Sport in our class

(This relates to
Physical Education)

 [Link]- develop intercultural  All learners will be able to:

awareness through reading and memorize the opinion of the speaker
discussion;
 [Link]- recognise the opinion of of curricular topics.
the speaker(s) in supported  Most learners will be able to:
extended talk on a limited range improve interaction between students
of general and curricular topics through discussion.
 [Link]- provide basic  Some learners will be able to:
information about themselves describe basic information about
and others at discourse level on themselves and others.
a range of general topics;
What’s wrong with each person?
• A sore throat,
• a stomach ache,
• a cough,
• a headache,
• a cold,
• a temperature,
• a rash,
• an earache.

New words
• What’s with each person?
• Find six illnesses in the word to complete the sentences under the correct
picture.
• Kanat’s got a(n)
• 1)…………….. .
• Laura’s got a(n)
• 2) …………… .
• Gemma’s got a(n)
• 3) ………………. .
• Mark’s got a(n)
• 4) …….. .
• Lucy’s got a(n)
• 5) …………….. .
• Claire’s got a(n)
• 6) ……………… . Task 1
• Complete the sentences (A-E) with words from the list, then match them
to the sentences (1-5).
Add Enjoy Get Drink Put
 A …… honey to a glass of hot water and drink it.
 B …… some hot chocolate.
 C …… some vanilla extract on your tooth.
 D …… ginger tea.
 E have some lemon juice to ……….. rid of the pain.
1. To treat the headache …
2. To stop a nasty cough ….
3. To get rid of a sore throat …
4. to get rid of a stomach ache …
5. to get rid of a toothache …

Task 2
Thank you for your attention!
 Grade 6 is a healthy class! (This relates
to Physical Education)

 6.R.6.- recognize the attitude or  All learners will be able to: distinguish
opinion of the writer in short texts an opinion of the writer in short texts on
on a growing range of general and
a curricular topics.
curricular topics;
 6.S.3.- give an opinion at sentence  Most learners will be able to: respond
and discourse level on an to the basic question on curricular
increasing range of general and topics.
curricular topics;  Some learners will be able to: express
the opinion of the writer clearly
What remedies might someone find at home?
• Listen and read to find out.
Remedy
Ingredient
Treat
Get rid of
Nasty
Awful
Extract
Relief
Taste
Teaspoonful
Cough syrup

Task 1
 • Read again and choose the correct word. Check in your dictionary.

• Who doesn’t have a headache every now

and then?
• What is the importance of vanilla?
• What we drink when we have stomach
ache?

.
1 Lemon helps relieve/extract headaches.
[Link] is good for earache/toothache.
3.A teaspoonful/ glass of honey helps a sore throat.
4. Chocolate and cough syrup share the same taste/ingredient.

Task 2
 Reflection
• Fill in: lemon, nasty, sore, cough, stomach, good.
• 1. ….. syrup
• 2. ….. juice
• 3. …. Ache
• 4. …..throat
• 5. tastes …..
• …..cough
Thank you for your attention!
 How we keep fit and healthy

 6.S.3.- give an opinion at  All learners will be able to:

sentence and discourse level on complete an opinion of the
an increasing range of general writer correctly.
and curricular topics;  Most learners will be able to:
 6.W.7.- use with some support express the advise for people
appropriate layout at text level for clearly
a growing range of written genres  Some learners will be able to:
on familiar general topics and compose a dialogue on a
some curricular topics; curricular topic.
• “Fill in”:
Weight, diet, late, food, drinks, breaks
To make phrases.
1. Balanced ………
2. Junk …………
3. Put on ……….
4. Sugary ……….
5. Stay up ………
• Take short …….. .

Warm up
• Use the phrases from ex. 4 to complete the sentences
1. Don’t drink too many ………………; they can damage your teeth.
2. Ulan shouldn’t ……………. Every night because he is always tired
in the morning.
3. If you don’t exercise you might ………….
4. It is important to …………. when you are working hard.
5. Sue is not healthy because all she eats is ………………..
• Having a ……………….is important for good health.

Task 1
• What’s wrong with Sam?
• What does Ann advise him to do?
• Listen and read to find out.

- cough – take some cough syrup.

- Sore throat – have a warm drink.
- Stomach ache – drink some ginger tea

Task 2
• Your English-Speaking friend has sent you a text
message saying that he is/ she is got a stmach ache.
Send him/her a text message (25-30 words). In your
message:
• express your sympathy – give him/her advice – ask if you
can go and visit him/her.

Task 3
• Complete the sentences to make them true about you.
• 1. I ……………….when I have a headache.
• 2. When I have cold ……… to feel better.
• 3. I exercise ……….
• 4. I eat junk food …….
• 5. when I feel tired, I
• 6. When I feel stressed, I ……………….

