils for each part, for
example, red-for main characters,
yellow -for the plot, green-for the
ending etc.. Handout 1
Reading Learners read

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

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Unit 5: Our Health School: Secondary school Koktal

Date: 9.01.2023 Teacher name: Abdikadyr T.M

Unit 5: Our Health School:

Date: Teacher name:

End REFLECTION Self-

Unit 5: Our Health School:

Date: Teacher name:

Previous learning Grade 6 is a healthy class!

Unit 5: Our Health School:

Date: Teacher name:

Unit 5: Our Health School:

Date: Teacher name:

To make a presentation about Learners make a

Unit 5: Our Health School:

Date: Teacher name:

Home task: to make a presentation about

Date: Teacher name:

End Feedback Learners reflect about Self-

Lesson objectives To ask special questions to make a dialogue

Previous learning Grade 6 eats healthy food!

Middle Focus on listening Learners watch Mutual Video -Cost of

Home task: to write one of the recipes

Unit 5: Our Health School:

Date: Teacher name:

Unit 5: Our Health School:

Date: Teacher name:

Note: Remember learners that the

End At the end of the lesson, learners reflect Self-

Date: Teacher name:

Date: Teacher name:

End REFLECTION Self-

Home task: to write about a tourist

Date: Teacher name:

Learning objectives 6.1.3.1 respect differing points of view

If learners do not know the presented

TASK 2. Additionally, if some words

Home task: answer the questions

Unit 6: Holidays and Travel School:

Date: Teacher name:

Unit 6: Holidays and Travel School:

Date: Teacher name:

Unit 6: Holidays and Travel School:

Date: Teacher name:

To identify specific types of nouns Learners

Home task: To design a brochure

Unit 6: Holidays and Travel School:

Date: Teacher name:

To write about a park in

Unit 6: Holidays and Travel School:

Date: Teacher name:

Unit 6: Holidays and Travel School:

Date: Teacher name:

Middle Focus on writing

Unit 6: Holidays and Travel School:

Date: Teacher name:

Exercise 3. Fill in: cosmopolitan,

Unit 7: Reading for Pleasure School:

Date: Teacher name:

End REFLECTION Self-

Date: Teacher name: