My class's hobbies and interests.

School:

Date:

Teacher name:

CLASS: 6

Number present:

absent:

С9  L1 S1 S6  S7 W8

Lesson objectives

All learners will be able to:

identify some specific information from the text and use some target vocabulary to describe

class's hobbies and interests  accurately in response to prompts and in production tasks

Most learners will be able to:

identify most specific information from the text and use a range of target vocabulary to describe hobbies and interests  in response to prompts and in production tasks

Some learners will be able to:

Identify all specific information from the text and use a range of target vocabulary to describe class's hobbies and interests accurately in response to prompts and in production tasks

vocabulary for describing people, places, things / hobby/interests/ free time/ I really like / to be into/ to be fond of/ to be interested in

Plan

Planned activities

Resources

What’s in this unit?

Read the title of the unit Our Class and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module.

To present vocabulary for hobbies and interests

· Play the recording. Ss listen and repeat chorally or individually.

· Draw Ss’ attention to the pictures and elicit which hobby or interest is which.

Class CD

Class CD

Main Activities

       L1

       S6

       S7

        S1

       C9

      W8

To present/practise vocabulary related to class's hobbies and interests

· Play the next recording. Ss listen and repeat chorally or individually. Elicit the L1 equivalents from various Ss.

· Explain the task and read out the headings, translating them if necessary. Read the example sentences aloud and then Ss work in closed pairs and write the words under the headings and make sentences of their own.

· Ask various Ss around the class to read their sentences aloud to check Ss’ answers.

( Our interests, our future)

To predict the content of a text

· Direct Ss’ attention to the pictures and elicit what they show. Ask Ss to say what hobbies

· they really like or not using key phrases.  Give prompts if necessary. Ask: Which of the hobbies or interests are you into? Which of them don't you like?

· Complete the table about class's hobbies

and make the conclusion about popular class's hobbies and interests.

· Direct Ss to the 5 sentences about classmates, read them to the class and guess who they are.

To read for specific information

· Allow Ss time to read the sentences again and answer the questions.

· Check Ss’ answers.

Class CD

Vienne Diagram

To check comprehension of a text

· Allow Ss two minutes to go through the questionnaire. Ss guess the meaning of some adjectives describing a personality  and try to use them speaking about their character.

· Ask some pairs to report back to the class.

· Play the video. Ss watch it then answer the questions that accompany it.

Video

To develop critical thinking skills

· Explain the task and read the prompts aloud.

· Brainstorm with Ss for interesting ideas.

· Allow Ss time to write their sentences, then ask various Ss around the class to read their sentences aloud.

A conceptual table

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

support less able readers by encouraging them to confirm with another learner where target information is in text

monitor groups as they complete comprehension tasks and check understanding through follow-up questions in checking plenary

Cross-curricular links:

 P.T, Culture, Art.

precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Breaks and physical activities

challenge more able learners by adding two or three more words to the final task e.g. outside space.

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

monitor pronunciation in checking final sentence task and highlight any word stress issues on board

· Monitoring

· Feedback on the work

ICT links

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

Values links:

Healthy lifestyle.

Health and safety check:

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

LESSON: Unit 1 Lesson 2

Main Activities

       C6

        R2

       W8

       S1

       W6

        UE9

To categorise vocabulary

· Write words " Hobby" and " Interests" and give associations with these words. Speak about your hobby.

·  Ss look at the photo on p.10 for a minute and guess three people's interests. Ss copy the headings into their notebooks and try to list as many words as they can remember under each heading. Ss in pairs check their answers and add more words under each heading.

To activate and consolidate vocabulary

· Explain the task and read the text aloud.

· Ask various Ss to say what the people's interests are.

Cluster

" Hobby and Interests"

Write about friend's hobby or interest

· Explain the task and allow Ss some time to speak about 3 people's interests. Ss then compare with their partner their interests and note the similarities and differences.

· Ask various pairs around the class to present their friend's interest to the class.

· Alternatively, assign the task as HW and check Ss’ answers in the next lesson. Display the conceptual tables to the class.

· Ask Ss to make a dialogue with a structure have got and prepositions: of, about, by

Presentation

" Prepositions"

Game

A Play in teams. One team says a letter from the English alphabet. The other team says a word which starts with this letter and is related to hobbies or interests. If the team can’t think of a word within 5” they miss their turn. Any correct answer gets 1 point. The team with the most points wins.