Task 4
Thank you for your attention!
 How we keep fit and healthy

 [Link].13.- use modal forms including,  All learners will be able to: practice
mustn’t (prohibition), need (necessity), modal verbs in curricular topics.
should (for advice) on a range of familiar  Most learners will be able to:
general and curricular topics; respond for specific questions on
 6.L.5.- understand most specific curricular topics.
information and detail of supported,  Some learners will be able to:
extended talk on a range general and classify the specific information
curricular topics curricular topics; clearly for others.
 6.R.4.- read independently a limited
range of short simple fiction and non-
fiction texts;
• We use have/has to to express obligation.
I have to take my medicine. (The doctor told me)
• We use don’t/ doesn’t have to to express lack of
obligation.
You don’t have to go to the gym to exercise. (It is not
necessary)
• Put the verbs in brackets into the correct form.
1. My brother has to take his medicine after dinner.
2. I …. (not/meet) my friend at the gym. He is sick at
home.
3. You … (eat) lots of fruit and vegetables when you are ill.
4. Kairat is filling better; he …(not/ go) to the doctor.
• I … (cook) dinner today. My mum asked me.

Task 1
• Read again and complete the sentences.

Task 3
Thank you for your attention!
 Creating a presentation about our
favorite sport

 6.L.5.- understand most specific  All learners will be able to:

information and detail of supported, recognize the most specific
extended talk on a range general information on curricular topics.
and curricular topics curricular  Most learners will be able to: list
topics; the healthy food to write
 6.S.7.- use appropriate subject- conversation and statements
specific vocabulary and syntax to  Some learners will be able to: create
talk about a limited range of general own presentation about some
topics, and some curricular topics curricular topics.
Ordering food on the phone.
Jerry is calling Paulo’s. what does he order?
Listen and complete the order.

Warm up
Use the menu in Ex. 1 and the sentences
from the box below to order food from
Paula’s.

Task 1
Match the words to form phrases.
[Link] a. takeaway
[Link] b. meal
[Link] c. water
[Link] d. snack
[Link] e. dish

Task 3
Use the phrases from Ex.4 to complete the sentences.

1. let’s …………… . There is nothing in the fridge and I am

hungry.
[Link] I have a glass of ….., please?
3. Would you like a ….. like spring rolls or chicken salad?
4. Ulan got out of bed and went to get a …… .
5. Nursultan chose the chicken tikka masala for his …. .

Task 4
Listen and choose the correct answers
A,B, or C.

Task 5
Thank you for your attention!
Good bye!
 Creating a presentation
about an aspect of keeping
healthy

 6.L.5.- understand most specific  All learners will be able to: talk
information and detail of supported, specific information on curricular topics
extended talk on a range general and  Most learners will be able to:
curricular topics curricular topics; paraphrase the subject specific topic to
 6.S.7.- use appropriate subject-specific talk on curricular topics
vocabulary and syntax to talk about a  Some learners will be able to: define
limited range of general topics, and the specific information of the topic and
some curricular topics express clearly
Listen and repeat .
 Are you ok?
 You don’t look well.
 I feel terrible.
 What’s wrong?
 I can’t stand it any longer.
• Then you should see a dentist.

Warm up
The pictures show things related to health. Fill in the
correct words.

1.W ___ your hands to stp g ____.

2. You must go to s__ the d_____t regularly.

3. Doctors use a lot of m_d___l e_______t.

Task 1
4. You should t___ a p________r for the pain.

5. There are p_t__n__ and d_c____ in a h_____l.

6. The n___e is preparing some m______e.

Task 1
Listen and read the dialogue. What is Jenny’s advice? What is John
going to do?

Task 2
Find sentences in the dialogue which mean:
a. You look awful.
b. I feel awful.
c. What’s the matter?
I think you are right.

Task 3
Complete the dialogue with the correct item.
 What’s wrong.
 I feel terrible
 You don’t look well
 I can’t stand it any longer
 Why don’t you
I suppose you are right

Task 5
Thank you for your attention!
Good bye!
 Grade 6 eats healthy food!

 [Link]- give an opinion at sentence and  All learners will be able to: use
discourse level on an increasing range of modal verb to express about health
general and curricular topics; advise.
 [Link]- recognize the attitude or opinion  Most learners will be able to:
of the writer in short texts on a growing construct sentences using modal
range of general and curricular topics; verbs on curricular topics.
 [Link]- use modal forms including,  Some learners will be able to:
mustn’t (prohibition), need (necessity), collect information from the text
should (for advice) on a range of familiar and present to the class.
general and curricular topics;
 Which of the following sentences are true
about germs? Think and decide.
1. Germs destroy food.
2. There are germs on all surfaces.
3. Cooking destroys germs.
4. Germs grow fast in the cold.

Warm up
Use the words below and must/mustn’t to write complete
sentences.

1. talk/with/your mouth/full
You mustn’t talk with your mouth full.

2. eat/ a lot of/fruit and vegetables

3. Go swimming/after/ a meal
4. drink/a lot of water/in the summer
5. put/lots of/salt/in the soup
6. cook/food/well
Task 2
Thank you for your attention!
Good bye!
 Looking at Kazakhstan recipes

 [Link]- deduce meaning from context  All learners will be able to:
on a limited range of familiar general respond to the basic questions with
and curricular topics, including some some support.
extended texts;  Most learners will be able to:
 [Link]- provide basic information
define the main thoughts of the
about themselves and others at
curricular topics.
discourse level on a range of general  Some learners will be able to:
topics;
provide basic information to others
about the curricular topics.
 Warm up
Before reading discussion

Look at the pictures, the title and headings.

What do you think the texts are about?
 Listen, read and check.
Independent reading

Task 2
After reading discussion

Read the texts again and answer the

questions.
[Link] is the RFDSA?
[Link] did it start?
[Link] people do Health Trains help?
4. How many health trains are there?

Task 3
 Discussion

How have the two health services changed the

lives of the people in the two countries?

Task 4
Reflection:
I have learnt today that ……..
It was easy for me to…..…...
I had some problems while…………..
 Thank you for your
attention! Good bye!
 Looking at Kazakhstan recipes
SA 1

 [Link]- use modal forms including,  All learners will be able to: say
mustn’t (prohibition), need (necessity), opinions using the modal verbs
should (for advice) on a range of familiar  Most learners will be able to: use
general and curricular topics; modal verbs correctly to give advise
 [Link]- recognize the attitude or opinion  Some learners will be able to:write
of the writer in short texts on a growing an email to give advice to somebody
range of general and curricular topics;
 [Link]- plan, write, edit and proofread
work at text level with some support on a
growing range of general and curricular
topics;
Read the examples. Say them in your language. Find examples
in the text on p.54.
 You can go. (you’re allowed to - permission)
 You can’t leave the room. (you aren’t allowed to)
 Can/May I have some more tea? (Is it ok for me to…? – asking
for permission)
 Could I have some milk?
(Is it possible that …? – asking for permission)
 He may/might come. (It’s possible … - possibility)
You should/ought to be careful what you eat. (It’s my advice.)

Warm up
Rewrite the sentences using appropriate modal
verbs.
[Link] aren’t allowed to swim after you have eaten lunch.
_________________
2. Don’t eat too much junk food. It’s my advice.
___________________
3. would you like me to bring you some hot tea?
______________
[Link] it ok for me to go home early? I don’t feel well.
_____________
[Link]’s possible we will order takeaway later.
____________

Task 1
Use the prompts and the language in the box to give
advice, as in the example.
1.I am very shy.(join a sports club)
You should join a sports club./ It would be good idea
to join a sports club.
2. I put on weight.(go on a diet)
3. I’m stressed about exams. (do some exercise)
4. I’m tired in the morning.(go to bed earlier)

Task 4
Reflection:
Students write their reflective notes on the
lesson mentioning:
I have learnt today that ……..
It was easy for me to…..…...
I had some problems while…………..
Thank you for your attention!
Good bye!
 Unit revision

 [Link]- link, with minimal support,  All learners will be able to: test
sentences into coherent paragraphs themselves to know how they keep
using basic connectors on a growing healthy habits.
range of familiar general topics;  Most learners will be able to: discuss
 [Link]- use independently familiar
and respond to content of the text orally
paper and digital reference resources
and in writing
to check meaning and extend  Some learners will be able to:create a
understanding
poster to persuade people to lead a
healthy lifestyle.
• Find and write the colloquial/everyday words or
phrases which mean:
1. I’d like to tell you ….
2. If you do this …..
3. It is fine to be …..
• I must stop writing now. …….

Warm up
You are celebrating world Health Day at school.
Create a poster to persuade people to lead a
healthy lifestyle. Use the ideas in the quiz as well as
your own. You can use pictures if you like. Present
your poster to the class

Task 2
• Do the quiz. Mark the sentences as True and False.
• [Link] British spend £250 million a year on curries.
• [Link] trains provide medical care to people in
Australia.
• 3. The RFDSA started in 1928.
• 4. Vanilla extract can help with toothaches.
• 5. We can use the same knife to cut raw meat and cooked
meat.

Task 3
 • Why is it important to do sports
and have a healthy body and mind?
Tell the class.

Discussion Task 4
Reflection

• “Achievement stairs” method

• ● How did you feel about todays’ lesson?
• ● What 3 things were difficult for you?
• ● What 3 things were easy for you?
Thank you for your attention!
Good bye!
 Reviewing map reading skills

 [Link]- understand most specific  All learners will be able to: identify
information and detail of supported, speaker’s purpose and tone.
extended talk on a range general  Most learners will be able to: discuss
and curricular topics curricular and respond to content of a reading or
topics; listening passage.
 [Link]- give an opinion at sentence  Some learners will be able to: present
and discourse level on an increasing information using digital tools.
range of general and curricular
topics;
Listen and repeat. What are these words/phrases in
your language.
Sunbathe
Take photographs
Send postcards
Swim in the sea
Buy souvenirs
Sit by the pool
Stay at a hotel/in a tent
Go sightseeing
Visit museums
Go to the beach
Go skiing
Eat local dishes
Relax
Play in the snow
Enjoy nature
Warm up
• Which of the following do you like doing while on holiday? Tell your
partner.
• Sunbathe
• Take photographs
• Send postcards
• Swim in the sea
• Buy souvenirs
• Sit by the pool
• Stay at a hotel/in a tent
• Go sightseeing
• Visit museums
• Go to the beach
• Go skiing
• Eat local dishes
• Relax
• Play in the snow Task 1
• Enjoy nature
Look at the pictures and match them with
the words below.

