LESSON 1 School:

Unit 1 : Our Class

Date: Teacher name:

Grade: 6
Number present: Number absent:
Theme of the lesson: Our Class

Learning objectives 6.UE1 begin to use basic abstract nouns and compound nouns and noun phrases describing
times and location on a growing range of familiar general and curricular topics
6.S2 ask simple questions to get information about a growing range of general topics
6.3.2.1 give an opinion at sentence and discourse level on an increasing range of general and
curricular topics
Lesson objectives To differ and use abstract and compound nouns properly
To share opinions on the topic
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities

Begining Organizational moment. Greeting Verbal

5 min What’s in this module? evaluation
Read the title of the module Our class and ask Ss to
suggest what they think it means.
Teacher presents the lesson objectives, explains students
what they would be able to do by the end of this lesson.
1. Warming-up. Brainstorming
The lists should be divided into Abstract and Compound
nouns: Learners must
Abstract nouns Compound nouns decide what to
take with them to
cross the desert
Possible answers: by making two
Abstract nouns: Bravery, Friendship, Hope, Courage lists.
Compound nouns or noun phrases: Some food, Some
bread, Some water, Some matches, A knife, a mirror
Middle 2. Focus on grammar.
30 min Depending on your learners, either present or elicit Learners follow
abstract, compound nouns, noun phrases. the instructions Mutual
Elicit the difference between the sentences:
avaluation
Would you like to have a lot of freedom at school?
(abstract )
Shall we go to the swimming pool?
( compound nouns)
I need some more paper. (noun phrases.)
3. Practice Learners match
a) Ask learners to do an exercise for Compound nouns, the items on the
Match the items on the right to the items on the left. right to the items
Form compound nouns. Reload the page for different on the left Individual
words. avaluation
b) An abstract noun is a noun that names something that
you cannot taste,touch, smell, hear, or see. An abstract
noun usually names an idea, feeling, or concept. On the
other hand, a concrete noun names something that you
can see, hear, taste, smell, or touch. A concrete noun
names an object,thing etc. In each of the following
sentences, a noun is in bold. Circle the noun if it is a
concrete noun, and underline the noun if it is an abstract
noun.

4. Focus on speaking
Learners also should explain why the classroom or
school must have this or that item. Ask your learners Learners list
speak about 1 minute on the topic. The “must haves”
assessment rubrics are available in Handout 3. countable and
Topic: classroom or school uncountable
Example: nouns according
 Abstract nouns Compound nouns, to their own
noun phrases opinion.

Some food
Some bread
Friendship Some water
Hope Some matches
Courage A knife Verbal
A mirror evaluation

End REFLECTION Self-assessment

5 min At the end of the lesson, students reflect by the "Traffic
lights"
Home task: Writing and speaking “My favoutire school
subject
Saying goodbye

LESSON 2 School:
Unit 1 : Our Class

Date: Teacher name:

Grade: 6
Number present: Number absent:
Theme of the lesson: Countries and nationalities

Learning objectives 6.4.1.1understandthe main points in a limitedrangeofshort simple texts on

generalandcurricular topics
6.3.1.1- provide basic information about themselves and others at discourse level on a range of
general topics;
6.2.2.1- understand more complex supported questions which ask for personal information;
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;
6.5.3.1- write with some support about personal feelings and opinions on a limited range
of familiar general and curricular topics
Lesson objectives All learners will be able to:
identify some specific information from the text and use some target vocabulary to describe
school subjects 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 limited range of target
vocabulary to describe school subjects accurately in response to prompts and in production
tasks
Some learners will be able to:
Identify all specific information from the text and use a wide range of target vocabulary to
describe some school subjects accurately in response to prompts and in production tasks
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities

Begining Organizational moment. Greeting

5 min Teacher presents the lesson objectives, explains
students what they would be able to do by the end of Verbal
this lesson.
evaluation
Learners think
1. Warming-up. about classrooms
What do the classrooms look like in Kazakhstan, the around the world
USA, Great Britain and Russia? and answer the
How many students are there in the classroom? following
What countries have separate classes for boys and questions
girls?
What subjects do they study?
How do the teachers behave themselves?
Middle To present Vocabulary for School Subjects Learners listen and Mutual
30 min Play the recording.. Elicit the L1 equivalents from repeat chorally avaluation
various Ss.(Ss’ own answers). Draw Ss’ attention to the and/
pictures and ask various Ss to say which subject is or individually
shown in each picture.
To personalise the topic
Read the sentence stems aloud and allow Ss time to Learners do the
complete them, then ask some Ss to read their task
completed sentences aloud Individual
Focus on reading and listening. A survey. avaluation
Teacher explains the meaning of a survey. Note: The
four main reasons to conduct surveys. Businesses and
researchers across all industries conduct surveys to
uncover answers to specific, important questions. These Learners scan the
questions are varied, cover a diverse range of topics, survey quickly to
and can be asked in multiple formats. The decisions find the answer
you will make as a result of the survey data
Then asks the question. Verbal
Teacher points out three choices for answers in the evaluation
survey and explains that not bad means OK –it’s not
negative but it’ not very positive either. Similarly, quite
interested is positive but not very positive.
Conclusion. Focus on speaking and writing.
Remind them of the prepositions: good/ bad/ not bad
at/and interested in.
Teacher chooses two students to read out the example
dialogue. In pairs, students ask and answer the survey
questions. Learners write at
least three
sentences, based
on the survey

Individual
avaluation
 End REFLECTION At the end of the
5 min I can …. lesson, learners Self-assessment
-describe my classroom reflect on their
-share my opinions about the classrooms around the learning
world
-talk about advantages and disadvantages of a
classroom
Home task: to learn the new words
Saying goodbye

LESSON 3 School:
Unit 1: Our Class

Date: Teacher name:

Grade: 6
Number present: Number absent:
Theme of the lesson: Countries and nationalities

Learning objectives 6.4.1.1understandthe main points in a limitedrangeofshort simple texts on

generalandcurricular topics
6.3.1.1- provide basic information about themselves and others at discourse level on a range of
general topics;
6.2.2.1- understand more complex supported questions which ask for personal information;
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;
6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar
general and curricular topics
Lesson objectives All learners will be able to:
identify some specific information from the text and use some target vocabulary to describe school
subjects 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 limited range of target vocabulary to
describe school subjects accurately in response to prompts and in production tasks
Some learners will be able to:
Identify all specific information from the text and use a wide range of target vocabulary to describe
some school subjects accurately in response to prompts and in production tasks
Previous learning Countries and nationalities

Plan
Planned Planned activities Learners’ activities Evaluation Resources
timings

Begining Org. moment: Greeting learners

5 min Teacher presents the lesson objectives, explains Learners will already
students what they would be able to do by the end be familiar with some
of this lesson. words and others may
Warming-up. Brainstorming be similar to words in
Teacher reads out the words in the list. Then asks their own language.
students to match the words with the pictures.
Middle To speak about vocabulary for School Subjects Learners speak about
30 min English, Geography, Music, History, Information vocabulary for School Verbal
& Communication Technology [ICT], Maths, Subjects evaluation
Science, Art, Physical Education [PE], Design &
Technology [D&T])
To read for gist
Ask Ss to look at the pictures A-D and elicit what Learners read the
identifies the people/subjects in each picture. Ask: texts 1-4 and elicit
Which pictures show two teenage girls in which picture matches
schooluniforms? (A), (B) which text.
Which picture shows a teenage student in his
classroom? (D) Individual
Which picture shows a teenage student in her ICT avaluation
class? (C)
 Refer Ss to the Word List to look up the words in
the Check these words box. Play the video for Ss
and elicit their comments.
To listen and read for specific information Ask
Ss to go through the incomplete sentences.
Allow Ss three minutes to do the task.
Presentation Learners do the task
Assessment criteria
Make a presentation for 2 min
Use 3-4 new words from the text
Make the poster eye- catching
Practice Learners in groups of
Teacher explains that one of Jack’s ticks is in the 3-4, choose two
wrong box and asks students to read the survey countries to make a
again and to guess which one it is. poster about their
Teacher introduces the listening and makes it clear differences in a
that Mel is asking Jack the survey questions. paper.
Teacher plays the recording. Students listen and
follow the answers in Jack’s survey. Teacher asks
them to pick out the tick that is wrong and to say
where it should go instead.
Teacher drills the questions, answers and some
expressions.

Mutual
avaluation

End REFLECTION Self-

5 min At the end of the lesson, learners reflect on their assessment
learning:
Students describe three things they have learned.
Home task: Ex: 5 at page 12 (WB)
Saying goodbye

LESSON 4 School:
Unit 1: Our Class

Date: Teacher name:

Grade: 6
Number present: Number absent:
Theme of the lesson: Countries and nationalities

Learning objectives 6.4.1.1understandthe main points in a limitedrangeofshort simple texts on

generalandcurricular topics
6.3.1.1- provide basic information about themselves and others at discourse level on a 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;
 6.5.3.1- write with some support about personal feelings and opinions on a limited range of
familiar general and curricular topics
Lesson objectives All learners will be able to:
identify some specific information from the text and use some target vocabulary to describe
school subjects 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 limited range of target vocabulary to
describe school subjects accurately in response to prompts and in production tasks
Some learners will be able to:
Identify all specific information from the text and use a wide range of target vocabulary to
describe some school subjects accurately in response to prompts and in production tasks
Previous learning Countries and nationalities

Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities

Begining Organizational moment

5 min Teacher presents the lesson objectives, explains PPT
students what they would be able to do by the end of
this lesson.
1. Warming-up. Brainstorming Handout 1
“Definition bingo”
Where you give the learners a selection of words to Learners discuss
choose 4 from, then you read the definitions. First one PPT school
to cross off their 4 words wins. pictures
Teacher shows the photos of the schools around the
world, and discuss about differences of them with
Kazakhstani schools.
Middle 1. Focus on reading Learners read the Verbal
30 min After learners match the heading, ask them to text and match the evaluation
underline facts from the text. In the note you can see heading with the Handout 2
some information about the difference between a fact paragraphs.
and an opinion. Remember, that the text is 90% based
on facts, thus there are more facts than opinions. (See
Solutions, Elementary Students Book, Tim Falla, Paul
A Davis, Ex 2p30)

2. Focus on vocabulary Students discuss

There are possible words that can be discussed by the meaning of the
students. If learners are confused, and it is really unknown words or
difficult for them, let them use dictionaries or online phrases with their
dictionaries. partners.
1.Compulsory
2. science
3. P.E (Physical Education) – Mutual
4.leave school avaluation
5. stay at school
6. take advanced level exams
7. expensive
8. cost –

Note: A fact is a statement that can be proven true or

false. An opinion is an expression of a person's Posters,
feelings that cannot be proven. Opinions can be based crayons
on facts or emotions and sometimes they are meant to
deliberately mislead others.
3.Focus on speaking
Ask learners to do Exercise 3 on page 30 (Solutions, Learners choose
Elementary Students Book, Tim Falla, Paul A Davis, true or false
Ex 2p30). They should decide if the sentences are sentences
true for England and then say what is true in their
country.
 Individual
avaluation

End REFLECTION Self-assessment

5 min 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: Ex: 11 at page 14 (Workbook)
Saying goodbye

LESSON 5 School:
Unit 1: Our Class

Date: Teacher name:

Grade: 6
Number present: Number absent:
Theme of the lesson: Creating a Word Cloud of our Class

Learning objectives 6.4.1.1 understandthe main points in a limitedrangeofshort simple texts on

generalandcurricular topics
6.3.1.1- provide basic information about themselves and others at discourse level on a range of
general topics;
6.2.2.1- understand more complex supported questions which ask for personal information;
6.5.3.1- write with some support about personal feelings and opinions on a limited range of
familiar general and curricular topics
Lesson objectives All learners will be able to:
use, pronounce and spell some target vocabulary accurately in production tasks with support
Most learners will be able to:
use, pronounce and spell most target vocabulary accurately in production tasks and integrate
with some success in extended writing task
Some learners will be able to:
use, pronounce and spell a range of target vocabulary accurately in production tasks and
integrate to good effect in extended writing task
Previous learning Countries and nationalities

Plan

Planned Planned activities Learners’ Evaluation Resources

timings activities

Begining Org. moment: Greeting learners

5 min Teacher presents the lesson objectives, explains students Verbal
what they would be able to do by the end of this lesson. evaluation
1. Warming-up. Brainstorming Leaners match
Teacher reads out the words in the list. They will already the words with
be familiar with some words and others may be similar to the pictures.
words in their own language.
Middle Focus on speaking
30 min Ask your learners to watch a video about the classrooms
around the world. Ask them to share their opinion about
the video of how the classrooms look around the world.
Teacher can ask some questions to get information.
Are the classrooms big or small? Learners
How any learners are there in one classroom in South answer the
Africa? questions Mutual
Do the students of Afghanistan have any equipment get avaluation
qualitative education?
What problems can you see in each classroom?
 Do our classrooms differ from them? If yes, how?
Demonstrate your learners PPT with classrooms around
the world and divide your students into small groups to
design questions to the PPT they have seen.
Assessment criteria:
Ask at least 4-5 questions
Ask open questions to get more detailed information
about opinions and feelings
Use questioning language such as what, why, where, who
Let learners assess each other or self-assessment.
Focus on writing
Teacher asks learners to write about classrooms in
Kazakhstani schools or describe their classroom. Support
them with vocabulary if necessary. Show the video about
how describe a classroom and give the handout to your
learners to help them with designing sentences.
Assessment criteria:
-writes at least 50-60 words
-writes full description of a classroom Learners
- uses adjectives and the structure there is/there are write about
properly. classrooms in
Kazakhstani
schools or Individual
describe their avaluation
classroom.

End REFLECTION Self-assessment

5 min At the end of the lesson, learners reflect on their learning:
 What they learnt during the lesson: e.g. new
vocabulary.
 What skills did they develop? e.g.listening,
reading
 What did they know about schools in other
countries? (reflection)
Home task: to do Exercise 3 on page 30 Decide if the
sentences are true for England and then say what is true
in their country.
Saying goodbye

LESSON 6 School:
Unit 1: Our Class

Date: Teacher name:

Grade: 6
Number present: Number absent:
Theme of the lesson: Creating a Word Cloud of our Class
(This relates to Computer Science)
Learning objectives 6.4.1.1understandthe main points in a limitedrangeofshort simple texts
on generalandcurricular topics
6.3.1.1- provide basic information about themselves and others at discourse level on a range of
general topics;
6.6.1.1- begin to use basic abstract nouns and compound nouns and noun phrases describing times
and location on a growing range of familiar general and curricular topics;
6.2.2.1- understand more complex supported questions which ask for personal information;
6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar
general and curricular topics
Lesson objectives All learners will be able to:
use and pronounce some target structures accurately in controlled tasks with support
Most learners will be able to:
use and pronounce most target structures accurately in controlled tasks with support
Some learners will be able to:
use and pronounce most target structures accurately in controlled tasks with little support
Previous learning Creating a Word Cloud of our Class
Plan

Planned Planned activities Learners’ Evaluation Resources

timings activities

Begining Org. moment: Greeting learners

5 min To learn about compound nouns, abstract nouns and Learners learn
noun phrases about compound
Read out the theory box and then direct Ss to the text on nouns, abstract
p. 6 to find the items listed. Elicit answers from Ss nouns and noun
around the class. phrases Verbal
To present sports evaluation
Play the recording. Ss listen and repeat chorally and/or Learners do the
individually. task
Elicit the L1 equivalents from Ss around the class and
various Ss' favourite sports.(Ss’ own answers)
Middle To listen for specific information Learners listen and
30 min Read the Study Skills box aloud, then ask Ss to look at the complete the gaps Individual
gaps and say what type of word is missing from each with the missing avaluation
one. information.
Elicit Ss' answers.
Check Ss’ answers.
To ask for and give personal information
Ask Ss to complete the task in closed pairs and make
notes. Ask some pairs to act out the dialogues for the
class.
Learners to read
Focus on reading the text and match
Ask learners to read the text and match the heading with the heading with
the paragraphs. After learners match the heading, ask the paragraphs
them to underline facts from the text. In the note you can
see some information about the difference between a fact
and an opinion. Remember, that the text is 90% based on
facts, thus there are more facts than opinions. (See
Solutions, Elementary Students Book, Tim Falla, Paul A
Davis, Ex 2p30) Learners
discuss the
Focus on vocabulary meaning of the
Then students discuss the meaning of the unknown words unknown words or
or phrases with their partners. There are possible words phrases with their
that can be discussed by students. If learners are partners.
confused, and it is really difficult for them, let them use
dictionaries or online dictionaries.
1.Compulsory
2. science
3. P.E (Physical Education) –
4.leave school
5. stay at school Mutual
6. take advanced level exams avaluation
7. expensive
8. cost -
Note: A fact is a statement that can be proven true or
false. An opinion is an expression of a person's feelings
that cannot be proven. Opinions can be based on facts or
emotions and sometimes they are meant to deliberately
mislead others.
 End REFLECTION Self-
5 min At the end of the lesson, students reflect on "Traffic assessment
lights"
Home task: To write a short text; to consolidate the
vocabulary of the unit
Saying goodbye

LESSON 7 School:
Unit 1: Our Class

Date: Teacher name:

Grade: 6
Number present: Number absent:
Theme of the lesson: Creating a Word Cloud of our Class
(This relates to Computer Science)
Learning objectives 6.4.1.1 understand the main points in a limited range of short simple texts on general and
curricular topics
6.1.3.1 - respect differing points of view
6.2.5.1- understand most specific information and detail of supported, extended talk on a range
general and curricular topics
6.5.1.1- plan, write, edit and proofread work at text level with some support on a growing range of
general and curricular topics;
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
Previous learning Creating a Word Cloud of our Class

Plan

Planned Planned activities Learners’ Evaluation Resources

timings activities

Begining Org. moment: Greeting learners Greeting Verbal

5 min Teacher presents the lesson objectives, explains students evaluation
what they would be able to do by the end of this lesson.

Warming-up. Brainstorming
“Definition bingo”
Learners do the
task
Middle To compare the Present Simple and the Present Learners
30 min Continuous Tenses compare the Individual
Ss’ books closed. Say, then write on the board: Ialways Present Simple avaluation
eat breakfast in the morning. and the Present
Elicit what tense the verb is in (present simple) and what Continuous
the sentence expresses (a Tenses
habit/routine). Say, then write on the board: I am
teaching a lesson now. Elicit what tense the verb is in
(present
continuous) and what the sentence expresses (an action
happening now).
Explain that stative verbs (i.e. verbs that describe a state
not an action) don’t usually have continuous forms (e.g. I
 believe in fairies. NOT I’m believing in fairies).
Ss’ books open. Read the theory box aloud and elicit the
L1 equivalents for the example sentences from Ss around
the class. Then ask Ss to find examples in the text on p.
6.
To practise the present simple and the
present continuous
Explain the task and explain that stative verbs are verbs
that express a state rather than an action (e.g.like, love,
hate, believe, etc). Remind Ss that they don’t have Learners practise
continuous forms. the present
Give Ss time to complete the task then check Ss’ simple and the
answers. present
To revise the third-person singular form of the continuous
present simple and identify third-person verb
endings
Explain the task and ask Ss to copy the table into Learners do the
their notebooks. task
Give Ss time to complete it with the verbs and then play
the recording for Ss to listen and check their answers. Mutual
To present adverbs of frequency avaluation
Ask various Ss around the class to read out the
sentences. Point out that the words in bold are adverbs
of frequency and they show how often we
do something. Learners present
Elicit where in the sentence the adverbs of frequency adverbs of
appear (before the main verb, but after the verb ‘to be’) frequency
and read out the table and elicit the missing words.
To present and practise other adverbs used as time
expressions with the present simple and present
continuous
Explain the task. Read out the time expressions and the
example and elicit sentences from Ss around the class.

End REFLECTION Self-assessment

5 min At the end of the lesson, learners reflect on their learning:
Learners list 3 things they found out/learnt on the
lesson.
Home task: To consolidate the vocabulary of the unit
Saying goodbye

LESSON 8 School:
Unit 1: Our Class

Date: Teacher name:

Grade: 6
Number present: Number absent:
Theme of the lesson: Presenting a table of information about our class (This relates to Computer Science)

Learning objectives 6.4.1.1 understand the main points in a limited range of short simple texts on general and
curricular topics
6.1.3.1 - respect differing points of view
6.2.5.1- understand most specific information and detail of supported, extended talk on a range
general and curricular topics
6.3.2.1- understand independently specific information and detail in short, simple texts on a
limited range of general and curricular topics;
6.6.15.1 - use common verbs followed by infinitive verb / verb + ing patterns; use infinitive of
purpose on a limited range of familiar general and curricular topics
Lesson objectives All learners will be able to:
use some language from the module to express views and write some relevant questions accurately
Most learners will be able to:
use a range of language from the module to express views and write a range of relevant questions
accurately
Some learners will be able to:
use a wide range of language from the module to express views and write a range of relevant
questions accurately
Previous learning Presenting a table of information about our class

Plan

Planned Planned activities Learners’ Evaluation Resources

timings activities

Begining Org. moment: Greeting learners Learners revise

5 min To revise the present simple and the present the present Individual
continuous / adverbs of frequency simple and the avaluation
I go to school every day present
I’m learning how to cook these days. continuous /
I usually play football on Saturdays. adverbs of
I sometimes walk to school. frequency
I have piano lessons on Mondays.
I am writing sentences at the moment.
I never get up early on Sundays
Middle To practise adverbs of frequency Learners write Verbal
30 min Explain the task and read out the example sentence. sentences for the evaluation
Give Ss time to write sentences for the rest of the items rest of the items
and then check Ss’ answers around the class. Learners present
To present the –ingform and the to-infinitive the –ingform and
Go through the theory table with Ss. the to-infinitive
Elicit if there are any similar structures in Ss’ L1. (Ss’
own answers)
Mutual
To present the –ingform and theto-infinitive Learners do the avaluation
Read out the example and give Ss time to complete the task
rest of the sentences. Check Ss’ answers around the
class.

To practise the –ingform and theto-infinitive using Learners

personal examples complete the
Give Ss time to complete the sentences, then elicit sentences
answers from various Ss around the class.
Individual
To present and practise adverbs avaluation
Read out the theory box and explain the type andform Learners follow
of adverbs. the instructions
Give Ss time to complete the sentences and then elicit
answers from Ss around the class.

To present the comparative forms ofadverbs

Read out the theory box and then elicit how we
formshort, longer and irregular adverbs.

To practise comparative forms of adverbs

Give Ss time to complete the task and then elicit
 answers from Ss around the class.

End REFLECTION Self-assessment

5 min At the end of the lesson, students reflect on:
- what they learned
- what remained unclear for them
- what they need to continue working on
by the "Traffic lights"
Home task: to learn the new vocabulary
Saying goodbye

LESSON 9 School:
Unit 1: Our Class

Date: Teacher name:

Grade: 6
Number present: Number absent:
Theme of the lesson: Presenting a table of information about our class (This relates to Computer Science)

Learning objectives 6.4.1.1 understand the main points in a limited range of short simple texts on general and
curricular topics
6.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups;
6.2.5.1- understand most specific information and detail of supported, extended talk on a range
general and curricular topics
6.5.1.1- plan, write, edit and proofread work at text level with some support on a growing range of
general and curricular topics;
6.3.2.1- understand independently specific information and detail in short, simple texts on a
limited range of general and curricular topics;
Lesson objectives All learners will be able to:
identify some specific information from the text and use some target vocabulary to describe school
subjects 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 limited range of target vocabulary to
describe school subjects accurately in response to prompts and in production tasks
Some learners will be able to:
Identify all specific information from the text and use a wide range of target vocabulary to describe
some school subjects accurately in response to prompts and in production tasks
Previous learning Presenting a table of information about our class (This relates to Computer Science)

Plan

Planned Planned activities Learners’ Evaluation Resources

timings activities

Begining Org. moment: GREETING LEARNERS

5 min To present classroom objects
Ask Ss to look at the pictures. Learners do the Verbal
Play the recording. Ss listen and repeat chorally and/or task evaluation
individually.
Elicit the L1 equivalent for each word and then ask
various Ss to say which of them are in their classroom.
To read for gist
Ask Ss to look at the pictures and give them time to
read through the texts. Learners answer
Elicit Ss’ answers to the question in the rubric. the questions
Play the video for Ss and elicit their comments at the
 end.
Middle To read for specific information Learners read the Individual
30 min Ask Ss to read statements (1-5). texts and complete avaluation
Give Ss time to read the texts and complete the task. the task.
Check Ss’ answers around the class.
Refer Ss to the Word List to look up the words in the
Check these words box.
To consolidate and personalise the topic Learners make
Read through the rubric with Ss and give them some comparisons
time to think about how their school compares to the between their
schools in the texts. Ask Ss to get into pairs. school and the
Monitor the activity. schools in the
Elicit comparisons from various pairs. texts.
To listen for specific information Mutual
Play the recording, twice if necessary. Learners listen for avaluation
Encourage Ss to note down key words while they are specific
listening to the description. Check Ss’ answers, asking information
them what words helped them decide.
To compare classrooms Learners compare
Give Ss time to look at the pictures and think about the classrooms in
their answers. Then ask some pairs to tell the class. the pictures, in
To present your school and your classroom pairs. Verbal
Write the headings on the board. Ss copy them in their evaluation
notebooks and make notes. Check Ss around the class. Learners present
Ask various Ss to tell the class. your school and
To write a short article about your ideal school your classroom
Ask Ss to copy the headings into their notebooks and
then make notes under them. Help Ss with any Learners write a
unknown short article about
vocabulary. (e.g. turn to p. 12 and present the school their ideal school Mutual
areas). Give Ss time to use their notes to write a short avaluation
article and then ask various Ss to read their article to the
class.

Individual
avaluation

End REFLECTION "Traffic lights" Self-

5 min Home task: to make 5 sentences using grammar theme assessment
Saying goodbye

LESSON 10 School:
Unit 1: Our Class

Date: Teacher name:

Grade: 6
Number present: Number absent:
Theme of the lesson: Presenting a table of information about our class (This relates to Computer Science)

Learning objectives 6.4.1.1 understand the main points in a limited range of short simple texts on 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
6.3.2.1- understand independently specific information and detail in short, simple texts on a
limited range of general and curricular topics;
Lesson objectives All learners will be able to:
take part in some exchanges using some target language accurately and intelligibly and identify
some target information in listening task
Most learners will be able to:
take part in a range of exchanges using most target language accurately and with some
appropriate intonation and identify most target information in listening task
Some learners will be able to:
take part in a range of exchanges using most target language accurately and with clear intonation
and identify all target information in listening task
Previous learning Presenting a table of information about our class (This relates to Computer Science)

Plan

Planned Planned activities Learners’ Evaluation Resources

timings activities

Begining Org. moment: Greeting learners Greeting Verbal

5 min Teacher presents the lesson objectives, explains evaluation
students what they would be able to do by the end of
this lesson.
To present school areas
Ask Ss to look at the picture. Play the recording. Ss
Learners do the
listen and repeat chorally and/or individually. Elicit the
L1 equivalent for each word task

Middle To read for specific information Learners read for

30 min Read the rubric aloud. Play the recording. Ss listen and specific Individual
follow the dialogue in their information avaluation
books. Elicit answers to the questions in the rubric.
To ask for/give directions; To present and practice
prepositions of direction/ movement
Go through the prepositions of direction/movement
with Ss. Present each preposition by miming the In pairs, learners
movement it shows. Give Ss time to read through the act out their
dialogue in Ex. 2 again. dialogues. Mutual
Monitor the activity around the class and then ask avaluation
various pairs to act out their dialogues in front of the
class.
Focus on grammar.
Depending on your learners, either present or elicit
abstract, compound nouns, noun phrases.
Elicit the difference between the sentences: Learners do the
Would you like to have a lot of freedom at school? task
(abstract )
Shall we go to the swimming pool?
( compound nouns)
I need some more paper. (noun phrases.)
Practice
a) Ask learners to do an exercise for Compound nouns, Individual
Match the items on the right to the items on the left. avaluation
Form compound nouns. Reload the page for different
words.
b) An abstract noun is a noun that names something Learners follow
that you cannot taste,touch, smell, hear, or see. An the instructions
abstract noun usually names an idea, feeling, or
concept. On the other hand, a concrete noun names
something that you
 can see, hear, taste, smell, or touch. A concrete noun
names an object,thing etc. In each of the following
sentences, a noun is in bold. Circle the noun if it is a
concrete noun, and underline the noun if it is an abstract
noun.

Verbal
evaluation

End REFLECTION Self-

5 min Monitor the activity around the class and then ask pairs assessment
of Ss to act out their dialogues in front of the class.
Home task: To write a short article about your ideal
classroom
Saying goodbye

LESSON 11 School:
Unit 1: Our Class

Date: Teacher name:

Grade: 6
Number present: Number absent:
Theme of the lesson: Getting to know about other classes around the world (This relates to Computer
Science, Geography)
Learning objectives 6.2.1.1 - understand a longer sequence of supported classroom instructions;
6.4.1.1 understandwith littlesupportspecific nformationanddetail inshort,simpletexts
onalimitedrangeof generalandcurricular topics
6.13.1 use mightmaycould to express possibility on a limited range of familiar general and
curricular topics
6.5.1.1- plan, write, edit and proofread work at text level with some support on a growing range of
general and curricular topics;
6.1.3.1 - respect differing points of view
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
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
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
Previous learning Getting to know about other classes around the world

Plan

Planned Planned activities Learners’ Evaluation Resources

timings activities

Begining Org. moment: GREETING LEARNERS Class CD

5 min To introduce the topic and predict the content of a
text
Initiate a class discussion about school rules and
elicit Ss’ opinions about other rules around the Learners discuss
world.
Play the recording. Ss listen and follow the texts in their Verbal
books and check. evaluation

Middle To read for specific information Learners read the Individual Video
30 min Allow Ss some time to read the text and complete the text and complete avaluation
task. the task.
Ask Ss to use the Word List to look up the meanings of
the words in the Check these words. Check Ss’ answers.
 Play the video for Ss and elicit their comments at the
end.
Learners write a
To write a comment to post to a blog comment to post
Explain the task and allow Ss time to complete it in to a blog
class.
Ask various Ss around the class to read out their Learners present
comments to the class. and practise
To present and practise must/mustn't, need, should must/ mustn't,
Read out the theory box and explain how we can need, should
express obligation, prohibition, necessity and advice,
and provide further examples where necessary.
Ask Ss to read the sentences (1-4) and replace the
phrases in bold with the words in the list.
Check Ss' answers around the class.
To introduce the topic and predict the content of the
text Mutual
Read out the definition and explain/elicit the meanings avaluation
of any unknown words.
Direct Ss’ attention to the pictures and read out the
situations. Initiate a class discussion about shyness and
how someone can overcome their shyness.
Play the recording. Ss listen and follow the text in their
books and find out the answers to the questions in the
rubric.
To read for specific information
Give Ss time to
Check Ss’ answers around the class.
To identify regular and irregular adverbs in a text
Remind Ss that adverbs describe verbs or other adverbs. Learners read the
Give Ss time to scan the text and find the adverbs. Then text and answer
ask them to look them up in their dictionaries. the questions.
Elicit answer from Ss around the class.

End REFLECTION Self-assessment

5 min "Traffic lights"
To consolidate information in a text and give advice
Explain the situation and ask Ss in pairs to take turns
and give advice on how to overcome shyness.
Home task: to make a topic: classroom or school
Saying goodbye

LESSON 12 School:
Unit 1: Our Class

Date: Teacher name:

Grade: 6
Number present: Number absent:
Theme of the lesson: Getting to know about other classes around the world (This relates to Computer
Science, Geography)
Learning objectives 6.4.1.1 understandwith littlesupportspecific informationanddetail inshort,simpletexts
onalimitedrangeof generalandcurricular topics
6.13.1 use mightmaycould to express possibility on a limited range of familiar general and
curricular topics
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;
6.1.3.1 - respect differing points of view
Lesson objectives All learners will be able to:
identify some main ideas and specific information in the text and write an email with some
appropriate features of style and organisation with support
Most learners will be able to:
identify most main ideas and specific information in the text and write an email with a range of
appropriate features of style and organisation with support
Some learners will be able to:
identify all main ideas and specific information in the text and write an email with a range of
appropriate features of style and organisation with little support
Previous learning Getting to know about other classes around the world (This relates to Computer Science,
Geography)
Plan

Planned Planned activities Learners’ activities Evaluation Resources

timings

Begining Org. moment: GREETING LEARNERS Verbal Class CD

5 min To recognise fact and opinion evaluation
Draw Ss’ attention to the underlined sentences. Learners read the
Explain what fact (sth that is true), and opinion email and then elicit
(what sb thinks) mean. Give Ss time to read the which sentences
email and then elicit which sentences express express fact/opinion
fact/opinion.
Middle To practise punctuation Learners punctuate Video
30 min Go through the Study Skills box showing Ss some the sentences Individual
types of punctuation in English and drawing avaluation
attention to any differences to Ss’ L1.
Ss can give examples of their own. Ask Ss to
punctuate the sentences, then check Ss’ answers.

To compare two classrooms

Ask Ss to look at the text in Ex. 1 again and then Learners compare two
think about their classroom. classrooms

Give Ss some time to compare their classrooms with

Nurziya's classroom in pairs. Mutual
avaluation
Monitor the activity around the class.
Ask various Ss to tell the class.

To write an email to a pen-friend

Tell Ss that they are going to use their answers from
Ex. 3 to write a reply to the email that Nurziya sent.
Ss can complete the task in class, or you can assign Learners write an
it as HW and check Ss’ answers in the next lesson. email to a pen-friend

Portfolio
Tell Ss to make notes under the headings to help
them
before they start writing.
Learners follow the
Remind Ss to follow the plan and be careful with plan and be careful
punctuation. with punctuation
Individual
avaluation
 End REFLECTION Self-assessment
5 min 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 read and retell the text
Saying goodbye

LESSON 13 School:
Unit 1: Our Class

Date: Teacher name:

Grade: 6
Number present: Number absent:
Theme of the lesson: Getting to know about other classes around the world (This relates to Computer
Science, Geography)
Learning objectives 6.2.1.1 - understand a longer sequence of supported classroom instructions;
6.4.1.1 understandwith littlesupportspecific informationanddetail inshort,simpletexts
onalimitedrangeof generalandcurricular topics 6.13.1.1- use mightmaycould to express
possibility on a limited range of familiar general and curricular topics
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;
6.1.3.1 - respect differing points of view
Lesson objectives All learners will be able to:
use some target language accurately and intelligibly and identify some target information in
listening task
Most learners will be able to:
use most target language accurately and with some appropriate intonation and identify most
target information in listening task
Some learners will be able to:
use most target language accurately and with clear intonation and identify all target
information in listening task
Previous learning Getting to know about other classes around the world (This relates to Computer Science,
Geography)
Plan

Planned Planned activities Learners’ Evaluation Resources

timings activities

Begining Org. moment: Class CD

5 min GREETING LEARNERS
 To discuss the benefits of learning a Learners discuss
foreign language the benefits of
Read out the question and ask Ss to read the list learning a foreign Verbal
of reasons and then ask various Ss to tell the language
evaluation
class using the list.
Elicit further reasons from various Ss around the
class.
(Ss' ownAnswers)
Middle To test knowledge learnt in this module Learners test Individual
30 min Explain the task. Allow Ss some time to read the knowledge learnt in avaluation
sentences and complete the gaps. this module
Alternatively, you may allow Ss to review the
module and find the relevant information to fill each
gap.
Check Ss’ answers.

To write a quiz
Explain the task and allow Ss time to look through
Module 1 and think of quiz questions in pairs. Learners write a
Tell Ss they can use the quiz in Ex. 2 as a quiz
model.Offer an example (e.g. ICT is Information
andCommunication …).
Ss swap their quizzes with another pair and do itand
then
report back to the class.

Song
To listen and read for specific information
Explain the task and play the recording.
Ss listen and follow the song in their books. Ask Ss
to identify which items in the pictures arementioned
and also name seven school subjects.Check Ss’ Learners
answers. listen and read for
Play the recording again for Ss to sing along. specific
information and
Game sing a song
Play in teams. Say a word from the module. The
other team writes the word on the board and spells
it. Each correct answer gets a point. The team with
the most points is the winner.

Learners play a
game Mutual
avaluation

End REFLECTION
5 min Play the video and elicit Ss’ comments at the end Self-assessment
Home task: to repeat the grammar and vocabulary
structure
 Saying goodbye

LESSON 14 School:
Unit : Our Class

Date: Teacher name:

Grade: 6
Number present: Number absent:
Theme of the lesson: Unit revision

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
6.5.1.1 plan, write, edit and proofread work at text level with some support on a growing range of
general and curricular topics
6.5.8 spell most high-frequency vocabulary accurately for a limited range of familiar general
topics and some curricular topics
Lesson objectives To create an outline of a survey
To spell most high-frequency words correctly
To get specific information from the text
Previous learning Getting to know about other classes around the world

Plan

Planned Planned activities Learners’ Evaluation Resources

timings activities

Begining ORGANIZATIONAL MOMENT

10 min Teacher presents the lesson objectives, explains
students what they would be able to do by the end of
this lesson.

1. Warming-up.
Brainstorming
Teacher reads out the words in the list. Then asks Learners match
students to match the words with the pictures. They the words with
will already be familiar with some words and others the pictures. Handout
may be similar to words in their own language.
Teacher plays the recording. Students listen, check Verbal
their answers and repeat the words. Teacher may get
evaluation
students to repeat the word each time they check an
answer. See for the resources to show the answer on
the smart board.

PPT Answer
Middle 2. Focus on reading and listening. A survey.
25 min Teacher explains the meaning of a survey. You can
survey people  (through questionnaires, opinion polls, Individual
etc) or things (like pollution levels in a river, or traffic Learners do the avaluation
flow). task

Four Step
Here are four steps to a successful survey:
Step one: create the questions
Step two: ask the questions Handout
Step three: tally the results
Step four: present the results

Step One: Create the Questions

The first thing is to decide is What questions do you
want answered? 
 Sometimes these may be simple questions like: 
" What is your favorite color?" 
Other times the questions may be quite complex such
as: 
Which roads have the worst traffic conditions Handout
When doing a simple survey, you can use tally marks Mutual valuation
Learners follow Audio “A
to show each person’s answer:
Sometimes, it is helpful to be creative in how the the instructions survey”
people can respond.  It makes it more fun for both you
and your respondents (the people answering the
question). Example: What is your favorite color?
Have them write down their favorite color on a piece
of paper and drop it in a fish bowl. 
Then, put all of the pieces of paper into piles and
count them.

Step Two: Asking The Questions

Now you have your questions, go out and ask PPT Exercise
them! But who to ask? answers
If you survey a small group you can ask everybody
(called a Census).