Team AS1: S!

Team BS1: Skateboarding!

" Spelling Bee" (competition)

B Play in class. Take a card, give it to the teacher. The teacher says a word, you in turn spell this word.

A: Taekwondo

B: T -A-E-K-W-O-N-D-O.

Whiteboard

Class CD

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links

P.E., Social Studies, Languages

support less able learners by getting them to highlight problem parts of word spellings e.g. double letters, long vowel sounds

monitor learner spellings in categorisation task and provide remedial support

Health and safety check

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

provide challenge for more able learners by getting them to present information about class's hobbies and interests.

check learner pronunciation in whole class feedback and drill and highlight word-stress to board as necessary

ICT links
Projector or Smart board for showing a presentation

· Provide less able learners with the names of the hobbies for kids and teens

· Create mixed ability groups for discussion

Values links

Responsibility, Global Citizenship, Respect

LESSON: Unit 1 Lesson 3

Main Activities

S1

L2

L6

C1

C1

UE9

Ending the lesson

To practise active vocabulary

· Explain the task Study Strategy and read the example aloud.

· Ss complete the task.

· Check Ss’ answers.

To practise vocabulary through personalisation and pair group

Favourite Hobby activities.

· Teacher organises group work on topic from the site www.buzzle.com. ( G) Learners are divided into small groups of 3-4; and are given the instructions: surf the internet to find information on a given topic.  (if the Internet connection is not available, teacher can use information from Appendix 1). They should prepare mini-research poster.

· (G) Learners work in the following directions and arrange information:

Group 1: Hobbies related to nature

Group 2: Observational Hobbies

Group 3: Health-related hobbies

Group 4: Hobbies related to Computers and Technology

· (G) Learners distribute the roles in the group

Student 1 – timekeeper

Student 2 – researcher

Student 3 – designer

Student 4 – painter

PAIRWORK

 Unit 1

S.B. p.201

Cluster

http: //www.buzzle.com/articles/popular-hobbies.html  

Appendix 1

Working with a questionnaire in pairs using a photo ( Ex.4 p.12)

· Look at the photo and guess the hobbies and interests of people. I think, her hobby is...

· Listen to the dialogue and complete tasks

· Read the sentences aloud and write 3 or 4 questions to know the details of class's hobbies.

· Ask different Ss to read the questions aloud, then elicit some examples answers from the class.

Student's Book

 Ex.4 p.12

To practise using Present Simple

Allow Ss some time to speak about their interests in the Present Simple.

Check Ss’ answers.

Whiteboard

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links

Social Studies, Languages

monitor less able groups in controlled tasks and provide support through further modelling and drilling

monitor pair sentence completion tasks and encourage learners to give feedback to each other on answers

  Health and safety check

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

provide extra challenge by getting more able learners to use a mind - map, done personally to make a topic or a dialogue.

check pronunciation in whole class feedback and remodel/drill use of ending ‘s’.

ICT links

Projector or Smart board for showing a presentation

· Create mixed ability groups for discussion. Ensure they are not always in the role of timekeeper.

· More able learners:

Try to justify their opinions while labelling or making any choice

· Group assessment sheet

· Observe learners when participating in the discussion.

Learners managed to understand the rules and do the tasks.

Values links

Responsibility, Global Citizenship, Kindness, Friendship.

LESSON: Unit 1 Lesson 4

Language Focus. Interrogative pronouns.

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

C2 L2 S7 UE9   W2 L5

Lesson objectives

All learners will be able to:

use and pronounce some target language accurately in response to prompts and in controlled tasks with support

Most learners will be able to:

use and pronounce most target structures accurately in response to prompts and in controlled tasks with support

Some learners will be able to:

use and pronounce most target structures accurately in response to prompts and in controlled tasks with little support

basic knowledge of Present Simple /  general and special questions/ interrogative pronouns.

Plan

Planned activities

Resources

To present interrogative pronouns

· Ss close their books. Present interrogative pronouns, asking Ss about their life and preferences: What's your favourite film?

· Ask Ss if they remember any questions from questionnaire. Elicit a few examples and write interrogative pronouns.

· Ss give more interrogative pronouns and tell the purpose of using them.  Elicit answers from Ss around the class.