Task 2
Fill in the correct verb from the list.
Visit Stay Take
Send Swim Relax
Eat Go Sit
This year, Jenny is going to spend her holiday by the sea. During her
holiday:
She is going to …..
1)…. in the sea all morning
2) …. local dishes
3) …. photographs
4) … by the pool
5) …. at a hotel by the sea.
She isn’t going to …
6) …postcards to her friends
7) … sightseeing
8) …. Museums
Jenny feels so tired, so during her holiday she just wants to 9) …… and enjoy
the sunshine.
Task 3
 Reflection
Match the words in column b to form collocations
A B

1) Famous a. dishes

2) Crown b. landmarks

3) High c. street
4) Local d. jewels
5) luxurious e. hotel
Thank you for your attention!
Good bye!
 Reviewing map reading skills (This
relates to Geography)

 [Link]- recognise the attitude or  All learners will be able to: understand
opinion of the writer in short texts the main idea of the text and complete
on a growing range of general and the text with help of Teacher.
curricular topics;  Most learners will be able to:
 [Link]- link, with minimal support,
recognize the opinion of the author and
sentences into coherent paragraphs
complete the text with appropriate
using basic connectors on a growing
words
range of familiar general topics;  Some learners will be able to: define
the author’s main idea and analyze the
basic questions.
Choose the correct word to complete the gaps.

Task 2
Match the attractions (1-8) to what you can
see and do there (A-H) and make sentences
from your answers.

Task 3
Imagine you are going to spend your holiday in
London. Act out your dialogue. Use ideas from the
text in Ex. 1.
A: what are you planning to do this summer?
B: We are going to travel to London.
A: Really? What are you going to do there?
B: I’m going to … .
A: Are going to visit ….

Task 4
Match the words in columns Reflection
 Reviewing map reading skills
(This relates to Geography)

 [Link]- understand most specific  All learners will be able to:

information and detail of supported, recognize the talked conversation to
extended talk on a range general complete the gaps
 Most learners will be able to:
and curricular topics;
 [Link]- link, with minimal support, complete tourist destination with
sentences into coherent paragraphs using specific information correctly
basic connectors on a growing range of  Some learners will be able to:
familiar general topics; define the correct words from the
text and express intelligibly.
Listen and complete the gaps.

Warm up
Complete the paragraph about a tourist destination in your country.
Think about: attractions, shopping, food, accommodation. Use appropriate
linkers.

…is in … . It’s … place and very popular

with tourists. There are a lot of things you
can do there. You can visit … . you can eat
… . you can go shopping … . You can stay
….

Task 1
Fill in: cosmopolitan, precious, accommodation, attractions,
ceremony.
1. The holiday package includes plane tickets and hotel ………….
.
2. There are so many …..in London such as shops, museums and
famous landmarks.
3. London is lively, …… city with lots of things to do.
4. There is a ……… every day outside Buckingham Palace called
the Changing of the Guard.
5. Be careful not to lose this ring. It’s very ……… .

Task 2
Choose the correct words.
1. Don’t lose/miss Oxford Street when you visit London.
2. There are many famous sights/views in London such as
Big Ben and Westminster Abbey.
3. The locals/residents as well as tourists like to visit
London’s many markets.
4. London taxi drivers or cabbies usually know every
single/simple street in the city.
The Tower of London is one of London’s most
known/famous attractions.

Task 3
Tourist attraction.
Complete the crossword.
Across
[Link] can watch fish swimming
around in tanks there.
[Link] can do some shopping
there.(2 words)
[Link] can see statues, vases, etc.
from ancient civilisation there
[Link] can see paintings there.
7. This is a place where kings and
queens used to live. Down.
[Link] can go on rides and play games at this
type of park.
[Link] can admire ruins of old buildings and
ancient towns at this type of site.
Task 4 4. You can walk and smell beautiful flowers in
these places.
Find six types of attractions tourists can visit. Reflection
Thank you for your attention!
Good bye!
 Learning about the weather
and how to create a cloud

 [Link]- understand independently  All learners will be able to: utilize

specific information and detail in digital literacy tools to develop writing
short, simple texts on a limited and grammar skills
range of general and curricular  Most learners will be able to: generate
topics; ideas from sources to develop content.
 [Link] - use future form will to  Some learners will be able to: use
make offers, promises, and grammar structure correctly to complete
predictions on a growing range of sentences
familiar general and curricular
topics;
Read the examples. Say them in your language. Is there similar structure
in your language?

Warm up
Put the verbs in brackets into the correct form
of going to:
While in holiday …
[Link] is going to take (take) a lot of photographs.
[Link] ….. (visi) local museums.
[Link] and Mrs Omarov …. wake up late.
[Link] ….(Spend) her mornings on the beach.
5. Aidar ….(try) local dishes.
6. Saule and Daniya …. (stay) at a hotel.
7. The Iskakov family ….(buy a lot of souvenirs).
Task 1
Ulan and Dana are on holiday, but they aren’t
enjoying it. Write sentences as in example.

[Link]’s cloudy and rainy.(they/not swim in the sea)

They aren’t going to swim in the sea.
2. Dana doesn’t like crowded swimming
pools.(she/not sit by the hotel pool)
3. the shops are very expensive.(they/not buy many
souvenirs)
[Link] doesn’t like spicy food. (he/not try the local
cuisine)
Task 2
Put the verbs in brackets into will and be going to.

