Word blog helping around the house

III. LEXICAL ACTIVITIES

-It’s time to remember the ways you can help your parents at home.

1) — So, what chore can you do to help your parents at home?

(Students tell the class about their chore) P1, P2, P3 …

2) — Thank you. You really help a lot. Maybe some of you have even some definite duties,

don’t you?

(Those students who have duties tell the class about them) P1, P2, P3 …

MAIN BODY

IV. —Thank you. ….. Girls, you’ve said that you help your mother lay the table. How do you do

it? Think a little and be ready to tell us.

V. While you do it, we’ll remember the poem – first listen to it and then recite it …………

(Students listen to the poem)

— OK. Any volunteers? You are welcome. PP …. (Students recite the poem)

-Thank you so much.

— So, girls, are you ready? Now it’s your turn to tell us how YOU do it.

(2 girls tell how they help set the table) PP …

VI-VII. -Thank you. Now I’d like to ask you to form two pairs and all the rest will divide

into two groups. So, make pairs and groups.

a) the 1

st

pair – situational task /Hand out 1 (True/False)/

b) the 2

nd

pair — situational task /Hand out 2 (Matching)/

c) the 1

st

group – contextual task / Hand out 3 (Giving advice)/

d) the 2

nd

group – contextual task / Hand out 4 (Giving instructions)/

-Please, start working. Let me know as soon as you are ready. (Students carry out the tasks)

-Well, the pairs, we are ready to listen to you. Look at the board, be attentive. Maybe someone

will have different ideas. (ppt, sl. 4-5; 6-7)

-Pair 1, your back-report, please. …

—Thank you.

-Pair 1, your back-report, please. …

— Well done!

—Thank you very much. Before listening to the back-reporters of our groups, I’d like to give you

the text of the poem “Manners, Manners…”.

-Group 1, your back-report, please. … Thank you.

-Now you, Group 2. It’s your turn. …

VIII.-Thank you so much. Let’s have a rest: listen to the song “Manners, Manners…”, you

have the text of it so you are welcome to sing. After that we are going to read it in a form of a

poem aloud. 2 lines for each. (Students listen + sing. Than read it out)

To kids (and many adults, for that matter), the thought of doing chores around the house is boring. They’d always rather play than do the dishes or put away the laundry. Unlike adults, kids don’t experience the same peace of mind knowing that the floor is swept and the house is clean.

Still, there are valuable lessons that kids can learn by helping around the house, such as a sense of responsibility for one’s space and basic life skills that they will take with them into the future. For parents who want their kids to lend a hand with household tasks, consider these five simple ways to get them to help around the house.

Give them a title

Reinforcing how good and helpful your kids are when it comes to chores could be the trick to getting them to do more around the house. In the study detailed on Live Science, researchers found that kids who were asked to be their parent’s «helper» when doing chores were much more apt to help out than those who were just asked to «help.» Giving a child a positive title when doing these tasks reinforces the fact that they are being good and doing a good job. That way, they’ll want to identify with it.

Get them involved early on

Kids of almost any age—excluding infants and toddlers—can help around the house, but their tasks should always be age-appropriate. Young children can perform simple tasks like putting toys away or feeding the pets, and older kids can take on bigger chores like raking leaves from the yard or vacuuming the house. The earlier you start asking them to help out, the sooner it will become part of their routine. 

Build a routine, but change up their tasks

Along with getting them to help early on, ask for their help regularly. A few small tasks at the same time each week, even if it’s just once or twice a week, is enough to make it a predictable part of their routine.

While keeping chores within their routine, mix up their tasks a bit. You could draw tasks out of a hat, ask them what they’d like to do, or think of some other way to mix up their responsibilities a bit. Always remember to assign tasks to your kids that they can handle for their age and abilities.

If you’re co-parenting, consider making chores a part of their routine in both homes, but feel free to change up their tasks in each home every now and again. 

Show them how it’s done

It’s not fair to ask a child to do a chore without them knowing how to do it in the first place. Demonstrate to your kids how to vacuum, sweep, rake, or do other tasks appropriately and safely. Also, make sure that they understand what you expect for the task to be completed.

Be clear about your expectations so that your kids will know just how you want it done. That being said, don’t be too hard on your kids for not completing a task perfectly. If your kids tell you that a task is too hard or that they need help, offer your assistance. Instead of forcing them to do it on their own, lend a hand to show that you’re in this together.