End REFLECTION Self-assessment

5 min At the end of the lesson, learners reflect on their
learning:
Students describe three things they have learned
today.
Home task: Extra Activity to spell each of the words
in the pictures in Ex. 4.
Saying goodbye

LESSON 15 School:
Unit 2. Helping and Heroes

Date: Teacher name:

Grade: 6
Number present: Number absent:
Theme of the lesson: House and Home, helping around the home

Learning objectives 6.3.6.1- communicate meaning clearly at sentence and discourse level during, pair, group and
whole class exchanges;
6.4.2.1 - understand independently specific information and detail in short,simple texts on a
limited range of 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
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;
Lesson objectives All learners will be able to:
identify some specific information from the text and use some target vocabulary to describe some
things
Most learners will be able to:
identify most specific information from the text and use some target vocabulary to describe some
things
Some learners will be able to:
identify all specific information from the text and use a range of target vocabulary to describe
some things
Previous learning Unit revision

Plan

Planned Planned activities Learners’ Evaluation Resources

timings activities
Begining ORGANIZATIONAL MOMENT Greeting Verbal Class CD
5 min What’s in this module? evaluation
Read the title of the module Helping & Heroes and ask
Ss to suggest what they think it means. Go through the Learners do the
topic list and stimulate a discussion to
task
prompt Ss’ interest in the module.
Explain/Elicit the meaning of any unknown words, then
Ss find the page numbers for the items listed. Ask
questions to check Ss’ understanding.
Middle To identify historical figures vocabulary Learners identify
30 min Draw Ss’ attention to the pictures and ask various Ss to historical figures Individual
read out the names, countries and dates for each person. vocabulary avaluation
Explain/Elicit the meanings of any unknown words and
read out the example, then Ss match the people to what
they were.
To talk about historical figures
Explain that we read years before 2000 by splitting them Learners talk
into two numbers (e.g. 1450 = fourteen fifty, 1899 = about historical
eighteen ninety-nine). figures
Ask two Ss to read out the example exchange, thenSs ask
and answer in pairs. Monitor the activity around the class.
Explain that when a date is BC we count down to zero to Mutual
go forwards in time. avaluation
Background information
Leonardo da Vinci was an Italian painter, sculptor and
architect. He painted the Mona Lisa. Marie Curie was a
Polish scientist. She discovered radium and won the
Nobel prize. Cleopatra was an Egyptian queen. She was a
beautiful and powerful woman. There are many books
and films about her. Florence Nightingale was a British
nurse and writer who pioneered modern nursing during
the Crimean War. Many people came to know her as ‘the
lady with the lamp.’ Genghis Khan was a Mongolian
emperor. He built the second largest empire in the history
of the world. Bauyrzhan Momyshuly was a Kazakh hero.
He was a military officer and author. Abraham Lincoln
was the 16th American President. He helped end the Civil
War and slavery. William Wallace was a Scottish
warrior. He fought against the English to help free
Scotland.

End REFLECTION Self-assessment

5 min Evaluate their work as well as the work of their
classmates using certain criteria.
Home task: write two paragraphs about best friend.
Paragraph-1: Say who is your best friend. Write about
her/his appearance
Paragraph-2: Write about his/her personality. Write what
do you like doing when you’re together.
Saying goodbye
LESSON 16 School:
Unit 2. Helping and Heroes

Date: Teacher name:

Grade: 6
Number present: Number absent:
Theme of the lesson: House and Home, helping around the home
SA
Learning objectives 6.3.6.1- communicate meaning clearly at sentence and discourse level during, pair, group and
whole class exchanges;
6.1.1.1- use speaking and listening skills to solve problems creatively and cooperatively in groups;
6.4.2.1 - understand independently specific information and detail in short, simple texts on a
limited range of general and curricular topics;
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;
Lesson objectives All learners will be able to:
identify some specific information in reading text and use some target vocabulary accurately in
production tasks with support
Most learners will be able to:
identify most specific information in reading text and use most target vocabulary accurately in
production tasks with support
Some learners will be able to:
identify all specific information in reading text and use most target vocabulary accurately in
production tasks with little support
Previous learning House and Home, helping around the home

Plan

Planned Planned activities Learners’ Evaluation Resources

timings activities

Begining ORGANIZATIONAL MOMENT Verbal

5 min Teacher presents the lesson objectives, explains Greeting evaluation
students what they would be able to do by the end of
this lesson.
Warming-up.
Teacher starts the lesson with the questions about
heroes: Learners answer
What famous people do you know? the questions
Do you have your own hero?
Who is your hero?
What is he/she famous for?
Middle Focus on listening
10 min Ask students to look at the title of the photo story and Learners do the Mutual
the photos, you could also ask them who the girls are task avaluation
in this episode (Amy and Lucy) and where they are
(in a classroom, at school)

Comprehenssion check
Students do the tasks to assimilate the learnt material.
Mark the statements true or false. (English in Mind1 Learners mark
ex 11 (a,b), p.55) Verbal
the statements
Students answer the questions. Check answers. evaluation
true or false.
Students can also correct the false statements and
provide the location in the text for their answers.

SA Listening
20 min Task 1. Listen what Joshua tells about his school in Individual
Japan. Choose the correct answer. avaluation
1. Which item did Joshua NOT take to school? Learners choose
C) School hat the correct
2. What is one of the first things Joshua does when he answer.
comes to school?
A) He stands and bows to the teacher.
3. Where does Joshua eat lunch at school?
 A) In his classroom
4. What time does Joshua get home from school?
B) at 2:00 PM and at 3:00 PM

Speaking
Task 2. Work in pairs. Read the examples and
possible answers. Then make up your own 3
questions about your class or school and ask your
partner. Swap the roles. Learners ask and
answer the
questions

End REFLECTION Self-assessment

5 min At the end of the lesson, learners reflect on their
learning:
What has been learned?
What remained unclear?
What is necessary to work on?
Where possible the learners could evaluate their own
work as well as the work of their classmates using
certain criteria
Home task: to learn the new vocabulary
Saying goodbye

LESSON 17 School:
Unit 2. Helping and Heroes

Date: Teacher name:

Grade: 6
Number present: Number absent:
Theme of the lesson: House and Home, helping around the home

Learning objectives 6.3.6.1- communicate meaning clearly at sentence and discourse level during, pair, group and
whole class exchanges;
6.1.1.1- use speaking and listening skills to solve problems creatively and cooperatively in groups;
6.4.2.1 - understand independently specific information and detail in short, simple texts on a
limited range of general and curricular topics;
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;
Lesson objectives All learners will be able to:
identify some specific information in speaking and listening and use some target vocabulary
accurately in production tasks with support
Most learners will be able to:
identify most specific information in speaking and listening and use most target vocabulary
accurately in production tasks with support
Some learners will be able to:
identify all specific information in speaking and listening and use most target vocabulary
accurately in production tasks with little support

Previous learning House and Home, helping around the home

Plan

Planned Planned activities Learners’ Evaluation Resources

timings activities

Begining ORGANIZATIONAL MOMENT Verbal

5 min To present vocabulary for appearance evaluation
Explain the task and allow Ss some time to complete it Learners describe
and then check Ss’ answers around the class. their classmates
As an extension, ask Ss to use the phrases to describe
their classmates.

To categorise new vocabulary Learners

Explain the task and ask Ss to write the headings in categorise new
 their notebooks. vocabulary
Write the headings on the board and elicit which words
go under which headings from Ss around the class. Ss
copy the completed table into their notebooks.

Middle To use vocabulary in context and describe people Learners use Individual
30 min Explain the task and read out the example. vocabulary in avaluation
Ask various Ss around the class to describe the people. context and
Encourage Ss to describe them in as much detail as they describe people
can.
To present vocabulary for describing character
Explain the task and explain/elicit the meanings of the
adjectives 1-5 and a-e. Ss match them and then Learners
complete present
the sentences. Check Ss’ answers. vocabulary for
To describe people’s appearance and character describing Mutual
Explain the task and ask two Ss to act out the example character avaluation
dialogue.
Ss work in pairs and ask and answer the questions What Learners
does he/she look like? (ask about appearance)What is describe people’s
he/she appearance and
like? (ask about character) in closed pairs. character
Monitor the activity around the class and then ask some
pairs to ask and answer in front of the class.
To listen for specific information
Explain the task and play the recording. Ss listen and
mark the sentences.
Check Ss’ answers, then play the recording again for Ss Learners
to listen and mark
correct the false statements. the sentences
To complete a short paragraph about a historical
figure
Explain the task and give Ss time to complete the Learners
paragraph. complete a short
Check Ss’ answers. paragraph

End REFLECTION Self-assessment

5 min Game
Choose a leader.
Home task: Ex: 21 at page 36
Saying goodbye

LESSON 18 School:
Unit 2. Helping and Heroes

Date: Teacher name:

Grade: 6
Number present: Number absent:
Theme of the lesson: House and Home, helping around the home
Learning objectives 6.6.15 use common verbs followed by infinitive verb / verb + ing patterns on a limited range of
familiar general and curricular topics
6.5.1 plan, write, edit and proofread work at text level with some support on a growing range of
general and curricular topics
6.2.8 understand supported narratives including some extended talk, on a range of general and
curricular topics
Lesson objectives To make up complex sentences with gerund and infinitive
To identify the difference between gerund and infinitive
Previous learning House and Home, helping around the home

Plan

Planned Planned activities Learners’ Evaluation Resources

timings activities

Begining Organizational moment PPT

5 min Teacher presents the lesson objectives, explains students Greeting My bedroom
what they would be able to do by the end of this lesson.
1. Warming-up.
- Ask learners to name three things in
Bedroom/Bathroom/On your desk.
-Make it even harder by not allowing them to repeat
something that another person has already said. Learners do the
task

Middle 2. Focus on grammar.

30 min Part 1 Learners Video
Review previous learning: learners say they enjoy/don’t write more Mutual “Gerund,
enjoy doing sentences and Infinitive”
avaluation
Review previous learning: learners say they want/need to use peer or Handout 1
do assessment to
Write example answers on the board check their https://
Peer assessment criteria: work www.youtube.
Learners in pairs check their writing if verb form is used com/watch?
correctly followed by to do or V-ing. v=s1htxRUiL
E.g.: They stopped to speak to each other. => They stopped Nk
walking in order to speak to each other
Explain Use of English: gerund/infinitive
Verbs to describe liking or disliking generally take the
gerund.
want takes the infinitive
Examples:
I like/don’t like helping around the house.
I want to help my grandparents.
I don’t like doing housework
If necessary give example want to/need to sentences.
Explain:
some verbs take to and some ing
some verbs can be followed by both with no change in
meaning:
For example: begin, hate, like, prefer, continue, start Verbal
She started to cry. = She started crying. evaluation
I hate watching horror films. = I hate to watch horror
films.
some verbs can be followed both, but there is a change in
meaning
For example: remember, stop
I stopped cleaning the table. = I was cleaning the table and
then I stopped.
I stopped to clean the table. = I was eating, and I stopped
eating in order to clean the table.
I remembered to do my homework. = I remembered, and
after that I did my homework.
I remember doing my homework. = I remember (now) that
I did my homework (in the past).
 Part 2
Show the video for deeper understanding of –ing usage and
ask learners to create their own sentences.
Here is an example of the word “remember”
Remember that by getting to know your learners well, you
will become more aware of the gaps, and so adapt what
you teach accordingly. Learners do
Differentiation exercise: online exercises
Exercise on Gerund. Complete the sentences with the (infinitive and
gerund form of the verbs in parentheses. This exercise is gerund). Follow
recommended for less – able learners. the link to do
exercises

Individual
avaluation

End REFLECTION Self-assessment

5 min Home task: read the text “My best friend” and complete the
table about Rob’s best friend
Saying goodbye

LESSON 19 School:
Unit 2. Helping and Heroes

Date: Teacher name:

Grade: 6
Number present: Number absent:
Theme of the lesson: Helping other people

Learning objectives 6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of
general topics, and some curricular topics 6.6.5 use questions including questions with whose,
how often, how long and a growing range of tag questions on a growing range of familiar general
and curricular topics
Lesson objectives To learn at least 5 new words which describe people
To use interrogative sentences with “whose, how often, how long” and give appropriate answers
to them
Previous learning House and Home, helping around the home

Plan

Planned Planned activities Learners’ Evaluation Resources

timings activities

Begining Organizational moment

5 min Teacher presents the lesson objectives, explains students Verbal
what they would be able to do by the end of this lesson. evaluation
1.Warming-up.
Who is your best friend? Learners talk in
How old is he? pairs
What does he/she look like?
What is he/she like?
What do you do together?
How often do you meet your best friend?
How long have you known your best friend?

Middle 2. Focus on grammar. Word order

30 min Ask learners if they know anything about word order. If Learners do the Individual
yes, ask them to share information, if not, present them task avaluation
the PPT.
 Teacher explains the grammar in a simplified form
Subject + verb + objective
Adjective + noun
Verb be + adjective
We read magazines
She’s a beautiful girl
Tina is beautiful

3. Practice.
Ask your more able learners to make 6
sentences paying attention to word order.
As for less able learners, ask them to order the words to
make sentences (PPT slide 6)
Answers:
1. Jack drives an expensive car.
2. Helen wears red lipstick.
3. My parents live in a big house. Learners order Mutual
4. On Saturdays I cook a big lunch. the words to avaluation
5. I don’t like wet days. make sentences
6. My grandfather’s quite old.
7. Paula’s children have fair hair.

Ask learners to make sentences putting the words in the

correct order. (See Handout 1, Full Blast, Students’ Book,
Module 1E, Ex 3D, page 17)
Answers:
1. Betty has got straight hair.
2. My brother is outgoing.
3. Neil does the washing up every day.
4. Kate is a lovely girl.
5. Andrew surfs the net in the evenings.

Focus on writing.
Students write two paragraphs about their best friend.
They can use new vocabulary of the lesson. Ask learners to
Paragraph-1: Say who is your best friend. Write about make sentences
her/his appearance putting the words
Paragraph-2: Write about his/her personality. Write what in the correct
do you like doing when you’re together. order.

Learners write
two paragraphs
about their best
friend.

Individual
avaluation

End REFLECTION Self-assessment

5 min Evaluate their work as well as the work of their
classmates using certain criteria.
Reflect on what has been learned and what remained
unclear
Discuss the ways of improving the sides which are
necessary to develop.
Home task: complete the assay about your best friend
Saying goodbye
LESSON 20 School:
Unit 2. Helping and Heroes

Date: Teacher name:

Grade: 6
Number present: Number absent:
Theme of the lesson: Helping other people

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;
6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of
general topics, and some curricular topics;
6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general
topics and some curricular topics
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;
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
Previous learning Helping other people

Plan

Planned Planned activities Learners’ Evaluation Resources

timings activities

Begining ORGANIZATIONAL MOMENT Verbal

5 min Greeting evaluation
To present grammar for appearance
Ss close their books. Present the Past Simple. Say,
then write on the board:
I worked hard yesterday. Underline worked and
Learners do the
explain that this verb is in the past simple. Point to
a S and say: You worked hard yesterday. Then task
write it on the board. Point to a male S and say:
He worked hard yesterday. Then write it on the
board.
Present the other persons in the same way. Elicit
that the verb is the same in all
Middle To present the Past Simple Individual
30 min Explain/Elicit the spelling rules of the past simple avaluation
for regular verbs by writing the verbs work, love,
play, study, travel and their past simple forms on
the board: work – worked (most verbs take -ed to
form their past simple form), love – loved (verbs
ending in -e add -d), study – studied (verbs ending
in consonant +y lose y and take -ied), play –
played (verbs ending in a vowel
+y add -ed), travel – travelled (verbs ending in
vowel + l, p, k, b, etc double the consonant and
add -ed).

To practise the Past Simple

Explain the task and allow Ss some time to Learners complete
complete it in their notebooks. Check Ss’ answers task in their
by playing the recording. Check notebooks.
correct spelling on the board.

To pronounce /t/, /d/, /Id/ (Past Simple verb

 endings)
Play the recording with pauses for Ss to repeat Learners do the
chorally or individually. Ss copy the table into task
their notebooks.
Play the recording again. Ss listen and tick the
correct sounds. Check Ss’ answers, then elicit
more words with the same sounds

To practise using the Past Simple affirmative

and negative
Allow Ss some time to complete the task and then Learners Mutual
check. practise using the avaluation
Ss’ answers. Elicit which verbs are Past Simple
regular/irregular. affirmative and
negative

End REFLECTION Self-assessment

5 min At the end of the lesson, students reflect on:
- what they learned
- what remained unclear for them
- what they need to continue working on
Home task: make 5 sentences using grammar
theme
Saying goodbye

LESSON 21 School:
Unit 2. Helping and Heroes

Date: Teacher name:

Grade: 6
Number present: Number absent:
Theme of the lesson: Helping other people

Learning objectives 6.4.5 deduce meaning from context in short texts and some extended texts on a growing range of
familiar general and curricular topics
6.3.3 give an opinion at sentence and discourse level on an increasing range of general and
curricular topics
6.5.8 spell most high-frequency vocabulary accurately for a limited range of familiar general
topics and some curricular topics
Lesson objectives To recognize most topic vocabulary items in the flow of speech
To spell high frequency words correctly
Previous learning Helping other people

Plan

Planned Planned activities Learners’ Evaluation Resources

timings activities

Begining Organizational moment

5 min Teacher presents the lesson objectives, explains
students what they would be able to do by the end of
this lesson.
Warming-up.
Elicit as many clothes as students know and write Learners repeat
them on the board. (jacket, shoes, dress, tie, T-shirt, chorally and
 shirt etc). individually.
After revise some vocabulary so that learners could
remember.
Middle 2.Focus on vocabulary.
30 min Ask learners to put the letters in order to make words Learners
for clothes. Match them with the pictures. (See complete the Verbal
Herbert Puchta & Jeff Stranks , English in exercise.
evaluation
Mind1,second edition ,Helping other people Unit 2
p19 exercise 1 a)
Teacher goes through the example with them. They
then write in as many of the words as they can and
then unjumble the other letters and match the words to
the pictures to complete the exercise.
Weaker students can work in pairs. Check answers.
Check any pronunciation problems at this point.

Ask learners why they think it's a shirt, a sweater, a 
jacket (with article) and jeans, shoes, trousers
(no article) and elicit that it's because the latter are plu
ral.
Students are often interested in clothes vocabulary an
d you may want to expand thevocabulary in this area, 
but be careful not to overload students.
Use what you or the student is wearing to elicit/teach, 
e.g. skirt, dress, suit, trainers, T-shirt, coat, socks, et
c. 
Model and drill the words and then write them in the c
hat box and get the Student to
copy them into the vocabulary  notebook.
Individual
3.Focus on writing avaluation
Ask learners to do exercise 1 b (Say what colour
clothes are). Teacher goes through the example with
students, reminding them of the singular and plural
forms of the verb to be. Students can complete this
exercise in pairs or you can call out the items from
exercise 1 and ask students to respond.
Go through the example questions and answers with
students. In pairs or small groups, students ask and Learners work
answer about their favorite clothes. together to
decide how much
Learners pay close attention they are using the key they need of
language correctly. Learners pay close attention to certain things for
spelling. a party.

