Календарнотематический план для 6 класса

                                                                            Calendar Thematic Plan for the 6th grade

                                                                      2018-2019 оқу жылы/учебный год/academic year

                                                     «Eyes Open 2».  Authors: .Ben Goldstein,Ceri Jones with Emma Heyderman

 

I term- 24 hours

Hours№ Unit hours    Date          Theme    Learning objectives        Home task
                                                                                                                    Unit 1 : Our class
1 1 Our class

Life at school

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

6.3.1.1-  provide basic information about themselves and  others at discourse level on a range of general topics

W/B  Ex 1-4   p3
2 2 Computers 6.1.3.1 — respect differing points of view

6.3.2.1- 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;

6.6.3.1- use common participles as adjectives and order  adjectives correctly in front of nouns on a growing range of  familiar general and curricular topics;

W/B  Ex1,2  p4
3 3 Language focus 1

will/won’t, may/might

6.3.2.1- ask simple questions to get information about a  growing range of general topics

6.5.6.1- link, with minimal support, sentences into coherent  paragraphs using basic connectors on a growing range of  familiar general topics

6.6.8.1- use future form “will” to make offers, promises, and predictions on a growing range of familiar general and curricular topics

W/B  Ex 3,4,5 p4
4 4 School subjects Listening a conversation 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

6.3.1.1-  provide basic information about themselves and  others at discourse level on a range of general topics;

W/B  Ex3 p5
5 5 Language focus 2 be

going to

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

6.3.2.1- ask simple questions to get information about a  growing range of general topics

6.5.6.1- link, with minimal support, sentences into coherent  paragraphs using basic connectors on a growing range of familiar general topics

W/B  Ex 1-3   p6
6 6 Discover culture 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

6.3.2.1- ask simple questions to get information about a growing range of general topics

W/B  Ex4-5    p6

 

 

Long-term plan unit: 1 OUR CLASS School:
Lesson 1
Date: Teacher’s name: 
CLASS: Number present: absent:
Theme of the lesson: Life at school.    
Learning objective (s) that this lesson is contributing to 6.3.1.1- provide basic information about themselves and others at discourse level;

6.3.2.1- ask simple questions to get information on a limited range of familiar general and curricular topics;

6.2.4.1- understand with limited support the main point of extended talk

Lesson objectives All learners will be able to:
Most learners will be able to:

·  use and understand vocabulary on life at school;

·  listen to and understand a conversation about schools;

·  talk about rules at school.

Some learners will be able to:
Success criteria Demonstrate respect to people’s opinions using lexical units of topic vocabulary;

Form opinion and give constructive answers to feedback;

Identify facts and details in extended talks with little support.

Value links Kazakh patriotism and civil responsibility
Cross curricular links    Kazakh, Russian
ICT skills
Previous learning Themes from the Grade 5 curriculum
Plan
Stages of the lesson Planned activities (replace the notes below with your planned activities) Teacher’s notes
Greeting

 

The teacher greets students; students respond to greeting and take their places. Hello, boys and girls! How are you?
Becurious • Books closed. Write school on the board.

• Put students into groups and give them one minute to brainstorm all the associations they have with that word.

• Ask one member of each group to report back to the class.

• Ask students to open their books at page 4 and describe the photo.

• Give students a couple of minutes to answer the three questions.

• Tell students that the theme of Unit 1 is education and life at school.

 

 

 

 

Alternatively, give students 20 seconds to study the photo, then ask them to close their books and say what they remember about it.

Warm up • Put students into pairs and ask them to tell one another about their favourite subject at school, the subject they like the least and why.

• Ask some students to report back to the class on their partner.

Practice Ex1     Ask students to look at page 5 of their books.

• Explain that the phrases in the box are all connected to life at school.

• Put students into pairs to match the phrases with the correct pictures.

• Play the recording tr1.02for students to check their answers and repeat the phrases.

 

Ex2 Read out the question.

• Put students into small groups to divide the phrases in Exercise 1 according to whether they refer to bad/good behaviors or rules and punishments.

