Reflection. Saying goodbye. LESSON 30. Unit 3: Our Countryside. School: Stavropolka Secondary School. Teacher name: Rogova V.V.. Learning some map reading skills. That is my village. Learning objectives. Lesson objectives. Previous learning. Planned activ

Reflection

Teachers opens the slide with learning and lesson objectives.

Home task: to learn the new vocabulary

Saying goodbye

Learners discuss their results with peers. After that they can share their experience with the whole group.

Self-assessment

LESSON 30 Unit 3: Our Countryside			School: Stavropolka Secondary School
Date:			Teacher name: Rogova V.V.
Grade: 6			Number present:			Number absent:
Theme of the lesson:		Learning some map reading skills. That is my village
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 6.3.2.1 ask simple questions to get information about a growing range of general topics 6.3.3.1 give an opinion at sentence level on a limited range of general and curricular topics 6.3.8.1 recount some extended stories and events on a limited range of general and curricular topics
Lesson objectives		All learners will be able to: Answer 1-2 questions about the picture with support Annotate the text and complete the table 80 % correctly Retell some of the text Most learners will be able to: - Answer 3 questions about the picture with support - Annotate the text and complete the table 90 % correctly - Retell most of the text Some learners will be able to: Answer 3 questions about the picture independently Annotate the text and complete the table 100 % correctly Retell the text completely
Previous learning		Learning some map reading skills
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	ORG.MOMENT: Introduction of Learning and Lesson Objectives Warm-up: Teacher demonstrates the picture of village. Then teacher asks learners some questions about it. Differentiation: less able learners are provided with useful language according to their needs. It is recommended to discuss with the whole class examples of good language and some common errors.			Learners discuss the questions in pairs. The list of questions: Where is the village? What does it look like? What kind of people do live there?	Individual avaluation
Middle 30 min	Pre-reading: vocabulary work Teacher provides learners with the text. Differentiation: 1) Less able learners may ask their peers about the meaning of unknown words. 2) teacher may provide learners with additional time to work with a dictionary. FA: Teacher monitors, checks understanding of the words’ meaning. While – reading: text annotation Teacher introduces the criteria. Scaffolding: if it is the first time for learners to annotate the text, teacher should show how to do it. _ _ _ activities to do in the village ……. places in the village _____ emotions and feelings of people Post – reading: retelling the text Learners are recommended to ask questions to their peers to help them in retelling the text. They have to answer the question: Do you want to live in this village? Why? Why not?			Learners scan it for unfamiliar words. They should underline/ highlight them Learners work independently. They read the text and annotate it in the following way: After that they complete the table in the appendix 3. Learners retell the text as a Chain recounting	Verbal evaluation Verbal evaluation Mutual avaluation
End 5 min	Reflection Teachers opens the slide with learning and lesson objectives. Home task: to write an assay about your village Saying goodbye			Learners discuss their results with peers. After that they can share their experience with the whole group.	Self-assessment

LESSON 31 Unit 3: Our Countryside			School: Stavropolka Secondary School
Date:			Teacher name: Rogova V.V.
Grade: 6			Number present:			Number absent:
Theme of the lesson:		Learning about the flora of Kazakhstan. Plants in the countryside
Learning objectives		6.4.8.1- use independently familiar paper and digital reference resources to check meaning and extend understanding 6.6.3.1- use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general and curricular topics; 6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics; 6.1.6.1 - organiseand presentinformation clearly to others
Lesson objectives		All learners will be able to: Read for specific information, to listen for sequence and order of events, to tell about their experiences Most learners will be able to: Read for specific information, to listen for sequence and order of events, to tell about their experiences Some learners will be able to: Read for specific information, to listen for sequence and order of events, to tell about their experiences
Previous learning		Learning some map reading skills
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)			Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANISATION MOMENT To consolidate new vocabulary Warm-up: Teacher plays hangman with the word ‘garden’ on the board. Asks learners to imagine a typical garden and to tell some of the things they would expect to see there. FA: teacher monitors learners’ work and clarifies meaning and pronunciation.			In pairs they write as many words as possible connected with gardens. Teacher may set time limit. Asks the pair with the most words to write their list on the board. Invite others to add to the list.	Mutual avaluation
Middle 30 min	To present and categorise new vocabulary Write the heading on the board and ask Ss around the class to read out the activities one at a time and elicit which heading they go under. To act out exchanges talking about activities Explain/Elicit the meanings of the adjectives in the list. Ask a pair of Ss to model the example. Monitor the task around the class. Then ask various pairs to act out their exchanges. To listen for specific information and order of events Explain the situation and the task and play the recording. Listening Teacher tells learners that s/he is going to describe the garden of his/her grandparents/sister’s in England and that they have to listen and draw. Keeps it simple and use some of the vocabulary from the warm up task. FA: teacher holds up a prepared sketch for learners to compare their drawings with. Post listening: FA: teacher monitors learners’ work and takes notes of good use of language as well as errors. Differentiation: individual support for less able learners.			Ss copy the completed table from the board in their notebooks. Ss work in pairs and act out similar exchanges using the adjectives. Ss listen and put events in the order they happened. Ss can write words on the garden if they don’t want to draw. Learners invent an ideal garden (they may all live in flats and not have gardens). They have to write 3-5 sentences to say what they like/dislike about their garden.	Verbal evaluation Verbal evaluation Individual avaluation Mutual avaluation
End 5 min	To narrate person’s experience Play the recording again. Then ask various Ss to narrate Ian’s experience using the sentences in Ex.5. Home task: to describe the garden of your grandparents Saying goodbye			Ss narrate Ian’s experience	Self-assessment