Mutual
avaluation

End REFLECTION Self-assessment

5 min Monitor the activity around the class and check Ss
answers
At the end of the lesson, students reflect on:
- what they learned
- what remained unclear for them
- what they need to continue working on
by the "Traffic lights"
Home task: to learn the new vocabulary
Saying goodbye
LESSON 22 School:
Unit 2. Helping and Heroes

Date: Teacher name:

Grade: 6
Number present: Number absent:
Theme of the lesson: Helping other people

Learning objectives 6.3.8.1- recount some extended stories and events on a limited range of general and curricular
topics
6.1.8.1- develop intercultural awareness through reading and discussion
6.4.1.1 - understand the main points in a growing range of short, simple texts on 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
6.2.6.1- deduce meaning from context in supported extended talk on a range of general and
curricular topics;
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
Previous learning Helping other people

Plan

Planned Planned activities Learners’ Evaluation Resources

timings activities

Begining ORGANIZATIONAL MOMENT

5 min Teacher presents the lesson objectives, explains
students what they would be able to do by the end of
this lesson.

To revise rules of pronunciation of /t/, /d/, /Id/ (Past Learners revise

Simple verb endings) / Past Simple affirmative / Past rules of
Simple negative pronunciation
Middle To practise using the Past Simple interrogative Learners practise Verbal
30 min Explain the task and read out the example. using the Past evaluation
Ss complete the task. Check Ss’ answers by asking Simple
various Ss to ask and answer in front of the class. interrogative

To ask and answer about the past using the Past

Simple interrogative
Explain the task and ask two Ss to read out the Learners complete
example. Ss complete the task in pairs. Monitor the the task
activity around the class and then ask some pairs to
ask and answer in front of the class.
To ask and answer about the past using question Individual
words avaluation
Explain the task and ask two Ss to read out the Learners ask and
example. Ss complete the task in pairs. Monitor the answer about the
activity around the class and then ask some pairs to past using question
ask and answer in front of the class. words
To practise using time expressions with the Past
Simple
Explain the task and read out the example. Give Ss
time to write similar sentences, then check Ss’ answer Learners write Mutual
around the class. similar sentences avaluation
To present and practise prepositions of movement
 Go through the prepositions in the pictures. Point out
that the pictures will help Ss complete the task. Learners present
Give Ss time to complete the text with the correct and practise
preposition. Then check Ss’ answers. prepositions of
To write a short paragraph, personalize the topic movement
Give Ss time to complete the task in class and then ask
various Ss to read out their completed paragraphs to
the
class. Learners
write a short
paragraph,
personalize the
topic

End REFLECTION Learners reflect on Self-assessment

5 min Make the conclusion of the activity by giving individual their learning
commentaries about strengths and weaknesses of some
groups you have pointed.
Home task:
Tell about a person you admire (from sport, music/art, f
ilms, history):
 What has this person done?
 Why do you admire them?
 Why do people need heroes?
Saying goodbye

LESSON 23 School:
Unit 2. Helping and Heroes

Date: Teacher name:

Grade: 6
Number present: Number absent:
Theme of the lesson: Heroes of Kazakhstan

Learning objectives 6.3.8.1- recount some extended stories and events on a limited range of general and curricular
topics
6.1.8.1- develop intercultural awareness through reading and discussion
6.4.1.1 - understand the main points in a growing range of short, simple texts on 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
6.6.12.1 - use an increased variety of adverbs, including adverbs of degree too, not enough, quite,
rather on a growing range of familiar general and curricular topics;
Lesson objectives All learners will be able to:
identify some specific information in reading text and use some target vocabulary accurately in
production tasks with support
Most learners will be able to:
identify most specific information in reading text and use most target vocabulary accurately in
production tasks with support
Some learners will be able to:
identify all specific information in reading text and use most target vocabulary accurately in
production tasks with little support
Previous learning Heroes of Kazakhstan
Plan

Planned Planned activities Learners’ Evaluation Resources

timings activities

Begining ORGANIZATIONAL MOMENT Class CD

5 min To introduce the topic
Initiate a class discussion about giants and elicit any
tales about giants Ss know of.
Middle To read and listen for specific information Verbal
30 min Play the recording. Ss listen and follow the text in Learners answer evaluation
their books. Give Ss time to answer the questions. the questions
To consolidate new vocabulary
Ask Ss to use the Word List to look up the meanings Learners
of the words in the Check these words box. consolidate new
Explain the task and give Ss some time to vocabulary
completeit.
To present and practise adverbs of degree and Mutual
too/enough Learners present avaluation
Explain that adverbs of degree are used before an and practise
adjective to express to what degree something is adverbs of degree
done. Read the table aloud and explain that the ticks and too/enough
show the degree with (✓) being mild and (✓✓✓)
being strong.
Say, then write on board: That dress is very/really
beautiful. Explain to Ss that we use very/really + Individual
adjective to make an adjective stronger. avaluation
Say, then write on board: He’s too old to drive.
And He is old enough to drive. Tell Ss that in the
first example the person is old and can’t drive
whereas, in the second example the person is of a
suitable age to drive. Explain that we use too +
adjective to show that something is more than we
want (negative meaning) whereas, we use adjective
+ enough to show that there is as much as needed.
(positive
meaning)
To predict missing information in a listening task
Draw Ss’ attention to the advert and elicit what part
of speech is missing in each gap.
To listen for specific information
Play the recording. Ss listen and complete the gaps. Learners predict
Draw Ss’ attention to the notes box and ask them to missing
copy the headings and the subheadings into their information in a
notebooks and complete the task. listening task

Learners listen and

complete the gaps

Mutual
avaluation
 Verbal
evaluation

End REFLECTION “Traffic lights” Self-assessment

5 min -Green The lesson is clear for me
-Yellow I have got some question
-Red I don’t understand anything
Home task: Write the email in the Suggested
Answer Key in Ex. 7 and remove words to create a
gapped text. Saying goodbye

LESSON 24 School:
Unit 2. Helping and Heroes

Date: Teacher name:

Grade: 6
Number present: Number absent:
Theme of the lesson: Heroes of Kazakhstan (describing people).

Learning objectives 6.R6 Recognise the attitude or opinion of the writer in short texts on a growing range of
general and curricular topics
6.W3 Write with some support about personal feelings and opinion on a limited range of
familiar general and curricular topics
6.W8 Spell most high-frequency vocabulary accurately for a limited range of familiar general
topics and some curricular topics
Lesson objectives Identify the author’s attitude and viewpoint in short texts
Express personal feelings and opinion in written form with little support
Write high-frequency topic related words accurately
Previous learning Heroes of Kazakhstan

Plan

Planned Planned activities Learners’ Evaluation Resources

timings activities

Begining ORGANIZATIONAL MOMENT

3 min To identify the context of a dialogue and practise Learners identify
pronunciation the context of a Verbal
Explain the task. Play the recording with pauses for Ss dialogue
evaluation
to repeat chorally or individually. Then Ss read the
sentences and say what they think the dialogue is about
(a book a person read).

Middle To read for specific information and consolidate Learners read the Individual
10 min situational language through translation dialogue and avaluation
Allow Ss time to read the dialogue and answer the answer the
questions. questions.
Elicit the L1 equivalents for the sentences in Ex. 1.

To act out a dialogue

Ask Ss to work in pairs and take roles and read out the
dialogue. Pay attention to Ss’ rhythm and intonation Learners take
and roles and read out
correct as necessary. the dialogue.
Monitor the activity around the class and ask some pairs
to read out the dialogue in front of the class. Mutual
avaluation

READING Learners read the

Task 1. Read the text and complete the tasks below. text and answer
 Bill likes to help his mom make cookies. Chocolate the questions
chip cookies are his favourite. His mom likes them too.
He adds the chocolate chips to the batter. Then he stirs
them in. He forms the batter into balls and places them
on a baking sheet. His mom places the baking sheet into
the oven.
When the cookies are in the oven, Bill licks the last bits
of batter from the bowl. He can hardly wait for the
cookies to be ready. In 30 minutes the cookies are
finished baking. The cookies are hot and yummy.

Answer the questions.

1.What kind of cookies are Bill’s favourite?
2.What does he do when the cookies are in the oven?
3.Where does Bill’s mother place the baking sheet?
4.When are the cookies finished baking?

WRITING
Task 2. Write about your Sunday household chores.
Follow the steps for writing:
Write one sentence about Sunday.
Write what household chores you can do at home to
help your parents or elderly people.Write about your
feelings after help

Learners write
about your
Sunday
household chores

End REFLECTION Self-assessment

2 min All learners put stickers into three groups according
their understanding of the lesson
I know and I can speak I need a help
understand

Home task: to complete the dialogue

Saying goodbye

LESSON 25 School:
Unit 2. Helping and Heroes

Date: Teacher name:

Grade: 6
Number present: Number absent:
Theme of the lesson: Heroes around the world

Learning objectives 6.6.15 use common verbs followed by infinitive verb / verb + ing patterns on a limited range of
familiar general and curricular topics
6.5.1 plan, write, edit and proofread work at text level with some support on a growing range of
general and curricular topics
6.2.8 understand supported narratives including some extended talk, on a range of general and
curricular topics
Lesson objectives Most learners will be able to:
To make up sentences with verb +ing
respect different points of view
communicate meaning clearly at sentence during work
understand with support the main points of extended talk
Some learners will be able to:
To make up complex sentences with gerund and infinitive
communicate meaning clearly at sentence and discourse level during work
 understand with little support the main points of extended talk
A few learners will be able to:
Identify the difference between gerund and infinitive
communicate meaning clearly at discourse level during whole class exchange
understand with no support the main points of extended talk
Previous learning Heroes of Kazakhstan (describing people).