Give reminders and offer praise

Even if doing chores is part of their routine, kids will likely try to get out of having to do them if possible. If they aren’t asked to do it, don’t expect them to follow through. Remember to ask your kids to do the chores they are assigned.

Do your best to keep it positive and ask with a «please» and «thank you.» Let your kids know how good of a job they did at finishing their tasks, and tell them that you are proud of their work. This will help to keep the idea of doing chores less of a negative thing for your kids.

Doing chores might not be the most exciting part of a child’s day, but by learning how to perform household tasks, they are preparing themselves to live independently later on in life. Of course, it is up to you as a parent to decide whether your kids will take part in helping around your house, and these suggestions can be helpful if you choose to do so.

For co-parents who share parenting time, talk about whether or not you each will incorporate simple chores into your children’s schedule at each of your homes. If any concerns arise, you may want to bring those to the attention of your family professionals, as they can offer the best guidance to you when navigating issues like this.

Слайд 2

“I am busy , busy , busy ,” Says a busy little bee. Pretty busy little bee , Bring some honey for my tea.

Слайд 4

Helping about the house

Слайд 5

New words Lay the table

Слайд 6

Sweep the floor

Слайд 7

Wash the dishes

Слайд 8

Wash the floor

Слайд 9

Repair a bike

Слайд 10

Feed a dog

Слайд 12

Match the words Wash breakfast Clean shopping Water the house Make the flowers Go the dishes Make my bed

Слайд 13

Sweep the table Feed the floor Take in the garden Lay pictures Work a cat/ a dog

Слайд 14

Jot thoughts

Слайд 15

What can you do to help about the house ? I can….

Слайд 16

What do they usually do ? They usually…

Слайд 17

When your parents need a help…. Could you w ater the flowers ?

Слайд 18

Yes, of course. Yes, certainly. All right. Yes, sure. No problem. With pleasure.

Слайд 19

Shall I give you a hand?

Слайд 20

Satisfaction — удовлетворение Happiness — счастье Joy — веселье Success — успех Admiration — восхищение Proud — гордость Surprise — удивление Unsatisfaction — неудовлетворение Irritation — раздражение Boredom — тоска Sadness — печаль Anxiety — беспокойство Fear — страх What do you feel about the lesson?

Слайд 21

Thanks for your attention 

№

Мерзімі/

Дата/

Date

Тақырып/Тема/Theme

Сағат саны/

Кол-во часов/

Hours

Оқу мақсаты/Цели обучения/Learning objectives

Term 1

Unit 1.

Our Class

1 .Getting to know our class, what we enjoy doing 2. Countries and nationalities 3. Creating a Word Cloud of our class (This relates to ComputerScience) 4. Presenting a table of information about our class (This relates to Computer Science) 5 Getting to know about other classes around the world (This relates to Computer Science, Geography)

11

2

2

2

2

3

6.1.1.1 — use speaking and listening skills to solve problems creatively and cooperatively in groups;

6.1.3.1 — respect differing points of view

6.2.1.1 — understand a longer sequence of supported classroom instructions;

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 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;

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

6.4.1.1- understand the main points in a growing range of short, simple texts on general and curricular topics;

6.4.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics;

6.4.4.1- read independently a limited range of short simple fiction and non-fiction texts;

6.4.8.1- use independently familiar paper and digital reference resources to check meaning and extend understanding;

6.4.9.1- recognise the difference between fact and opinion in short, simple texts on a wide 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;

6.5.2.1- 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;

6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics;

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

6.6.1.1- 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;

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

6.6.9.1- 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;

6.6.12.1- 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; 6.6.13.1 — use modal forms including mustn’t (prohibition), need (necessity), should (for advice) on a range of familiar 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

Unit Revision

1

Unit 2. Helping and Heroes

1 House and Home, helping around the home

2 Helping other people

3 Heroes of Kazakhstan

(describing people)

4 Heroes around the world (This relates to Geography

11

3

3

2

3

6.1.1.1- use speaking and listening skills to solve problems creatively and cooperatively in groups;

6.1.3.1- respect differing points of view;

6.1.8.1- develop intercultural awareness through reading and discussion

6.2.1.1- understand a longer sequence of supported classroom instructions;

6.2.6.1- deduce meaning from context in supported extended talk on a range of 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;

6.2.8.1- understand supported narratives including some extended talk, on a 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;

6.3.6.1- communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges;