LESSON 32 Unit 3: Our Countryside			School: Stavropolka Secondary School
Date:			Teacher name: Rogova V.V.
Grade: 6			Number present:			Number absent:
Theme of the lesson:		Learning about the flora of Kazakhstan. Countryside nature
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 6.4.5.1 deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts
Lesson objectives		All learners will be able to: -read the text and answer some open-ended questions; -deduce the meaning of some phrases; Most learners will be able to: -read the text and answer most open-ended questions; -deduce the meaning of most phrases; Some learners will be able to: -read the text and answer all the open-ended questions; -deduce the meaning of all the phrases;
Previous learning		Learning about the flora of Kazakhstan. Plants in the countryside
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANISATION MOMENT: Introduction of Learning and Lesson Objectives Warm-up: A: It’s a forest. B: There are trees and flowers there. FA: teacher monitors learners’ work and takes notes of good use of language as well as errors. It is recommended to discuss with the whole class examples of good language and some common errors.			Learners work in pairs. The 1^st learner names a place. The 2^nd learner should say two things it has got.	Mutual avaluation		PPP
Middle 30 min	Pre-reading: vocabulary work Their task is to find the words in the text and underline or highlight them. Teacher asks for the meaning and drills pronunciation. Differentiation: 1) Less able learners may ask their peers about the meaning of unknown words. 2) teacher may provide learners with additional time to work with a dictionary. FA: Teacher monitors, checks understanding of the words’ meaning. While – reading: Key answers: Task 1: Bren is in the countryside. There are dangerous farm animals. It is winter. He meets an angry cow. Task 2: 1.D 2.C 3.H 4.E 5.G 6.A 7.B 8. F FA: learners are given keys for peer-assessment. Post – reading: FA: teacher monitors reading and takes notes of good pronunciation and intonation as well as errors. Scaffolding: Teacher reads the text aloud as a model. To practise role-playing Read the Study Skills box aloud and explain that this tip will help them complete the task. Explain the situation. Remind Ss that they can use the dialogue in Ex. 2 as a model, as well as any ideas of their own to complete the task. To help Ss, draw the following diagram on the board and elicit appropriate phrases Ss should use. Write them on the board. Ss can refer to the diagram while doing the task.			Learners get a list of words; they look through, and look them up if necessary. Then they work with the text. Learners should complete two tasks. They answer the questions to the text and deduce meaning from the context by matching phrases with their definition. Learners in pairs read the text aloud. They have to express emotions of main character. Ss complete the task in pairs.	Verbal evaluation Individual avaluation Mutual avaluation
End 5 min	REFLECTION Teacher opens the slide with learning and lesson objectives. Home task: make up riddles to revise learnt vocabulary Saying goodbye			Learners discuss their results with peers. After that they can share their experience with the whole group.	Self-assessment