Task 3
Use win, make, crash, wash, watch, play to complete the
sentences, as in the example.
Example:
He’s going to crash into the tree.

Task 4
Thank you for your attention!
Good bye!
 Learning about the weather and how to
create a cloud (This relates Maths and
Physics)

 [Link]- understand independently  All learners will be able to:

specific information and detail in understand the meaning of the text in
short, simple texts on a limited range curricular topics.
of general and curricular topics;
 [Link] spell most high-frequency  Most learners will be able to:
vocabulary accurately for a limited recognize the text and use the
range of familiar general topics and information to complete sentences.
some curricular topics  Some learners will be able to:
analyze the text to express others
Look at the picture and the first sentence of each
paragraph. What do you think the letter is about?
Read the letter and choose the correct answer. Which
of the sentences express opinion? Fact?
[Link] is going on holiday alone/with his cousins/ with
ten people.
[Link] do white-water rafting on fast rivers/lakes/hot
springs.
[Link] price to do white-water rafting includes
swimsuits/all safety equipment/towels.
4. Ben will visit Shyng Turgen to see the
waterfalls/forests/tunnel.
5. Ben thinks he will/won’t/can’t enjoy the holiday.
Task 2
Listen to Mark talking about an excursion. For
questions 1-5, choose the answer A, B or C.

Task 4
Thank you for your attention!
Good Bye!
 Descriptive language to create an atmosphere

 [Link]- give an opinion at  All learners will be able to: predict

sentence and discourse level on an the meaning of the dialogue on
increasing range of general and curricular topics.
curricular topics;  Most learners will be able to: respond
 [Link]- recognise typical features to the basic questions on curricular
at word, sentence and text level in topics.
a range of written genres;  Some learners will be able to:define
the basic phrases and explain the
meaning clearly..
Listen and repeat. The following sentences
appear in the dialogue below. What do you
think the dialogue is about?
-What can I do for you?
-How much does it cost to get in?
-I’d like some information, please.
-Enjoy your visit …
Listen to find out.

Warm up
Read the dialogue and mark sentences 1-4 as T(true) of F(false). Correct
the false statements.

Task 1
Yes/No questions:
Final rising pitch.
Are you leaving tomorrow?
Wh-questions:
Final falling pitch.
Where are you going?

Intonation in questions
Read the theory. Listen and repeat the
questions.
 What are you going to do?
 Is John coming too?
 When are they going to come back?
Are they seeing Ann tonight?
Thank you for your attention!
Good bye!
 Descriptive language to create an atmosphere

 [Link]- deduce meaning from context  All learners will be able to: say the
on a limited range of familiar general name of places correctly
and curricular topics, including some  Most learners will be able to:
extended texts; collect information to post to others
 [Link]- use appropriate subject-
clearly
specific vocabulary and syntax to talk  Some learners will be able
about a limited range of general topics, to:present own thoughts clearly to
and some curricular topics describe the places.
 Look at the pictures and read the title.
What is special about these parks?

Babbacombe Modal Village Almaty Central Park

Listen and read to find out

• What are the differences between two places?

• What are the similarities between two parks?

Task 1
Imagine you have created a miniature model park.
What attractions from your country does it
include? Why? Present your park to the class.
Our park is in …
It has …. .
There are also … .

Task 3
• Check these words
• Hidden
• Treasure
• Miniature
• Landmark
• Tiny
• Light up
• Amusement park
• Attraction
• Fairground ride
• Arrangement
Thank you for your attention!
Good bye!
 Researching and writing a
magazine article on adventure
holidays for families

 [Link]- deduce meaning from context  All learners will be able to:
on a limited range of familiar general recognize the basic information
and curricular topics, including some some extended texts
extended texts;  Most learners will be able to:
 [Link]- write with some support about
construct the correct order
personal feelings and opinions on a
sentences.
limited range of familiar general and  Some learners will be able to:
curricular topics;
write an email to pen-friend
constructively
Warm up
Look at the email. Who is writing it? Who is going to read
it? Where is the writer? Discuss. Read through and check.
Read the email and complete the gaps (1-4)
with the missing sentences (a-d).

Task 1
What is each paragraph about?
*greeting and where people are/stay
*fixed arrangements for today
*plans for tomorrow
*closing remarks

Task 2
 Put the adjectives in the correct order.
1.a bug/shiny/new hotel
2.a blue/small/steel boat
3.a(n) tall/amazing/white monument
4.a(n) red/large/old bus

Task 3
• You are on holiday. Write an email to your pen-friend
about it. Follow the plan (60-80).
• Check your piece of writing and edit it.

Task 4
Thank you for your attention!
Good bye!
 Researching and writing a
magazine article on adventure
holidays for families

 [Link]- understand most specific  All learners will be able to: respond
information and detail of supported, to the basic questions of curricular
extended talk on a range general and topics
curricular topics;  Most learners will be able to: define
 [Link]- deduce meaning from
the parts of paragraphs correctly
context on a limited range of familiar  Some learners will be able to:
general and curricular topics, analyze the meaning of the phrases
including some extended texts; clearly.
Look at the postcard and answer the questions.
1. Who is it from/to? …
2. Where is the writer? ……
Is the language formal or informal? …

Warm up
Read and write which paragraph (1-4) includes:
A_ fixed arrangements for today.
B_ closing remarks
C_ greeting, when you arrived, accommodation, weather
D_ plans for tomorrow

Task 1
Write O for opening and C for closing remarks. Underline
similar remarks that Zhanat uses to open /close her
postcards.
[Link]. here I am in Majorca! …..
2. That’s all for now…..
3. How are you? I’m having a great time in Portugal. ….
4. I am going to the beach now. See you in a week….