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

6.3.8.1- recount some extended stories and events on a limited range of general and curricular topics

6.4.1.1 — understand the main points in a growing range of short, simple texts on general and curricular topics;

6.4.2.1 — understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics;

6.4.4.1 — read independently a limited range of short simple fiction and non-fiction texts;

6.4.6.1 — recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics

6.5.1.1 — plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics;

6.5.2.1 — 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;

6.5.3.1 — write with some support about personal feelings and opinion on a limited range of familiar 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

6.6.1.1 — 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;

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

6.6.5.1 — 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;

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;

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

Summative Assessment

1

Term 2

Unit 3. Our Countryside

1 Learning about the countryside where we live (This relates to Geography)

2 Learning some map reading skills

3 Learning about the flora of Kazakhstan (This relates to Biology and Geography)

4 Learning about the fauna of Kazakhstan (This relates to Biology and Geography)

5 Researching and presenting a labelled map of information about our country (This relates to Geography and Computer Science

11

3

2

2

2

2

6.1.1.1- use speaking and listening skills to solve problems creatively and cooperatively in groups;

6.1.10.1- use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

6.2.1.1- understand a longer sequence of supported classroom instructions;

6.2.5.1- understand most specific information and detail of

supported, extended talk on a range general and curricular topics;

6.2.6.1- deduce meaning from context in supported extended talk on a range of general and curricular topics

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

6.3.3.1- give an opinion at sentence and discourse level on an increasing range of general and curricular topics;

6.3.8.1- recount some extended stories and events on a limited range of general and curricular topics

6.4.2.1-understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics;

6.4.4.1- read independently a limited range of short simple fiction and non-fiction texts;

6.4.5.1- deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts;

6.4.8.1- use independently familiar paper and digital reference resources to check meaning and extend understanding

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;

6.5.2.1- 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;

6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics;

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

6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some 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;

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;

6.6.11.1- use common impersonal structures with: it, there on a growing range of familiar general and curricular topics;

6.6.14.1 — use an increased variety of prepositions of time, location and direction; use by and with to denote agent and instrument; use prepositions before nouns and adjectives in common prepositional phrases on a growing range of familiar general and curricular topics;

6.6.16.1- use conjunctions if, when, where, so, and, or, but, because, before, after to link parts of sentences in short texts on a growing range of familiar general and curricular topics;

6.6.17.1- use subordinate clauses following think know believe hope, say, tell; use subordinate clauses following sure, certain; use defining relative clauses with which who that where on a growing range of familiar general and curricular topics

Unit revision

1

Unit 4. Drama and Comedy

1 TV programmes, films and cartoons

2 Role-playing and drama

3 Making a poster about favourite film (This relates to Art

and Design and Computer Science)

4 Creating a cartoon strip (This relates to Art and Design and Computer Science)

5 Learning about narrative

structure

10

2

2

2

2

2

6.3.3.1 — respect differing points of view;

6.1.6.1 — organise and present information clearly to others;

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

6.1.10.1 — use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

6.2.1.1- understand a longer sequence of supported classroom instructions;

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;

6.3.4.1 — respond with limited flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics;

6.3.5.1 — keep interaction going in longer exchanges on a 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;

6.3.8.1 — recount some extended stories and events on a limited range of general and curricular topics

6.4.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics

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

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;

6.5.3.1- write with some support about personal feelings and

opinions on a limited range of familiar general and curricular topics;

6.5.5.1- develop with support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar 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

6.6.7.1 — use simple perfect forms to express indefinite and unfinished past [with for and since] on a growing range of familiar general and 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;

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

Unit revision

1

Summative Assessment

1

Term 3

Unit 5. Our Health

1 Sport in our class (This relates to Physical Education)

2 Grade 6 is a healthy class! (This relates to Physical Education)

3 Looking at how we keep fit and healthy, making a video

4 Creating a presentation about our favourite sport or an aspect of keeping healthy

5 Grade 6 eats healthy food!

6 Looking at Kazakhstan recipes

9

2

2

2

1

1

1

6.1.1.1- use speaking and listening skills to solve problems creatively and cooperatively in groups;

6.1.8.1- develop intercultural awareness through reading and discussion;

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

6.1.10.1- use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics curricular topics;

6.2.7.1- recognise the opinion of the speaker(s) in supported extended talk on a limited range of general and curricular topics

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

6.3.3.1- give an opinion at sentence and discourse level on an increasing range of general and curricular topics;

