Date: 01.02.2024 Form: 6A Teacher: Mo`minova Z.

Date: 03.02.2024 Form: 6B

Theme: Forms of communication

The aim of the lesson:

Educational: Students review and extend vocabulary related to weather and the seasons.
Developing: - to develop listening, reading, writing, and speaking skills
Socio-cultural: - to learn different cultures
Competence: SC1, SC and PC
Learning outcomes: By the end of the lesson, pupils will be able to use learnt language in practice,
ask and answer questions
Type of the lesson: non-standard, mixed
Method of the lesson: group work, pair work
Equipment: Guess what 6 Textbook, Workbook, the DVD of the book, flashcards.
TECHNOLOGICAL MAP OF THE
LESSON:

№ Part of the lesson Tasks Time

1 Organizational -to greet pupils. 5 min
Moment - to check up the register
2 Repeating last lesson - to give pupils some questions about last 5 min
lesson. – to ask words from previous lesson
3 Explaining new - to explain to pupils new vocabulary and 20 min
theme theme
4 Consolidating new - to consolidate new theme and new words of 10 min
theme. the theme.
5 Homework. - Giving homework. 5 min

The Procedure of the lesson:

I. Organizing moment: - Greeting.
- Checking the register

II. Pre-Activity
Let’s start! How do you communicate with your friends?
Ask How do you communicate with your friends? Elicit ideas, then ask, e.g., How often do you send
emails?
How many text messages do you send in one day?

Activity 1 Listen and look.

14. When were these forms of communication invented? Listen and match.
• Explain the meaning of smoke signals, the World Wide Web,and telegram. Teach timelineand ask
volunteers to read each date on the line. Explain the meaning of BCE. Give students time to guess which
photographs match the dates.
• Play the recording. Students listen and match.
Key: a 1800 BCE b 1990–1991 c 1844 d 1876 e600 BCE
CD-27

15 Listen again and answer the questions.

• Play the recording again. Students listen and answer.
Key: 1Smoke signals. 2No, they couldn’t. (They used messengers.) 3More quickly. 4The telephone.
5It’s easier.
16. Talk about forms of communication with a friend.
• Play the example dialog while students read the prompts.
• Then make pairs. Students talk about the forms of communication, using the speech bubbles to help
them.
• Volunteers report back, e.g., Bartek uses his cell phone the most. He also sometimes writes letters to
his aunt.
He uses his phone for sending text messages and photographs. He doesn’t often use it for phone calls.
CD2:28
A: Which forms of communication do you use?
B: I use my laptop and my cell phone.
A: Which do you use the most?
B: I use my cell phone the most.
A: What do you use it for?
B: I use it for texting my friends and for playing online games.

Workbook page 52
13. Read Robert’s essay. Then look at the pictures and circle or .
• Students read and circle the correct faces.

Key: 1 2 3 4
14. Look at activity 13. Complete the sentences.
• Students read the essay again and complete the sentences.
Key: 2for help (in an emergency) 3a good restaurant 4their family and friends 5using
cell phones is Dangerous

15. We join two sentences together using or. We use

orwhen there’s a choice.
• Students read about using orand then underline the sentences with orand circle the choices,
e.g., But our grandparents couldn’t call or text their friends on cell
phones. We can even go online with smartphones to get directions or find a good restaurant.
We see people playing games or texting on their phones when they’re
with their family and friends.
Ending the lesson
• Books closed. Write the title cell phoneson the board.
Then write two headings: Good thingsand Bad things.
Elicit the good and bad points and see if everyone agrees with Robert’s opinions.

Deputy director on educational affairs: Sh.Xolmatov Signature:____________

 Activity 3 Listen and say yes or no. Then ask and answer.
• Play the recording, pausing for students to answer.
• Students then ask and answer in pairs as in the example.

Key: 1 No 2 Yes 3 Yes 4 No 5 No 6 Yes 7 No 8 Yes 9 Yes

CD1:04
Is the weather in the spring cold and snowy?
Is winter the coldest season of the year?
Does it rain a lot in a monsoon?
Is there a lot of rain in a drought?
Is fall the hottest season of the year?
Can you often see lightning in a storm?
Do the leaves on the trees change color in the summer?
Do you sometimes hear thunder in a storm?
Is there a lot of water everywhere in a flood?

Activity 4 Is the weather today usual for the season? Ask and answer.
• Students ask and answer about the weather today.

III. Post-activity
Activity 1 Read and complete the sentences.
• Students complete the sentences.

Key: 2 drought 3 winter 4 the spring 5 thunder … storm

Activity 2 Circle the one that doesn’t belong.