Whiteboard

Main Activities

C2

L2

To practise interrogative pronouns

Explain the task and allow Ss some time to complete the text. Check Ss’ answers by asking various Ss to read out the completed text. What kinds of questions have the Ss made?

Class CD

To practise asking and answering questions making special questions

· Play the recording with pauses for Ss to listen and repeat chorally or individually. Pay special attention to Ss’ pronunciation and intonation and correct where necessary.

· Read the task aloud and draw Ss’ attention to the prompts, then read out the example.

Ss complete the task in pairs. Monitor the activity around the class and ask some Ss to ask and answer in front of the class

Main Activities

        C2

L2

       S7

To pronounce /s/, /z/

· Explain to Ss that the ending " s" can be pronounced two ways.

· Play the recording. Ss listen and repeat.

Elicit other verbs with the same sounds from Ss around the class

Class CD

To practise describing hobbies and interests using interrogative pronouns in special questions

· Explain the task and read the example exchange aloud. Ss work in pairs and ask and answer questions.

Monitor the activity around the class and then ask some pairs to act out their exchanges.

To listen for specific information

· Explain the task.

· Do interests quiz and write a topic quiz.

· Check Ss’ answers.

A table

A mind - map

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular

Links

 Social Studies, P.E.

monitor less able groups in controlled tasks and highlight any errors in spelling for learners to self-correct

monitor pair sentence completion tasks and encourage learners to give feedback to each other on answers

Main Activities

C6

S3

        UE3

To find information about people in the picture  and present it to the class

· Explain the task. Ask Ss to look at the picture and say what they think about boy's interest. Use phrases: I think / reckon/ to my mind. Ex 1 p.14

· Ask Ss to work in groups, listen the dialogue and check the answers.

· Ask various groups of Ss to present their work to the class and present one of the character and their hobby.

Group 1: Jake ( surfing)

Group 2: Tina

Group 3: Laura

Class CD

To present demonstrative pronouns:

This/these/That/those

This/ these are used when the object or objects are close to the speaker. That / those are used when the object or objects are a distance away.

Do any other languages have demonstrative pronouns? Compare.

*Explain the task. Ask Ss to look at the picture and complete a dialogue. Ex5 p.14

A table

Conceptual table

A picture

Play the quiz in groups.

SMILE

· Direct Ss’ attention to the joke.

· Elicit why Newton didn't eat his lunch?

A presentation

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular link:

 Social Studies, Languages

pair less able and more able learners to together for quiz task assigning less able learner role of writing down questions

monitor learner spellings in written production tasks and provide remedial support

Health and safety check

Everyday classroom precautions will ensure that safety measures are

 provided

provide more able learners challenge by giving them a specific ‘insect’ research challenge.

monitor use of imperative forms and target vocabulary and feedback to whole class in plenary

ICT links

Projector or Smart board for showing a presentation

Values links

Respect, Communication,

Mutual Understanding, Global Citizenship.

LESSON: Unit 1 Lesson 7

LESSON: Unit 1 Lesson 8

My Country. Daily routines.

School:

Date:

Teacher name:

CLASS:  6

Number present:

absent:

S1 R2 L5 S5 UE16 W1 W2

Lesson objectives

All learners will be able to:

identify some specific information in texts and research and write short organised text using some of their own words talking about daily routines in our country

Most learners will be able to:

identify most specific information in texts and research and write short organised text using a range of their own words talking about daily routines in our country and in the U.K.

Some learners will be able to:

identify all specific information in texts and research and write more extended organised text using a range of their own words talking about daily routines in our country and in the U.K.

be able to describe a picture using key phrases

basic vocabulary of daily routines/ linking words and key phrases/ Present Simple

Plan

Planned activities

Resources

To stimulate interest in the topic, watching video about one routine day of pupils of your school.

· Refer Ss a video, ask Ss to tell you what they know about these people. Elicit answers and ask Ss to tell you what information they would like to know about

 their school and write it on the board (e.g. How old is our school? How many students has it got? When was it built? )

· Play the recording. Ss watch and in 3 groups write as many school activities as school has got.

· Ss put the activities in order according to the days of a week. Is the routine the same or different?

Video about school and some popular students

Presentation of activities in groups

Main Activities

       R2

       S5

       W1

        UE16

       S5

To read for specific information

· Ss read the questions and then read the text again and answer them. Ex.4 p.16

· Check Ss’ answers.