 

Ex3 Ask students to listentr1.03 and then say which of the things in Exercise 1 are talked about.

• Check answers.

 

Ex4 Read out the questions.

• Put students into pairs to ask and answer them.

• Ask some students to report back to the class on their partner.

• To extend the work on the vocabulary, you could ask students to turn to the Vocabulary bank on page 122 and complete the exercises for Life at school.

 

Suggested answers

• Ex1b be on time;

c wear a uniform; d bullying;

eget good marks; f write lines;

g get detention; h hand in homework; i scream or shout

• Ex2   good behaviors: hand in homework, be on time, get good marks; bad behaviors: bullying, cheat in a test, scream or shout;

rules and punishments: get detention, write lines, wear a uniform

• Ex3 (Encourage stronger students to note down what the speakers in the conversation say

about the things in Exercise 1.)

wear a uniform, get detention, write lines, be on time, scream or shout, bullying

 

 

Homework Exercises 1, 2, 3 and 4 on page 3 of the Workbook Ask stronger students to research schools which are in some way different to how schools are usually run. At the beginning of the next lesson students can share what they find out with a class.
Additional Information
Differentiation — how do you plan to give more support? How do you plan to challenge the more able learners? Assessment — how are you planning to check learners` learning? Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support -through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

 

 

-White board and video is used no more than 10 minutes

-Use water based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

 

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

 

Long-term plan unit: 1 OUR CLASS School:
Lesson 2
Date: Teacher’s name: 
CLASS: Number present: absent:
Theme of the lesson: Computers    
Learning objective (s) that this lesson is contributing to 6.4.1.1- understand the main points in a growing range of short, simple texts;

6.4.9.1 — recognise the difference between fact and opinion in short. simple texts;

6.6.3.1 — use common paiticiples as adjectives and order adjectives correctly in front of nouns.

Lesson objectives All learners will be able to:
Most learners will be able to:

·    read and understand an article about the past, present and future of computers

• use and understand adjectives with the suffixes –ful and -less.

• talk about the ways of using computers for school work.

Some learners will be able to:
Success criteria Identify the main idea in extended talks with little support;

Identify details in a text with little support;

Interact in a pair, group and a whole class work presenting

Value links Lifelong learning
Cross curricular links    Computer studies
ICT skills Digital resources
Previouslearning Life at school
Plan
Stages of the lesson Planned activities (replace the notes below with your planned activities) Teacher’s notes
Greeting

 

The teacher greets students; students respond to greeting and take their places.

 

Hello, boys and girls! How are you?

 

Warm up Warm-up

• Books closed. Put students into pairs and ask them to tell one another about the technological devices they own.

• Ask some students to tell the class about their partner.

Background

The Small-Scale Experimental Machine, which was known as

Baby, was built at the University of Manchester by English engineers Freddie Williams and Tom Kilburn. The machine, which was the first modern computer, ran its first program in 1948. A replica can be seen at the Museum of Science and Industry in Manchester. One of the reasons computers are so much smaller than they once were is the

transistor. Now found in their billions on silicon chips, transistors are electrical on-off switches, whose invention at Bell Laboratories in Chicago in 1948 by William Shockley, John Bardeen and Walter Brattain, helped bring about the late-twentieth-century revolution in computing.

Practice Ex1     Ask students to open their books at page 6 and look at

the photos.

• Ask the question and elicit students’ ideas. Do not confirm

or reject ideas at this point.

 

Ex2      Ask students to read the magazine article quickly to check the ideas they came up with in Exercise 1.

 

Ex3    Ask students to read the magazine again.

• Put students into pairs to choose the correct words or phrases to complete the sentences.

• Check answers.

 

Ex4     Ask students to look at the article

• Check answers.

 

Ex5Read out the example.

• Put students into pairs to complete the remaining sentences

with the correct adjective form of the noun in brackets.

• Check answers.