• Students circle the one that doesn’t belong.

Key: 2 winter 3 monsoon

Activity 3 Read and write the words. Then number the pictures.
• Students number the pictures and write the words.

Key: 2 winter – e 3 flood – c 4 fall – a 5 lightning – f 6 drought – d

My picture dictionary ➔ Go to page 84: Write the new words.
• Students write the new words under the correct pictures.

Ending the lesson

• Play Anagrams (see page xiv) with words from the lesson.

Extra activities: see page TB111 (if time)

Deputy director on educational affairs Signature

 Lesson 2. Vacations and weather

The aim of the lesson:

Educational: Students practice using the simple past to talk about vacations and weather. They also
practice using rising intonation in questions.
Developing: - to develop listening, reading, writing, and speaking skills
Socio-cultural: - to learn different cultures
Competence: SC1, SC and PC
Learning outcomes: By the end of the lesson, pupils will be able to use learnt language in practice,
ask and answer questions
Type of the lesson: non-standard, mixed
Method of the lesson: group work, pair work
Equipment: Guess what 6 Textbook, Workbook, the DVD of the book, flashcards.
TECHNOLOGICAL MAP OF THE
LESSON:

№ Part of the lesson Tasks Time

1 Organizational -to greet pupils. 5 min
Moment - to check up the register
2 Repeating last lesson - to give pupils some questions about last 5 min
lesson. – to ask words from previous lesson
3 Explaining new - to explain to pupils new vocabulary and 20 min
theme theme
4 Consolidating new - to consolidate new theme and new words of 10 min
theme. the theme.
5 Homework. - Giving homework. 5 min

The Procedure of the lesson:

I. Organizing moment: - Greeting.
- Checking the register

II. Pre-Activity
• Elicit information about the weather in your region, e.g., The weather in winter is cold, and it
sometimes … (snows). In the summer, it doesn’t rain much, and there can be a … (drought). We get
storms in the summer. We can see lightning and hear … (thunder).
Presentation
• Show your vacation photographs and say These are photographs from my summer vacation. Ask
When is summer vacation? Is it in November?
• Tell students to pass the photographs around, then collect them and ask, e.g., Where did I go on
vacation? (Students guess the region/country.) What was the weather like? (It was hot and sunny.)
Alternatively, encourage students to ask you Where did you go? What did you visit/do/eat? etc.

III. Main Part

Activity 5 Read and listen. Then match.
• Point to the photographs and ask Which country is this? What are the children doing?/What’s
happening? Students guess. Present bodyboarding and review kite.
• Say Let’s find out which country is in each photograph. Read and listen. Play the recording.
Students listen and follow the text. They can guess, but don’t confirm answers.
• Play the recording again. Students match each text to a photograph. Show the countries on a world
map.
• Explain the meaning of new words, e.g., stay, beach. Ask students which vacation they would
prefer.
CD1:05 : see Student’s Book page 7

Activity 6 Match the questions and answers.

• Students match the questions to the answers.
Key: 1 c 2 a 3 e 4 b 5 d

Activity 7 Ask and answer.

• Say What about you? Read the question in the speech bubble and choose different students to
answer.
• Elicit more past tense questions about vacations (students can use activity 6 to help) and write them
on the board, e.g., What did you do? Did you stay with family/friends? What was the weather like?
Was there a (storm)? Did you enjoy your vacation?
• Students ask and answer questions about their last vacation in pairs as in the example.

Activity 8 Does the end of the question go up or down? Listen and repeat.
• Tell students to follow in their books as you play the recording, pausing after the single word to
show the up and down movement by pointing. Then play the sentence for the second time and pause
for students to repeat, trying to copy the intonation.

IV. Post-activity
Activity 4 Read and circle the correct words.
• Students circle the correct pairs of words.
Key: 2 Did, did 3 didn’t, wasn’t 4 Was, wasn’t 5 didn’t, were
Activity 5 Complete the questions and answers.
• Students look and complete the questions and answers.
Key: 1 went 2 was, was, 3 did, went 4 Were, weren’t, were
Activity 6 Look at activity 5. Write questions.
• Students write questions for the answers given.
Key: 2 Was the weather cold/rainy/bad? 3 Did they/Anna and Claire go to the beach? 4 Were there
any dolphins (in the ocean)? 5 Was the vacation fun/good?

Ending the lesson

• Write questions about vacations on the board, some with rising intonation, some with falling
intonation (e.g., Did you visit friends? Did you stay in a hotel? What did you eat? Was the weather
good?).

Deputy director on educational affairs Signature

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