To consolidate information from a text

· This task may be completed with books closed or open.

· Elicit sentences from various Ss around the class.

· Play the video. Ss watch it, then do the exercises that accompany it.

Video

To write about one routine day of a classmate in your country

· Explain the task and brainstorm with Ss about routine day in your country. They may know somebody's activities. Use: so, because, if, when speaking about likes and dislikes of students.

· Assign the task as tell Ss to work in class as journalists and collect information about a routine day of any student they want to know.

· Remind Ss to include the name, location and special features and ask Ss to stick a picture of activities. Don't forget to use Present Simple.

To create a poster about Adeliya's daily routine. p.16

Ss work in groups. They find pictures of  her activities and present her portfolio. Then, they design and layout a poster using these materials. Ss display their posters to the class.

A poster

A portfolio of Adeliya

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular link

Social Studies, Languages

monitor less able groups in writing task and provide support through further modelling and providing sentence starters

monitor poster production drafting and encourage learners to give feedback to each other on answers

LESSON: Unit 1 Lesson 9

CLIL. Visual arts: Colour.

School:

Date:

Teacher name:

CLASS: 6

Number present:

absent:

C8 C9 S5 W3 L6 S6 S7

Lesson objectives

All learners will be able to:

identify some specific information in speaking about colours and use some target vocabulary and structure accurately in writing task describing a picture  with support

Most learners will be able to:

identify most specific information in speaking about colours and  use most target vocabulary and structure accurately in writing task describing a picture  with support, giving a meaning to each colour.

Some learners will be able to:

identify all specific information in speaking about colours and  use most target vocabulary and structure accurately in writing task describing a picture  with support, giving a meaning to each colour using critical thinking analyses.

basic vocabulary for describing a picture / biography of a painter/ Present Simple

Plan

Planned activities

Resources

Main Activities

       W3

       C8

C9

       S6

S7

Lead-in (W, I)

To revise the vocabulary of colours students are asked to write 3 adjectives to describe pictures from presentation, naming colours of some objects.

Whiteboard

Ex1.p.17 ( match the words with colours)

blue, orange, green, purple, red, yellow.

Pre-listening (W, P)

Before listening to the text about colours,  learners try to guess the second meanings of some words: warm, cool, primary, secondary, complementary, contrast.

Students match the meanings with their pictures using dictionaries or the internet. They compare their answers with the pairs and check as a whole class.

Listening (I)

Learners write the missing words in the sentences (Ex.2 p.17). Ss do it individually, then discuss the sentences in pairs.

Writing (I)

Students complete the sentences looking at the pictures. Ex.3 p.17

Ask Ss to describe any picture from the board, speaking about colours and some words of a painter.

" Sunflowers "

Винсе́ нт Ви́ ллем ван Гог (Vincent Van Gogh) — нидерландский художник-постимпрессионист, чьи работы оказали вневременное влияние на живопись XX века.

Whiteboard

Writing worksheet

Video presentation

Ask some Ss to describe a picture of V. Gogh Ss can display their texts to the class. Ex.4 p.17

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular link

Art, Social Studies, Area Studies

monitor less able groups in writing task and provide support through further modelling and providing sentence starters

use thumbs up and down technique and follow up questions to check comprehension

Health and safety check

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

challenge more able learners to write a text in two distinct paragraphs

highlight errors in text in pencil for learners to self-correct before display a picture

ICT links

Projector or Smart board for showing a presentation, searching information in the internet

More-able learners can be encouraged to use the full range of language from the video when they practise the role-play.

· Observe learners when participating in speaking. Did each learner contribute to the speaking and discussion? If not, why not?

Values links

Cooperation, respect to each other, functional literacy,

support the friends/ classmates

LESSON: Unit 1 Lesson 10

As an extension give Ss the text in the Suggested Answer Key without paragraphs or putting the paragraphs in a muddled order. Ask Ss to find where each paragraph starts/ends and to put the sentences/paragraphs in the correct order.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Art, Social Studies, Area Studies, P.E.

support less able learners in writing by eliciting in small groups model topic sentences for their paragraphs

following speaking activity do a quick spelling elicitation of words learners have used to the board

Health and safety check

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

give more able learners challenge of sorting jumbled text from this section to find where each paragraph starts/ends and to put the sentences/paragraphs in the correct order.

take in final pieces of writing for feedback comment and assessment

ICT links
Projector or Smart board for showing a presentation, searching information in the internet

· By support

By outcome (results of formative assessment)

monitor groups of learners as they agree on and practise dialogue for the role-play activity. Do they take turns to speak? Do they contribute appropriate language for the role-play?