6.3.4.1- respond with limited flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics;

6.3.5.1- keep interaction going in longer exchanges on a range of general and curricular topics;

6.3.6.1- communicate meaning clearly at sentence and discourse level during pair, group and whole class exchanges;

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

6.4.4.1- read independently a limited range of short simple fiction and non-fiction texts;

6.4.5.1- deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts;

6.4.6.1- recognize the attitude or opinion of the writer in short texts on a growing range of general and curricular topics;

6.4.8.1- use independently familiar paper and digital reference resources to check meaning and extend understanding

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;

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

6.5.7.1- use with some support appropriate layout at text level for a growing range of written genres on familiar 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;

6.5.9.1- punctuate written work at text level on a limited range of general topics and some curricular topics with some accuracy

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;

6.6.2.1- use quantifiers including more, little, few less, fewer not as many , not as much on a growing range of familiar 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;

6.6.8.1- use future form will to make offers, promises, and

predictions on a growing range of familiar general and curricular 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;

6.6.10.1- use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a limited range of familiar general and curricular topics;

6.6.13.1- use modal forms including, mustn’t (prohibition), need (necessity), should (for advice) on a range of familiar 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

Unit revision

1

Unit 6. Holidays and Travel

Reading and talking about film genres

1 Reviewing map reading skills (This relates to Geography)

2 Learning about the weather and how to create a cloud (This relates

Maths and Physics)

3 Descriptive language to create an atmosphere (This relates to Literature)

4 Researching and writing a magazine article on adventure holidays for families (This relates to Computer Science)

9

2

2

2

3

6.1.2.1- use speaking and listening skills to provide sensitive feedback to peers;

6.1.3.1- respect differing points of view;

6.1.5.1- use feedback to set personal learning objectives;

6.1.6.1- organise and present information clearly to others

6.2.1.1- understand a longer sequence of supported classroom instructions;

6.2.5.1- understand most specific information and detail of supported, extended talk on a range general and curricular topics;

6.2.6.1- deduce meaning from context in supported extended talk on a range of 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;

6.2.8.1- understand supported narratives including some extended talk, on a 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;

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

6.4.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics;

6.4.5.1- deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts;

6.4.6.1- recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics;

6.4.7.1- recognise typical features at word, sentence and text level in a range of written genres;

6.4.9.1- recognise the difference between fact and opinion in short, simple texts on a wide range of 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;

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

6.5.7.1- use with some support appropriate layout at text level for a growing range of written genres on familiar 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

6.6.1.1- 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;

6.6.2.1- use quantifiers including more, little, few, less, fewer not as many, not as much on a growing range of familiar 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;

6.6.7.1- use simple perfect forms to express indefinite and unfinished past [with for and since] on a growing range of familiar general and curricular 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;

6.6.10.1 — use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a limited range of familiar general and curricular topics

Unit revision

1

Unit 7. Reading for Pleasure

1 Learners read non-fiction books in Kazakh, English, Russian languages

2 Summarizing the chosen books

3 Different activities, based on the content of the books

8

4

2

2

6.1.4.1- evaluate and respond constructively to feedback from others;

6.1.7.1- develop and sustain a consistent argument when speaking or writing

6.2.5.1- keep interaction going in basic exchanges on a growing range of general and curricular topics

6.4.1.1.- understand the main points in a growing range of short, simple texts on general and curricular topics;

6.4.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics;

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

6.4.4.1.-read independently a limited range of short simple fiction and non-fiction texts;

6.4.5.1- deduce meaning from context on a limited range of familiar general and curricular topics, including some extended texts;

6.4.6.1- recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics;

6.4.7.1-recognise typical features at word, sentence and text level in a range of written genres;

6.4.8.1-use independently familiar paper and digital reference resources to check meaning and extend understanding;

6.4.9.1-recognise the difference between fact and opinion in short, simple texts on a wide range of general and curricular topics

6.5.4.1-write with some support topics with some paragraphs to give basic personal information;

6.5.5.1-develop with support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics

Unit revision

1

Summative Assessment

1

Term 4

Unit 8. Our Neighbourhood

1 Our neighbourhood, the places and buildings where we live, shopping and services

2 Describing the shopping where we live (This relates to Geography)

3 Describing the services where we live (This relates to Geography)

4 School Magazine article

Learning how to create a school magazine or ezine (This relates to Computer Science and Art and Design)