Task 2
Informal style
When writing postcards, we use informal style
including short forms e.g. we’re and everyday words/
expressions e.g. Hope you are well.
Put the adjectives in the correct order.
1.a(n) large/lively/Italian
2.a(n) British/black/old cab
3.a beautiful/stone/tall temple
4.a steel/blue/small bike

Task 3
Thank you for your attention!
Good bye!
 Unit revision

• [Link]- use feedback to set personal • All learners will be able to: point the
learning objectives; basic information of personal learning
• [Link]- understand most specific objectives.
information and detail of supported, • Most learners will be able to:
extended talk on a range general and elaborate the most specific information
curricular topics; on curricular topics
• [Link]- write with some support • Some learners will be able to:
about personal feelings and opinions determine the correct answers of the
on a limited range of familiar general basic questions clearly
and curricular topics;
Read the quotation. What does it mean? Do
you agree or disagree?
Why? Discuss.
Quotation
The world is a book and those who do not travel
read only one page.
(Unknown)

Warm up
Look at the list of reasons why people travel. Tick the
statements that are true for you. Can you think of any
other reasons?
1) I learn about new places and things …
2) I meet new people …
3) I relax and have fun. …
4) I visit museums and art galleries. ….
5) I spend time with my family. ….
I try new and interesting food. ….

Task 1
Do the quiz. Complete the sentences.

Task 3
Listen to the advert about a holiday. For questions 1-5 tick A,B,C.

Task 4
Listen and fill in the gaps in the postcard.

Task 5
Thank you for your attention!
Good bye!
 Learners read non-fiction
books in Kazakh, English,
Russian languages

• [Link]- develop and sustain a • All learners will be able to: determine
consistent argument when the meaning of the given text and define
speaking or writing items
• [Link]- understand independently • Most learners will be able to: define
specific information and detail in
the characteristics of the each paragraph
short, simple texts on a limited
range of general and curricular correctly
• Some learners will be able to: analyze
topics;
the differences of the topics intelligibly
The wise, handsome owl had orange eyes.
Can you find me an adjective?

The wise and handsome are adjectives telling us more about noun owl.
The orange is an adjective telling us more about noun eye.

Warm up
What do we call a person who …
1) Does bad things to other people?
2) Is kind and helps other people?
3) Is not afraid to do the right thing even when it is
dangerous?
4) Always tell the truth?
5) Always wants more?
Choose from the list: caring, greedy, brave, evil,
honest.

Task 1
Match the descriptions to the pictures. Which of the characters in
the pictures are heroes/heroines and which are villains?
1) Forced to work as a servant in her own house by her evil
stepmother, will this beautiful, kind girl finally get a chance of
happiness?
2) Growing up on the streets with no money, this poor, brave and kind
young man’s life changes when he helps the wicked and greedy
advisor of the king to find a lamp. How will this lamp change his
life?
3) After escaping from miserable workhouse, this young, honest and
caring boy lives in the streets with other children. The cruel man he
meets will make his life even more difficult.

Task 2

Excel 6, Student’s book page 77, Ex.1.

• Match the adjectives to opposites.
1) Real a. near
2) Beautiful b. safe
3) Far c. ugly
4) Dangerous d. quiet
• Loud e. fake

Task 5
Thank you for your attention!
Good bye!
 Learners read non-fiction
books in Kazakh, English,
Russian languages

• [Link]- understand independently • All learners will be able to: interact

specific information and detail in with others to give specific
short, simple texts on a limited range information
of general and curricular topics; • Most learners will be able to: figure
• [Link]-write with some support topics out the correct information to express
with some paragraphs to give basic
others
personal information; • Some learners will be able to: infer
the specific information and express
clearly
Who was L. Frank Baum? What type of stories did he write? Read the
biography to find out.

Warm up
Read the extract again and choose the correct answer
(A,B, or C)
[Link] lives in the Emerald City?
a)Dorothy b)The Great oz
c)The Wicked Witch of the East.
[Link] Scarecrow is sad because he doesn’t have a(n)
a)brain b)heart c)axe
[Link] was originally areal man?
a)The Tin Man b)The Scarecrow c)The Lion
[Link] does the Lion want to bite?
a)Dorothy b)The Tin Man
c) Toto

Task 2
Put the events in the order they happened.

Task 4
Thank you for your attention!
Good bye!
 Learners read non-fiction
books in Kazakh, English,
Russian languages

• [Link]- keep interaction going in • All learners will be able to: review
basic exchanges on a growing range the story to give correct answer
of general and curricular topics • Most learners will be able to:
• [Link]- understand independently prepare independently specific
specific information and detail in short, information on a curricular topics.
• Some learners will be able to:
simple texts on a limited range of
relate some paragraphs to give basic
general and curricular topics;
personal information
• [Link]-write with some support topics
with some paragraphs to give basic
personal information;
Who was J.M. Barrie? Which famous
character did he create? Read the biography
to find out.