Plan

Planned Planned activities Learners’ Evaluation Resources

timings activities

Begining ORGANIZATIONAL MOMENT Greeting Verbal

5 min Warming-up evaluation
-explain the learning objectives Learners do the
-name three things in Bedroom/Bathroom/On your task
desk 
- Make it even harder by not allowing them to repeat
something that another person has already said.
Middle Part 1 https://
30 min Review previous learning: learners say they enjoy/don’t Learners follow Individual www.thoughtco.
enjoy doing the instructions avaluation com/verb-types-
Review previous learning: learners say they want/need in-english-
to do 1210668
Write example answers on the board
Ask learners to write more sentences and use peer Handout Gerund
assessment to check their work and Infinitive
Peer assessment criteria:
Learners in pairs check their writing if verb form is
used correctly followed by to do or V-ing.
E.g.: They stopped to speak to each other. => They
stopped walking in order to speak to each other.
Explain Use of English: gerund/infinitive
Verbs to describe liking or disliking generally take the
gerund.
want takes the infinitive
Examples: I like/don’t like helping around the house.
I want to help my grandparents.
I don’t like doing housework http://
If necessary give example want to/need to sentences. learnenglishteen
Explain: s.britishcouncil.
some verbs take to and some ing org/grammar-
some verbs can be followed by both with no change in vocabulary/
meaning: grammar-
Part 2 videos/verb-ing-
Show the video for deeper understanding of –ing usage or-verb-
and ask learners to create their own sentences. infinitive
Here is an example of the word “remember”
Remember that by getting to know your learners well, Learners https://
you will become more aware of the gaps, and so adapt individually do www.youtube.c
what you teach accordingly. exercises om/watch?
Differentiation exercise: v=2_OAbpOLT
Students individually do exercises Students individually To
do exercises on cards.

Mutual
avaluation

End REFLECTION The teacher gives comments about Self-assessment

5 min learners work and awards learner. Students will choose
 one and put on the board their stickers.
Home task: To write about a hero from your country,
look up information on the Internet or in encyclopaedias
or other reference books about a hero from their country
and write a short text.
Saying goodbye

LESSON 26 School:
Unit 2. Helping and Heroes

Date: Teacher name:

Grade: 6
Number present: Number absent:
Theme of the lesson: Heroes around the world (This relates to Geography).

Learning objectives 6.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups
6.3.3 give an opinion at sentence and discourse level on an increasing range of general and
curricular topics
Lesson objectives To express their opinion with insufficient reasoning.
To understand some main points in a talk.
To describe heroes students admire
Previous learning Heroes around the world

Plan

Planned Planned activities Learners’ Evaluation Resources

timings activities

Begining ORGANIZATIONAL MOMENT

5 min Teacher presents the lesson objectives, explains Greeting Verbal
students what they would be able to do by the end of evaluation
this lesson.

1. Warming-up.
Introduce the topic by asking some questions, such Blackboard,
as: chalk, pens,
What is a hero? pencils,
What is a community? notebooks
You may use the blackboard to make sure that Learners do the
everybody understands the questions. task

Middle 2. Focus on speaking

30 min Teacher creates different groups for this activity. Learners answer
Distribute index cards for each student and they the questions Mutual
have to find their group mates. Here is a suggested
avaluation
way of forming pairs or groups of three students:
1st group of fruits: watermelon, grapes, strawberry
2ndgroup of citrus fruits: lemon, grapefruit, banana
3rdgroup of vegetables: potato, carrot, cucumber
4thgroup of fast food: coke, pizza, hamburger Handout 1
Show some pictures of different heroes. Great
examples include firefighters, police officers,
doctors, teachers, librarians, farmers, and postmen.
A group leader may come and choose any of the
pictures to fulfill the task.
Some able learners’ group may choose more than Learners follow the
one picture. instructions
Individual
Share a large piece of poster paper, markers, and
avaluation
highlighters and inform your students that they can
draw a hero and write their ideas in it.
Students prepare their posters and share each
member’s responsibilities.
PPT Pictures
 You may suggest your students or divide yourself
their roles following these instructions:
Speaker - presents well the summary of the issue to
the classroom
Supply master - picks up, distributes and collects
relevant materials pieces of poster
Time-keeper - keeps track of time and reminds paper, markers,
group members how much time is left highlighters,
crayons
NOTE:Walk around the classroom to see how
effective students are working and support them if
they have any questions during the work process.
Each group presents their poster and share ideas
with the class.

End REFLECTION
5 min At the end of the lesson, learners reflect on their Self-assessment
learning:
Make the conclusion of the activity by giving
individual commentaries about strengths and
weaknesses of some groups you have pointed.
Home task: to write an assay about Heroes around
the world
Saying goodbye

LESSON 27 School:
Unit 2. Helping and Heroes

Date: Teacher name:

Grade: 6
Number present: Number absent:
Theme of the lesson: Summative control work for the 1 term st

Learning objectives 6.L5 Understand most specific information and detail of supported, extended talk on a range of
general and curricular topics
6.R1 Understand the main points in a growing range of short, simple texts on general and
curricular topics curricular topics
6.W1Plan, write, edit and proofread work at text level with some support on a growing range of
general and curricular topics
6.S1 Provide basic information about themselves and others at discourse level on a range of
general topics 6.S3 Give an opinion at sentence and discourse level on an increasing range of
general and curricular topics
Lesson objectives Learners should write on topics ‘Our class’ or ‘Helping and Heroes’. They should answer the
questions in full sentences expressing their feelings on topic.
Learners are provided with some questions for a discussion. They provide own points of view on
 topics, ask questions to clarify the answers and get the needed information, explaining and
justifying their positions and answers.
Previous learning Heroes around the world (This relates to Geography).
Plan

Planned Planned activities Learners’ Evaluation Resources

timings activities

Begining ORGANIZATION MOMENT

2 min 1.Greeting
2. Lesson objective
SA LISTENING Learners listen to Individual Worksheets
35 min Task 1. Listen to the talk with Ben and Katy twice. the talk and fill in avaluation
Fill in the gaps with ONE WORD only. the gaps with
Katy: Have lots of breaks. I always for thirty ONE WORD
minutes. Then I have a break for five minutes. only.
Ben: I never have a . I sometimes study for two
or three hours.

READING
Task. Read the article about London police The Learners read the
History of the London Police. article and
Answer the questions. answer the
1.Why did people stay in their homes as much as questions
possible?
2.How did “Bow Street Runners” get their name?
Choose True or False.
3.In 1800, there were not enough policemen in London.
4.All of the first 3000 London Police Force rode horses. Learners choose
5.Today, police officers who work with horses are paid True or False
more than their colleagues. sentences

WRITING
Task. Choose ONE of the topics below and write an
article.
Topic 1. Our class
Think about your favourite class
What is your favourite subject? Why? Learners choose
What does a person do to be good at school? Do you ONE of the
enjoy spending time with your classmates? Why? topics and write
What clubs or sport activities do you like most at your an article
school? Why?

Topic 2. Helping and Heroes

Think about heroes of modern life.
Who do you think is a hero of modern life? Why? What
does a hero do?
Why do heroes enjoy helping the other people? Who is
your superhero or a hero in real life? Why?

SPEAKING
Task 4. Work in pairs. Give own opinion on topic, ask
questions, explain your position and answer your
partners’ questions. You have 1 minute to prepare and 2
minutes to talk.
Learners choose
one of the cards
and make a
dialogue
End REFLECTION Self-assessment
3 min Tree of success
Green leaf - I totally understand
Yellow leaf - I understand the lesson but I need some
helps
Red leaf - I don't understand
Home task: to revise grammar themes
Saying goodbye
LESSON 28 School:
Unit 2. Helping and Heroes

Date: Teacher name:

Grade: 6
Number present: Number absent:
Theme of the lesson: Unit revision

Learning objectives 6.4.6.1 - recognise the attitude or opinion of the writer in short texts on a growing range of 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;
6.5.3.1 -write with some support about personal feelings and opinion on a limited range of familiar
general and curricular topics;
6.2.7.1- recognize the opinion of the speaker(s) in supported extended talk on a limited range of
general and curricular topics;
Lesson objectives All learners will be able to:
identify some main ideas and specific information in the text and write a short text with some
appropriate features of style and organisation with support
Most learners will be able to:
identify most main ideas and specific information in the text and write a short text with a range of
appropriate features of style and organisation with support
Some learners will be able to:
identify all specific information in texts and research and write a short text with a range of
appropriate features of style and organisation with support
Previous learning Summative control work for the 1st term

Plan

Planned Planned activities Learners’ Evaluation Resources

timings activities

Begining ORGANIZATIONAL MOMENT Greeting Verbal

5 min Teacher presents the lesson objectives, explains evaluation
students what they would be able to do by the end of
this lesson.
Warming-up.
Teacher starts the lesson with the questions about
heroes:
What famous people do you know? Learners answer
Do you have your own hero? the questions
Who is your hero?
What is he/she famous for?
Middle Focus on listening Learners read the
30 min Ask students to look at the title of the photo story and photo story and Individual Handout 1
the photos, you could also ask them who the girls are in answer the question avaluation
this episode and where they are Learners correct Track_50.mp3
Comprehenssion check the false statements
Students do the tasks to assimilate the learnt material. and provide the
Mark the statements true or false. Students answer the location
Mutual
questions. Check answers.
avaluation
Find the expressions in the photo story. Learners follow the
a) Ask students to find the expressions in the photo instructions
story. If it helps, you can read aloud or ask one or two
stronger students to read them aloud with expressions.
Students translate the expressions into their own
language, checking in pairs, before a whole class check.
Encourage them to guess the meaning from the context
of the story.
b) Read the dialogue. Fill in the spaces with the
underlined expressions from Exercise 11a. If necessary,
do the first one as an example with students.
 Focus on speaking
Learners are divided into two groups and discuss in the
form of debate: those who believe celebrities can be Learners are
heroes against those who think celebrities are publicity divided into two
seeking and therefore not true heroes groups and discuss
After the debate students critically analyse whether in the form of
celebrities can ever be true heroes debate

Verbal
evaluation

End REFLECTION Self-assessment

5 min At the end of the lesson, learners reflect on their
learning:
 What has been learned?
 What remained unclear?
 What is necessary to work on?
Where possible the learners could evaluate their own
work as well as the work of their classmates using
certain criteria
Home task: to revise grammar and vocabulary
Saying goodbye