To extend the work on the vocabulary, you could ask students to turn to the Vocabulary bank on page 122 and do the exercises for Explore suffixes -ful and -less.

 

Ex6    Give students a few minutes to think of three ways that

they use computers for their school work.

 

Ex7   Put students into pairs to compare the ideas they wrote down in Exercise 6.

• Ask some students to tell the class about the most interesting ideas that they and their partner came up with.

 

 

 

 

 

 

 

Answers

 

Ex31 b; 2 c; 3 c; 4 b

(Read out the information in the

FACT! box and then ask

students to look online for more examples of things which can be created using 3D printers)

 

 

 

Ex5    2 useless 3 wonderful

4 painful 5 careless 6 hopeful

(Language note: Not every adjective ending in the suffix -ful

has a corresponding –less adjective. While useful/useless,

careful/careless, painful/painless

and hopeful/hopeless exist, we do not use either wonderless or beautiless)

 

Homework Exercise 6 on page 4 and Exercises 1, 2, 3 and 4 on page 7 of the Workbook
Additional Information
Differentiation — how do you plan to give more support? How do you plan to challenge the more able learners? Assessment — how are you planning to check learners` learning? Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support -through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

 

 

-White board and video is used no more than 10 minutes

-Use water based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

 

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

 

 

 

Long-term plan unit: 1 OUR CLASS School:
Lesson 3
Date: Teacher’s name: 
CLASS: Number present: absent:
Theme of the lesson: Language focus1: will/won’t,                             may/might    
Learning objective (s) that this lesson is contributing to 6.6.15.1- use common verbs followed by infinitive verb / verb + ing patterns;

6.1.3.1-  respect differing points of view;

6.5.3.1 — write with some support about personal feelings.

Lesson objectives All learners will be able to:
Most learners will be able to:

• use and understand will/won’t and may/might;

• makepredictions.

Some learners will be able to:
Success criteria Apply modal verbs and common verbs followed by infinitive in the context;

Clarify the meaning of the word in a dictionary or other digital references.

Value links Lifelonglearning
Cross curricular links    Kazakh, Russian
ICT skills Using PPT
Previouslearning Computers
Plan
Stages of the lesson Planned activities (replace the notes below with your planned activities) Teacher’s notes
Greeting

 

The teacher greets students; students respond to greeting and take their places. Hello, boys and girls! How are you?
Warm up • Books closed. T writes the following on the board: What will life in the future be like?

• Encourage students to think of how we’ll travel, where we’ll live, etc. Write their ideas on the board.

Practice Ex1     Ask students to open their books at page 7.

• Tell students that the example sentences in the table are

from the text on page 6.

• Ask students to copy and complete the sentences.

• Check answers.

 

Ex2     Put students into pairs to answer the question.

• Check answers.

 

• Ex3    Read out the information in the Get it right! box.

• Put students in pairs to complete the sentences with will

or won’t and the verbs in the box.

• Check answers

 

Ex4     Ask students to say which of the predictions made by the engineer in 1900 were accurate.

 

Ex5     Read out the example.

• Ask students to work alone to write sentences using

will, won’t, may, might. Make sure that students understand that the sentences they write should be based on their own opinions with regard to the future.

• Check answers.

 

• Ex6     Read out the example prediction.

• Ask students to work alone to write their own predictions

using the things in the box or their own ideas.

• You could also ask students to offer some evidence for

their predictions, e.g. I think I’ll be a scientist. Physics and

Chemistry are my favourite subjects.

 

Ex7    Put students into pairs to compare the predictions they wrote in Exercise 6.

• Ask some students to tell the class the three best predictions they and their partner came up with.

 

 

 

 

Answers

 

Ex2  will   won’t

 

 

Ex32 will be   3 will call   4 won’t cook, will buy   5 will live   6 won’t wait, will eat

 

 

Suggested answer

All the predictions are true now

 

 

 

Fast finishers

Students can write some predictions of their own about the year 2040. They can share these with the class when you check answers to Exercise 4.