Task 1
Read the extract again for the question 1-3 choose the
correct answer (A,B or C)

[Link] the Neverland, Wendy dreamed of living in

a)a wigwam b)a house made of leaves
c)a boat
[Link] does Peter get into the house?
a)through the window
b)through the door
c)through the walls
[Link] ran away the day he was born?
a)Michael
b)Peter
c)John

Task 3
Who does what?
Read and complete the sentences. Use: Peter – Mrs Darling –
Wendy –the Lost Boys –John £ Michael.
1……..often dreamed of the magical land called the Neverland.
2………..thought that Peter was just a dream.
[Link] lives in Niverland with …………
[Link] wants ………..to become a mother to the Lost Boys.
5. Wendy woke …..up.
6……blew fairy dust on them.
7……flew out of the window.

Task 4
Thank you for your attention!
Good bye!
 Summarizing the chosen books

• [Link]- develop and sustain a • All learners will be able to:

consistent argument when speaking understand the meaning of the words
or writing to match them with definition
• [Link].- understand the main points
• Most learners will be able to: discuss
in a growing range of short, simple
texts on general and curricular the questions to formulate the main
topics; idea.
• Some learners will be able to:
distinguish correct statements to
complete the sentences
 Working with new vocabulary

[Link] [Link]
[Link] [Link]
[Link] [Link] off
[Link] [Link]
[Link] [Link] [Link]
12. challenge
[Link]
[Link]
15. bring into darkness

Pre-learning
Read again and answer the questions:
1. How many sons did Ernazar have before Er Tostik
was born?
2. Who was the lord of the underworld?
3. What did Ernazar’s wife eat before becoming
pregnant?
4. Who did Er Tostik fall in love with?
5. What powers did the three giants have?
6. What would happen if the dragon ate the sun egg?

Task 2
 Correct the statements

[Link] sent a terrible winter to the steppe.

________________________________________
[Link] Khan’s servant captured Er-Tostik’s
mother.
________________________________________
[Link] of the giants could drink whole rivers.
________________________________________
4.A giant went to eat the sun egg of the
Samruk bird.
________________________________________

Task 3
Reflection
Thank you for your attention!
Good bye!
 Summarizing the chosen books

• [Link]- develop and sustain a • All learners will be able to: understand
consistent argument when speaking the meaning of the words to match them
or writing with definition
• [Link].- understand the main points
• Most learners will be able to: discuss the
in a growing range of short, simple
texts on general and curricular questions to formulate the main idea.
topics; • Some learners will be able to:
distinguish correct statements to complete
the sentences
Pre-learning
Label the pictures

Task 3
Match the words to their definitions.
1._handsome
2._power
3._peace
4._servant
5._challenge

a. ability
b. a difficult task
c. someone who does what another person
says
d. good-looking
no war Reflection
Thank you for your attention!
Good bye!
 Different activities,
based on the content of
the books

• [Link]-understand independently specific • All learners will be able to: describe

information and detail in short, simple texts the whole picture of a story in short
on general and curricular topics;
sentences.
• [Link]- write with some support about
personal feelings and • Most learners will be able to:
opinions on a limited range of familiar general characterize the heroes of the story
and curricular topics; with a little support
• [Link]-keep interaction going in longer • Some learners will be able to:
exchanges on a range of general and respond basic questions with deeply
curricular topics answers.
Look at the picture and read the title of the text.
How did this grove come to be? Discuss.

Warm up
Pine tree, Check these words
grove decide,
competition,
intelligence,
skill,
strength,
realise,
recognise,
jewel,
grace,
seat,
seat,
seat,
compliment,
turn into,
admire.
Task 1
Read the text again and answer the questions.

What surrounded Lake Burabai in Kazakhstan?

Why does the Khan want to go secretly to the festival?
What was everyone doing before the dancing started?
Why did the Khan jump out of his seat?
What happened to the girls after they saw the Khan?

Task 2
Complete the sentences. Use: turned, froze, took,
recognized, realized, decided.

You can use dictionary.

The Khan ….. to go to the festival in disguise.

He …. off his rich jewels and put on simple clothes.
All the girls at the festival suddenly …The Khan.
Everyone was very surprised when they …who was at the
festival.
The young women … where they stood.
When they saw the khan, all the girls ….into birch trees.

Task 3
Match the words in bold with definitions. You can use
your dictionary.
Elegance
Understanding
Normal
Identified
Impressed
A small group of trees

Task 4
Thank you for your attention!
Good bye!
 Different activities, based on
the content of the books

• [Link]-understand independently • All learners will be able to: define

specific information and detail in short, facts with a little support to express
simple texts on general and curricular opinions.
topics; • Most learners will be able to:
• [Link]- write with some support about complete the sentences with
personal feelings and appropriate words
opinions on a limited range of familiar • Some learners will be able to: list
general and curricular topics; the main events to sum up the story
• [Link]-keep interaction going in longer
exchanges on a range of general and
curricular topics
Complete the sentences with all, other or
another.
[Link] …traditional folk stories do you know?

2. …..of the regions of Kazakhstan have interesting stories.

3……of the girls turned into beautiful white birch trees.