Values links

Respect, Support, Trust, Academic honesty

LESSON: Unit 1 Lesson 12

Main Activities

       W1

       C1

       S6

       W6

       S7

To write a quiz

· Explain the task and allow Ss time to look through Unit 1 and think of quiz questions in pairs. Ex.1 p.19

· Tell Ss they can use the quiz in the previous task as a model. Offer an example. e.g. The most popular hobby in Kazakhstan is reading newspapers. ( True or false)

· Ss swap their quizzes with another pair and do it and then report back to the class.

Pictures

To read for coherence and cohesion; to understand the author’s purpose

· Explain the task and elicit the meanings of the words in the list. Give the right headline to the text.

· Allow Ss some time to read the instruction Ss listen and check their answers

 ( About our class)

To read for information; to understand purpose

· Allow Ss some time to talk amongst themselves in pairs and think about the poster.

Group Work

· Ask Ss to give a reason why they like to do this activity.

· Elicit answers from Ss around the class.

· Ask Ss to present their posters.

Presentation

Whiteboard

Game

Play in teams or pairs. Say the name of a colour. The other team/person says its meaning either in a picture or in life.

A: yellow

B: splitting up

Cards

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links

Art, Literature, Social Studies, P.E., History

prompt less able learners to ask a range of questions with different question starters and highlight areas of questions that need to be corrected before proceeding to quiz

monitor question production in group activity

Health and safety check

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords

provide challenge for more able learners to try and write a description of some pictures of popular artists.

monitor pronunciation of new vocabulary from Module

ICT links
Projector or Smart board for showing a presentation, searching information in the internet

Create mixed ability groups for discussion.

· More able learners:

Make analysis of their work and help weaker ones to arrange information.

monitor groups of learners as they agree on and practise dialogue for the role-play activity. Do they take turns to speak? Do they contribute appropriate language for the role-play?

Values links

Respect, Support, Trust, Academic honesty, Friendship

Main Activities

       L1

       S6

       S7

        S1

       C9

      W8

To present/practise vocabulary related to class's hobbies and interests

· Play the next recording. Ss listen and repeat chorally or individually. Elicit the L1 equivalents from various Ss.

· Explain the task and read out the headings, translating them if necessary. Read the example sentences aloud and then Ss work in closed pairs and write the words under the headings and make sentences of their own.

· Ask various Ss around the class to read their sentences aloud to check Ss’ answers.

( Our interests, our future)

To predict the content of a text

· Direct Ss’ attention to the pictures and elicit what they show. Ask Ss to say what hobbies

· they really like or not using key phrases.  Give prompts if necessary. Ask: Which of the hobbies or interests are you into? Which of them don't you like?

· Complete the table about class's hobbies

and make the conclusion about popular class's hobbies and interests.

· Direct Ss to the 5 sentences about classmates, read them to the class and guess who they are.

To read for specific information

· Allow Ss time to read the sentences again and answer the questions.

· Check Ss’ answers.

Class CD

Vienne Diagram

To check comprehension of a text

· Allow Ss two minutes to go through the questionnaire. Ss guess the meaning of some adjectives describing a personality  and try to use them speaking about their character.

· Ask some pairs to report back to the class.

· Play the video. Ss watch it then answer the questions that accompany it.

Video

To develop critical thinking skills

· Explain the task and read the prompts aloud.

· Brainstorm with Ss for interesting ideas.

· Allow Ss time to write their sentences, then ask various Ss around the class to read their sentences aloud.

A conceptual table

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

support less able readers by encouraging them to confirm with another learner where target information is in text

monitor groups as they complete comprehension tasks and check understanding through follow-up questions in checking plenary

Cross-curricular links:

 P.T, Culture, Art.

precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Breaks and physical activities

challenge more able learners by adding two or three more words to the final task e.g. outside space.

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

monitor pronunciation in checking final sentence task and highlight any word stress issues on board

· Monitoring

· Feedback on the work

ICT links

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

Values links:

Healthy lifestyle.

Health and safety check:

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

LESSON: Unit 1 Lesson 2