LESSON 33 Unit 3: Our Countryside			School: Stavropolka Secondary School
Date:			Teacher name: Rogova V.V.
Grade: 6			Number present:			Number absent:
Theme of the lesson:		Learning about the flora of Kazakhstan. (This relates to Biology and Geography)
Learning objectives		6.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 6.3.2.1 ask simple questions to get information about a growing range of general topics 6.6.9.1 use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics
Lesson objectives		All learners will be able to: Make up 1 simple riddle and questions Answer some questions of their peers Most learners will be able to: Make up 2-3 simple riddles and questions with learnt vocabulary and recommended structure Answer most questions of their peers Some learners will be able to: Make up 2-3 original riddles and with learnt vocabulary and appropriate grammar Answer all questions of their peers
Previous learning		Learning about the flora of Kazakhstan. Countryside nature
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	ORGANISATION MOMENT: Introduction of Learning and Lesson Objectives Warm-up: Differentiation: less able learners are provided with pictures or cards with words.			Learners check riddles to revise learnt vocabulary.	Verbal evaluation		PPP
Middle 30 min	Pre-speaking: Teacher gives each learner a picture 1 or 2. Differentiation: 1) Less able learners are provided with models. FA: Teacher monitors, checks order and appropriate tense of questions. Speaking: FA: learners are given keys for peer-assessment. FA: teacher monitors retelling and takes notes of good use of language as well as errors. Peer – assessment: learners are provided with criteria for peer assessment. They have to write advice or recommendation for their peer. Differentiation: less able learners can use models or useful language Post – speaking: Learners with the same picture come together. They have to choose the best\ most interesting\ longest and etc. question. To practise pronunciation of situational language Play the recording. Pay attention to Ss’ pronunciation and intonation and correct as necessary. To listen for specific information Read the rubric aloud. Play the recording. To learn synonymous phrases Read out the phrases. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class.			Learners write 3-4 questions to the picture. E.g. they use a modal verb can or any structure to revise. Learners show their picture to the partner and ask questions. Learners do the task Learners listen and repeat chorally and/or individually. Learners listen and follow the text in their books and find the information	Individual avaluation Mutual avaluation Individual avaluation Mutual avaluation Individual avaluation		http://resources.campnavigator.com/things-to-do-while-camping/, https://www.visitlakegeorge.com/camping/island-camping
End 5 min	REFLECTION The tree of wishes Apple- I have known much information. Flower- I have understood much information. It was very useful information. Leaf- Today some questions were not clear for me. Home task: to write a short email about a place where you live Saying goodbye			Learners choose one	Self-assessment