5 Designing our own page in the school magazine or ezine for Grade 6 (This relates to Art and Design and Computer Science)

6 Writing about what the class has read (This relates to Literature) or what art the class has produced (This relates to Art and Design)

11

2

2

2

2

2

1

6.1.2.1- use speaking and listening skills to provide sensitive feedback to peers4

6.1.3.1-respect differing points of view

6.2.4.1- understand with limited support the main points of extended talk on a range of 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

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

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

6.4.6.1 — recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics;

6.4.7.1- recognise typical features at word, sentence and text level in a range of written genres

6.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics;

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

6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics;

6.5.9.1- punctuate written work at text level on a limited range of general topics and some curricular topics with some accuracy

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;

6.6.6.1- use a variety of personal, demonstrative and quantitative pronouns including someone, somebody, everybody, no-one on a growing range of familiar general and curricular 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;

6.6.10.1- use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a limited range of familiar general and curricular topics;

6.6.13.1- use modal forms including, mustn’t (prohibition), need (necessity), should (for advice) on a range of familiar general and curricular topics;

6.6.14.1- use an increased variety of prepositions of time, location and direction; use by and with to denote agent and instrument; use prepositions before nouns and adjectives in common prepositional phrases on a growing range of familiar 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

Unit revision

1

Unit 9. Transport

1 Learning about travel and transport

2 Designing a board game

3 Creating a survey and table to show how we get to school (Thisrelates to Maths)

4 Learning about the first ever steam-hauled train in the world

5 Learning about an aspect of transport in Kazakhstan (This relates to History of Kazakhstan and Kazakhstan in the modern world)

10

2

2

2

2

2

6.1.8.1- develop intercultural awareness through reading and discussion;

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

6.1.10.1- use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

6.2.3.1- understand more complex supported questions on a growing range of general and curricular topics;

6.2.4.1- understand with limited support the main points of extended talk on a range of general and curricular topics;

6.2.6.1- deduce meaning from context in supported extended talk on a range of general and curricular topics

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

6.3.8.1- recount some extended stories and events on a limited range of general and curricular topics

6.4.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics;

6.4.4.1- read independently a limited range of short simple fiction and non-fiction texts;

6.4.6.1- recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics;

6.4.7.1- recognise typical features at word, sentence and text level in a range of written genres;

6.4.8.1- use independently familiar paper and digital reference resources to check meaning and extend understanding

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

6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics;

6.5.9.1- punctuate written work at text level on a limited range of general topics and some curricular topics with some accuracy

6.6.2.1- use quantifiers including more, little, few, less, fewer not as many , not as much on a growing range of familiar 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;

6.6.4.1- use a variety of determiners including all, other on a growing range of familiar general and curricular topics;

6.6.5.1- 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;

6.6.8.1- use future form will to make offers, promises, and predictions on a growing range of familiar 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;

6.6.17.1- use subordinate clauses following think know believe hope, say, tell; use subordinate clauses following sure, certain; use defining relative clauses with which who that where on a growing range of familiar general and curricular topics

Unit revision

1

Summative Assessment

1

Total

102

Муниципальное общеобразовательное учреждение

Борагангечувская средняя общеобразовательная школа.

Подготовила:Исхабова З.Р.

2018г.

Тема: “What do you do to help your family?”

Цель урока: введение, отработка и закрепление новой лексики по теме «What do you do to help your family».

Задачи:

1.Учебная: Автоматизировать употребление грамматической структуры I helped my mum yesterday до уровня предложения и микродиалога в Past Simple. Образовательные:

• совершенствование навыков устной речи: учить рассказывать о своих домашних обязанностях, используя новую лексику (to make one’s bed , to lay the table, to do the washing up, to answer the phone calls, to clean the room, to feed the pet, to water the flowers, to take a pet for a walk, to repair one’s bike, to go shopping);

• развитие навыков чтения с целью понимания прочитанного;

• развитие навыков аудирования;

• повторение и закрепление Present Simple & Past Simple Tenses

1. Развивающие: развитие творческой способности учащихся и умение работать самостоятельно. 

2. Воспитательные: воспитание чувства ответственности, желания помочь старшим, а также положительного, уважительного и толерантного отношения к членам семьи, окружающим.

Виды речевой деятельности: говорение, чтение, аудирование, письмо

Тип урока: комбинированный с применением средств ИКТ.