 

You can show video 1.1 as either a lead-in or a follow-up to the Language focus 1 lesson.

• Ask: What are the best and worst things about going to school? Elicit students’ ideas and put them on the board.

• Read out the information about the video.

• Play the video.

• Students watch it and answer the three questions.

• Check answers.

• Then ask students if they would like to have classes at home.

Answers

• She’s 13 years old. • Because their oldest son has some special needs and school didn’t work out for him. • She wants to be a scientist.

 

 

 

• See page 137 for further activities you can do with this video.

Homework Exercises 1, 2, 3, 4 and 5 on page 4 of the Workbook
Additional Information
Differentiation — how do you plan to give more support? How do you plan to challenge the more able learners? Assessment — how are you planning to check learners` learning? Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support -through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

 

 

-White board and video is used no more than 10 minutes

-Use water based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

 

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

 

 

 

Long-term plan unit: 1 OUR CLASS School: 52
Lesson 4
Date: Teacher’s name:  венера
CLASS: 6 Number present: absent:
Theme of the lesson: Listening. A conversation.    
Learning objective (s) that this lesson is contributing to 6.2.2.1 — understand more complex supported questions which ask for personal information;

6.2.5.1- understand most specific information and detail of supported. extended talk.

Lesson objectives All learners will be able to:
Most learners will be able to:

• listen to and understand a conversation on school subjects;

·  use the vocabulary on school subjects;

• talk about favourite school subjects.

Some learners will be able to:
Success criteria Recognize the content of an extended conversation using some supporting information;

Apply the rule for future form of predictions and plans in practice;

Identify facts and details in extended talks with little support.

Value links Labour and creativity, cooperation, lifelong learning
Cross curricular links    Kazakh, Russian
ICT skills
Previouslearning Focus language 1: will/won’t   may/might
Plan
Stages of the lesson Planned activities (replace the notes below with your planned activities) Teacher’s notes
Greeting

 

The teacher greets students; students respond to greeting and take their places. Hello, boys and girls! How are you?
Warm up Books closed. Put students into pairs and ask them to tell each other what school subjects they enjoy.

• Ask some students to report back to the class on their partner.

Practice Ex1   Asks students to open their books at page 8.

• Students look at the photos and say which subject the girl is

going to study. Students can do this in pairs.

 

Ex2    Tell students they are going to listen to a conversation.

• Play the recording.tr1.04

• Students listen and say which subject Helen is going to

study at university.

• Check answers.

 

Ex3    Play the recording again.

• Give students time to read the sentences.

• Play the recording.

• Check answers.

 

Ex4      Explain the meaning of each word or phrase in the box.

• Put students into pairs and ask them to match the picture

with the words in the box.

• Play the recording for students to listen, check their answers

and repeat the sentences.

 

Ex5  Give students time to write sentences with the words in

Exercise 4 using the sample sentence beginnings.

• Monitor while students do this. Help as necessary.

 

Ex6  Ask students to discuss using the school subjects from

Exercise 4 and the sentence beginnings from Exercise 5.

• Put students in pairs to talk about their favourite school subjects.

• To extend the work on the vocabulary, you could ask students to turn to the Vocabulary bank on page 122 and do the exercises for School subjects.

Answers

 

 

 

 

Ex2  Chemistry (Science)

 

 

 

 

Ex3  1 Helen   2 Helen  3 Danny

4 Danny  5 Danny  6 Laura

 

 

 

 

Ex 4  a Geography   b Maths

c Chemistry  d Economics

e Art  fBiology  g History

h Science  iEngineering

j take an exam

 

 

 

 

 

 

With weaker students, do this task as a whole-class activity and put the completed sentences on the board.

 

Homework Exercises 1, 2 and 3 on page 5 of the Workbook

 

Additional Information
Differentiation — how do you plan to give more support? How do you plan to challenge the more able learners? Assessment — how are you planning to check learners` learning? Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support -through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

 

 

-White board and video is used no more than 10 minutes

-Use water based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

 

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

 

 

 

 

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