LESSON 34 Unit 3: Our Countryside			School: Stavropolka Secondary School
Date:			Teacher name: Rogova V.V.
Grade: 6			Number present:				Number absent:
Theme of the lesson:		Learning about the fauna of Kazakhstan. Animals in the countryside
Learning objectives		6.3.3.1 give an opinion at sentence level on a limited range of general and curricular topics
Lesson objectives		All learners will be able to: Use some topical vocabulary when speaking on farm animals Discuss on some functions and uses of farm animals Most learners will be able to: Use most topical vocabulary when speaking on farm animals Discuss on most functions and uses of farm animals Some learners will be able to: Use less-frequent topical vocabulary when speaking on farm animals Discuss on functions and uses of farm animals without support
Previous learning		Learning about the flora of Kazakhstan. (This relates to Biology and Geography)
Plan
Planned timings	Planned activities				Learners’ activities	Evaluation			Resources
Begining 10 min	Org moment: Greeting students. Setting the aim of the lesson: The aims of the lesson are given in PPT: develop vocabulary on countryside animals using vocabulary to speak about farm animals Lead-in Teacher continues the topic on countryside (nature). Teacher asks what learners did in the previous lesson. After learners answer, teacher puts up several pictures of farm animals. Teacher asks learners to guess the topic of today’s lesson using phrases written by a teacher on the board. Teacher may ask the following questions: What do you see on the board? Why did I choose these animals? What do they have in common? Where do they live? Which are useful animals?				Learners answer the questions	Verbal evaluation			PPP slides 1-2 PPP slides 3-4
Middle 25 min	Vocabulary work Learners get a hand-out to match animals with their pictures. Next teacher names 3 animals (dog, cow and sheep) and asks why people keep these animals. Teacher elicits learners’ answers who share it with the class. Differentiation. Teacher may support with less able learners useful language : Dog gives protection and loyalty\Cows give milk and meat\Sheep give meat and wool. Speaking Learners in pair do a concept map on a farm animal. Teacher shows one example of it. Pairs sit facing each other and take turns describing their mind map. Differentiation: less able learners may read some information from their mind map. FA: Teacher oversees the process providing support where necessary. FA:teacher discusses criteria for assessing with learners and they evaluate their peers work according to these criteria.				Learners do the task Learners must make a concept map on A4 paper with a certain animal.	Individual avaluation Mutual avaluation			Appendix 1 http://learnenglishteens.britishcouncil.org/vocabulary/beginner-vocabulary/animals PPP
End 5 min	Feedback Teacher writes incomplete sentences on the board; In this lesson I have learnt about………. Now I know that sheep …….. Dogs …….. Cats catch……. Further students may come up with other animals. Home task: to write a short assay about your pet Saying goodbye				Learners provide feedback on what they have learned at the lesson.	Self-assessment
LESSON 35 Unit 3: Our Countryside					School: Stavropolka Secondary School
Date:					Teacher name: Rogova V.V.
Grade: 6					Number present:		Number absent:
Theme of the lesson:		Learning about the fauna of Kazakhstan.
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 6.5.2.1- write with some support about real and imaginary past events, activities and experiences on a limited range of familiar general topics and some curricular topics;6.2.6.1- deduce meaning from context in supported extended talk on a range of general and curricular topics 6.3.8.1 recount some extended stories and events on a limited range of general and curricular topics
Lesson objectives		All learners will be able to: Write some plural forms of the words correctly Recount some facts and events on the farm according to criteria Most learners will be able to: Write most plural forms of the words correctly Recount most facts and events on the farm according to criteria Some learners will be able to: Write all plural forms of the words correctly Recount all facts and events on the farm according to criteria
Previous learning		Learning about the fauna of Kazakhstan. Animals in the countryside
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation		Resources
Begining 10 min	Organisation moment: Introduction of Learning and Lesson Objectives Warm-up: Teacher writes on the board all the words in column in singular. Differentiation: teacher asks more able learners to write the animals on the board It is recommended to elicit the words: horse, cow, donkey, sheep, camel, goose, chicken and etc.			Learners brain storm what kind of animals and birds live on the farm.		Verbal evaluation		PPP
Middle 25 min	Pre-speaking: vocabulary work Step 1. teacher monitors their work and explains the rule if necessary. Step 2. They use their own experience or background knowledge. Differentiation: for less able learners teacher may prepare useful language or a model answer according to their needs While – speaking: FA: learners are given criteria for peer-assessment. Post – speaking: FA: teacher monitors their discussion and keeps notes of good use of language and common errors. To practise pronunciation of situational language Play the recording. Pay attention to Ss’ pronunciation and intonation and correct as necessary. To listen for specific information Read the rubric aloud. Play the recording. To act out a dialogue Ask Ss to work in pairs, take roles and read out the dialogue. Monitor the activity around the class and ask some pairs to read out the dialogue in front of the class.			Learners write plural form of each word on the board. Learners should tell about life in the farm. Learners make a plan of their description. Learners listen to each other and take some notes. Learners discuss the question: Is life on the farm hard? Why? Why not? Learners listen and repeat chorally and/or individually. Learners listen and follow the text in their books and answer Learners read out the dialogue in front of the class.		Individual avaluation Mutual avaluation		PPP
End 5 min	REFLECTION Teachers opens the slide with learning and lesson objectives. After that they can share their experience with the whole group. Home task: to write an assay about farm’s life Saying goodbye			Learners discuss their results with peers		Self-assessment

LESSON 36 Unit 3: Our Countryside			School: Stavropolka Secondary School
Date:			Teacher name: Rogova V.V.
Grade: 6			Number present:			Number absent:
Theme of the lesson:		Researching and presenting a labelled map of information about our country (This relates to Geography and Computer Science)
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 6.3.2.1 ask simple questions to get information about a growing range of general topics 6.3.3.1 give an opinion at sentence level on a limited range of general and curricular topics 6.3.8.1 recount some extended stories and events on a limited range of general and curricular topics
Lesson objectives		All learners will be able to: Answer 1-2 questions about the picture with support Annotate the text and complete the table 80 % correctly Most learners will be able to: Answer 3 questions about the picture with support Annotate the text and complete the table 90 % correctly Some learners will be able to: Answer 3 questions about the picture independently Annotate the text and complete the table 100 % correctly
Previous learning		Learning about the fauna of Kazakhstan
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 10 min	Organisation moment: Introduction of Learning and Lesson Objectives Warm-up: Teacher demonstrates the picture of village. Then teacher asks learners some questions about it. Differentiation: less able learners are provided with useful language according to their needs.			Learners discuss the questions in pairs.	Verbal evaluation
Middle 25 min	Pre-reading: vocabulary work Teacher provides learners with the text. Differentiation: 1) Less able learners may ask their peers about the meaning of unknown words. 2) teacher may provide learners with additional time to work with a dictionary. While – reading: text annotation Teacher introduces the criteria. Learners work independently. They read the text and annotate it in the following way: _____ activities to do in the village _____ places in the village _____ emotions and feelings of people After that they complete the table in the appendix 3. Scaffolding: if it is the first time for learners to annotate the text, teacher should show how to do it. FA: learners are given keys for peer-assessment. Post – reading: retelling the text OR learners work in a group of 3 people: the 1^st learner tells about activities to do in the village; the 2^nd learner’s task is to tell about places in the village; the 3^rd learner tells about emotions and feelings of people. Learners are recommended to ask questions to their peers to help them in retelling the text. They have to answer the question: Do you want to live in this village? Why? Why not? FA: teacher monitors retelling and takes notes of good use of language as well as errors. Differentiation: 1) teacher gives time for creating a plan. 2) less able learners can use their annotation notes.			Learners scan it for unfamiliar words. They should underline/ highlight them. Learners read the text and complete the table Learners retell the text as a Chain recounting: one learner – one sentence.	Individual avaluation Mutual avaluation
End 5 min	REFLECTION ‘suitcase’ – I know the material; ‘meat grinder’- I need to repeat the material. Students answer the concept questions: What did you take from the lesson? What tasks were interesting to do? What were the problems? Were the criteria of the lesson realized? Home task: To prepare a quiz on the world’s oceans . Look up information on the Internet using the key word ‘oceans’ in the search bar or in encyclopaedias, atlases or other reference books. Saying goodbye			Learners stick the smiles to the column and answer the concept questions	Self-assessment