Оборудование: интерактивная доска, раздаточный материал; электронная презентация, выполненная в программе «Power Point» , книга для учащегося.

Ход урока

1. Орг. Момент. Приветствие. (Слайд 1)

T. Stand up! Good afternoon, children!

Ps. Good afternoon!

T. I am glad to see you! Sit down, please! How are you?    P. (pupils’ answers)

T. Very good. Let’s start our lesson.

Do you like to help your parents about the house? Ok, Today we’re going to speak about our duties and the topic of our lesson is “What do you do to help your family”.

2. Основной этап. Фонетическая разминка. (Слайд)

Dear pupils! You know, there are some lazy housewives and in their homes everything is in disorder. And we now read the poem about a busy housewife and answer the question: What Did the busy housewife do yesterday?

But at first, we should repeat some sounds. Do you know these sounds? Can you read them?

[u:] cook, room, book, broom  

[e]  net, set, pet, get

Читают сами 1 кто-то: и переводят.

One busy housewife yesterday

Polished the door and then the floor.   

And  then she made her bed and fed her lovely pet.

P1- Дают ответ: The busy housewife yesterday

Polished the door and then the floor.

What else did she do?

P2 — And  she made her bed and fed her nice pet.

Чтение – эталон  учителем – дети хором повторяют  после меня.

Потом кого-то одного прошу repeat it after me, please.

Eще одного и все.

3. Основной этап:  Речевая зарядка. (Слайд)

And now you work in pairs.

-What did you do to help your family yesterday?

— I cleaned my room and fed my dogs.

You should ask each other a question: According to the model, answer the question. Before this let’s remember these expressions again. Repeat them after me.

• go shopping – ходить за покупками

• make a bed – заправлять постель

• lay the table – накрывать на стол

• answer the phone calls – отвечать на телефонные звонки

• make a cake – стряпать торт

• clean the room – убирать в комнате

• feed the pet – кормить домашнее животное

• water the flowers – поливать цветы

• repair the bike – чинить велосипед

• cook breakfast/ lunch – готовить завтрак/ обед

• do the washing up – мыть посуду

You have only one minute.

1.  (Слайд) Let’s play a game

“Mind and Guess” Один ученик показывает, что он делал вчера, а его одноклассники должны догадаться: What your classmates  did yesterday?

1. You fed the dog.

2. You repaired your bike.

3. You cleaned the flat.

4. You made your bed.

5. You watered the flower.

1. At the last lesson  we read the story about Jane. And now I’d like you to listen to the story again and answer the question. Аудирование: Читаю текст  медленно о Джейн 1 раз отрывок.

Why didn’t Jane help her mum?  — (because she was lazy)

После ответа читаю текст еще раз быстро. Затем проверка понимания текста for detail

«Lazy Jane»

Jane and her mother lived in a small house. Every day her mother cleaned the rooms, did the washing up, cooked, fed the pets, and watered the trees and the flowers in the garden. But Jane didn’t help her. She didn’t like to work. She was lazy. One morning the mother said: I want to make an apple pie today. Oh, that sounds good, Jane said. But Jane didn’t want to do this herself, you know why.    Her mother went to the green garden and brought back some apples for the pie. Then she went to the shop and bought some sugar. When the apple pie was ready mum said: «Jane, would you like a piece of pie?». Jane said: «With great pleasure».

Where did Jane and her mum live?

What did Jane’s mother do every day?  Слайд

Did you like Jane?  Why?

1. Физкультминутка. 

    Clap your hands!

Stand your feet

Touch your nose

Touch your eyes

Touch your ears

Touch your cheeks

Touch your friend.

Take one step

Take one step back.

Shake your hands and sit your chairs.

1. Task 1: True or false

2. Гимнастика для глаз

3. Task 2. Fill in the gaps!

4. Complete the sentence!

5. Say how did you help your mother?

6. Подведение итогов и рефлексия. 

Thank you, pupils. I see, that you like to help your families. You aren’t lazy and you love your parents.

T.: Today you have learnt the words on the topic “What do you do to help your family”. There are a lot of things to do at home. What are they?
(Children reply with the words they have learned: to go shopping, to make one’s bed, to lay the table and so on). Thank you.

13. Домашнее задание. 

Your home task is: 33 p.75

According to the results of your work you get the following marks… Thank you very much for your work. You are so active and it’s great. That’s all for today. See you on Friday. Goodbye, everyone!