LESSON 37 Unit 3: Our Countryside			School: Stavropolka Secondary School
Date:			Teacher name: Rogova V.V.
Grade: 6			Number present:			Number absent:
Theme of the lesson:		Researching and presenting a labelled map of information about our country. Life in the countryside SA 1
Learning objectives		6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics 6.3.3.1- give an opinion at sentence and discourse level on an increasing range of general and curricular topics; 6.3.8.1- recount some extended stories and events on a limited range of general and curricular topics
Lesson objectives		Identify the main ideas in extended talk with some support Provide a point of view in conversations and discussions Retell extended stories and episodes on a given topic
Previous learning		Researching and presenting a labelled map of information about our country. Life in the countryside
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	Organisation moment: Introduction of Learning and Lesson Objectives Warm-up: Optional: teacher may organize competition. FA:teacher monitors learners’ work and clarifies meaning and pronunciation.			Learners get the hand out with Unit ABC. They have to fill it in.	Verbal evaluation		PPP Appendix 1
Middle 10 min	Speaking Teacher presents the idea of the concept map. Teacher gives learners time to create their concept map to reflect what they learned in the unit. Then learners go around to study their peers maps. Teacher may ask them to comment on stickers. FA: teacher monitors learners’ work. Differentiation:individual support for less able learners.			Learners create their concept map to reflect what they learned in the unit	Mutual avaluation		Ideas of concept map https://americanenglish.state.gov/files/ae/resource_files/etf_54_2_pg20-26.pdf
FA 20 min	LISTENING Task 1.Teacher reads story twice. The chicken and the duck were friends. They lived on a farm. They walked around together. They swam in the pond together. They talked about many things. They talked about the cat. They thought the cat was tricky. They thought the cat was dangerous. The cat looked at them a lot. They didn't trust the cat. "We must always keep our eyes open when the cat is around," they both agreed. They talked about the dog. The dog was very friendly. The dog wanted to play. The dog had lots of energy. It barked a lot. It ran around a lot. They both liked the dog. They talked about the farmer. The farmer brought them food. The farmer took care of them. The farmer took care of all the animals. He fed the cow. He fed the pig. He fed the goat. He fed the sheep. He fed the rabbit. They liked the farmer. He took good care of everyone. He was a nice man. "Farmers are good," said the chicken. "We need farmers," said the duck. Example: The chicken and the duck were friends/enemies. The speaker tells the story about farm friends/ city friends. The speaker says that the cat is a good animal/a bad animal. The speaker is sure that the dog is friendly/ angry. Task 2. Listen to the second time and complete the sentences. In the beginning the chicken and the duck are speaking about the___. The second animal they speak about the__. At the end of the story they speak about the__. SPEAKING Look at the picture. You have 1 minute to prepare. What can you see on the picture? Is it a city or a country? How many animals can you see on the farm? Can you name some animals? What do people do in villages? Do you want to live in a village? Why? / Why not?			Learners listen to the story and choose the correct option. Learners complete the sentences Learners gets a picture and describes it	Individual avaluation		Worksheets
End 5 min	REFLECTION Teacher opens the slide with learning and lesson objectives. Home task: to repeat the grammar themes Saying goodbye			Learners discuss their results with peers.	Self-assessment

LESSON 38 Unit 3: Our Countryside			School: Stavropolka Secondary School
Date:			Teacher name: Rogova V.V.
Grade: 6			Number present:			Number absent:
Theme of the lesson:		Unit revision
Learning objectives		6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics 6.3.3.1- give an opinion at sentence and discourse level on an increasing range of general and curricular topics; 6.3.8.1- recount some extended stories and events on a limited range of general and curricular topics
Lesson objectives		All learners will be able to: Fill in some words in the tables; Tell some information on the given topic. Most learners will be able to: Fill in most words in the tables; Tell most information on the given topic. Some learners will be able to: Fill in all words in the tables; Tell detailed information on the given topic.
Previous learning		Unit revision SA 1
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	Organisation moment: Introduction of Learning and Lesson Objectives Warm-up Then ideas are compared with another pair. FA:teacher monitors learners’ work and clarifies meaning and pronunciation.			Learners discuss their ideas and fill in the table. They try to revise vocabulary on topic.	Verbal evaluation		PPP slides 1-2 Appendix 1
Middle 30 min	Vocabulary work Step 1 (presentation): teacher explains the rule of Verbs followed by ‘ing’ or by ‘to + infinitive’. Some of the sentences are modeled at the board with detailed explanation. Step 2 (guided practice): Teacher presents pictures with camping vocabulary. Optional: teacher provides learners with handout 1. They work on the paper. Step 3: (independed practice) The number can be limited or not. Differentiation:less able learners are provided with support according to their needs. More able learners can write logically connected sentences like a text. FA: Teacher monitors learners’ work. Tell your neighbor Teacher presents a mini topic which was covered in the unit. Teacher asks a question/ or gives a topic, provides thinking time and then asks learners to tell their neighbor their thoughts. Personalise the topic and talk and write about a local place of natural beauty Ask Ss to think of a place of natural beauty in Ss’ own country they are familiar with. Allow Ss two or three minutes to make notes under the headings. Allow Ss a further five minutes to use their answers to write a short paragraph about the place. Ask various Ss to read out their piece of writing to the class. Unit feedback Learners work in pairs, reflect on Unit and discuss the following questions: •What skills have you practiced? •What new knowledge have you gained? •What was challenging for you? •What was easy?			Learners write sentences using the given words and verbs. Learners compose their own sentences. Learners should ‘tell their neighbors’ as a means of articulating their thoughts. Learners talk and write about a local place of natural beauty	Individual avaluation Mutual avaluation Verbal evaluation Mutual avaluation		PPP slide 3 PPP slide 4
End 5 min	Reflection “The Bullet Point” technique -Learners get the sticky papers, write their names on them, go to the board and stick the paper on one of the four areas: -Participated actively; -It was interesting; -Everything was clear; -I have learned something new. Home task: to write an assay about your favourite places in your nativeland Saying goodbye			Learners get the sticky papers, write their names on them, go to the board and stick the paper on one of the four areas	Self-assessment		PPP slide 5

LESSON 39

Unit 4: Drama and Comedy

School: Stavropolka Secondary School

Date:

Teacher name: Rogova V.V.

Grade: 6

Number present:

Number absent:

Theme of the lesson:

TV programmes, films and cartoons

Learning objectives

6.4.3.1- understand the detail of an argument on a limited range of familiar general and curricular topics, including some extended texts

6.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings;

6.1.6.1 organize and present information clearly to others

6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics

Lesson objectives

All learners will be able:

talk about programmes, films and cartoons genres they like/dislike with more support

use some new phrases in their speech

ask questions and interact with their partners with more support

Most learners will be able:

talk about programmes, films and cartoons genres they like/dislike with some support

use new phrases in their speech appropriately

ask questions and interact with their partners with some support

Some learners will be able:

talk about programmes, films and cartoons genres they like/dislike without support

use less frequent phrases in their speech make correct questions and interact with their partners creatively

Previous learning

Unit revision

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining 5 min

Introducing of learning and lesson objectives

Warm-up

Learners watch the video shown by the teacher and try to memorize types of movies. They write them down.

Learners compare their answers with peers and check as a group.

Verbal evaluation

https://www.youtube.com/watch?v=HVNYc0OiHfs

Middle 30 min

Vocabulary work

Teacher asks to match the photos with the types of programmes,

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