[Link] are many …beautiful lakes in Kazakhstan, apart from Burabay.

[Link] there …story about the Khan?

Task 3
Look at the pictures and complete the
crossword.

Task 5
Match the adjectives to the words in Ex 1.
Simple
Special
Rich
Beautiful
Lovely

Reflection
Thank you for your attention!
Good bye!
 Different activities, based on
the content of the books

• [Link]- deduce meaning from • All learners will be able to: clarify the
context on a limited range of basic information through reading
familiar general and curricular
clearly
topics, including some extended
texts; • Most learners will be able to:
• [Link]- keep interaction going in ascertain the main heroes characteristics
basic exchanges on a growing range correctly.
of general and curricular topics • Some learners will be able to: abstract
the story to give specific information.
 How many stories have you read?
 What stories and legends have you read?
 Who is Peter Pan?
 What have you learnt about the dancing
birches of Burabay?
 Who are the main characters in the legend
about Er-Tostik?

Warm up
Cesar Chavez “Si, Se Puede” was a Mexican Task 1
American labor leader who used non-violent
methods to fight for the rights of migrant farm
workers in the southwestern United States.
Migrant workers often move from farm to farm
or from town to town to find work. It is usually
difficult work and does not pay a high wage.
Chavez was influenced greatly by the peaceful
philosophies of St. Francis of Assisi and
Mohandas Gandhi.
Chavez was born in Arizona. When he was ten-
yearsold, his parents lost the family farm
because of the Great Depression. They were
forced to become migrant workers themselves.
Chavez worked part-time in the farm fields
with his family in Arizona and later in
California, when his family lived there. After
graduating from 8th grade, Chavez worked
full-time to help support his family.
He served in the U.S. Navy during WWII,
married Helen Fabela in 1948, and
eventually helped raise a family of eight
children. He organized a group of people to
help work for the rights of farm workers.
They worked on many goals like increasing
the wages for the workers, improving their
working conditions, and improving the
safety for the farm workers. Chavez helped
organize strikes, whereby the workers chose
to stop working to protest some important
issues related to work. For example, the
migrant workers went on strike to protest His work for fair treatment and better pay
the poor wages, poor working conditions, for migrant workers helped make the lives of
and lack of safety on their jobs. millions of people better. After a lifetime of
working to help these people, Chavez died in
1993. He received the Presidential Medal of
Freedom after his death. Chavez’s children
and grandchildren continue in his footsteps
to help fight for the rights for migrant
workers.
 Answer the questions Task 2

1) What were some of Chavez’s non-violent methods used to fight for the
rights of farm workers? Were these successful? If so, how?
________________________________________________________
2) What did Chavez and his wife Helen do to help Mexican immigrants
regarding literacy (i.e., the ability to read and write)?
_____________________________________________________
3) What were some of the concerns regarding farm work? How did
Chavez’s motto play a role in his action toward changing the working
conditions for the migrant farmer?
______________________________________________________
 Task 2
1) What are 3 reasons that there were
migrant farm worker “strikes” mentioned in
the text? a. to protest poor wages
b. to protest working conditions
c. to protest safety conditions
d. to be able to go on vacation
2) What is the name of the union that
Chavez started?
a. The Migrant Association
b. The National Farm Workers Association
c. Farmers All United
d. All for One
3) The union name changed to ______ in 1974.

a. Si, Se Puede
b. United Farm Workers
c. Workers All
d. Farming for All

Multiple-Choice Questions
Definitions (Write the meaning of each word as
it is used in the text.)

1. migrant
2. boycott
3. pesticides

Task 3
Find the word from the text.
WORK
LABOR
BOYCOTT
VOTING
RIGHTS
MIGRANT
PESTICIDES
CHEMICALS

Reflection
Thank you for your attention!
Good bye!
 Different activities, based on the
content of the books

• [Link]- evaluate and respond constructively • All learners will be able to: respond
to feedback from others; constructively to the basic questions.
• [Link]- deduce meaning from context on a
• Most learners will be able to: define
limited range of familiar general and
curricular topics, including some extended the basic information correctly
texts; • Some learners will be able to:
• [Link]- keep interaction going in basic distinguish the specific information to
exchanges on a growing range of general fill the gaps
and curricular topics
 Look at the quotstion. What do you think it
means?
Tell the class.

“Every Villain is a hero in his own mind”.

Tom Hiddleston

Warm up
 What characteristics do you see as important to a graet
villain/hero? Choose three for each from the list below. Compare
your choices with your partner’s. Give examples.

Rich Proud
Good leader Wicked
Evil Poor
Intelligent Cruel
Brave Strong
Honest Greedy
Beautiful Kind
Caring

Task 1
Think of your favourite film or TV hero(ine)/villain.
What makes this character special? Think about:

The character’s name,

Where he/she appears,
personalality, what happens in the story, what makes him/her
special.

Task 2
Do the quiz. Mark the sentences as T(true) or F(false).
1. [Link] Baum was born in 1860.
2. [Link] wrote Peter Pan.
3. Er-Tostik killed the dragon.
4. Wendy is the mother of John Michael.
5. Peter Pan doesn’t know how old he is.
6. Bapy Khan sent a servant to capture Er-Tostik.
7. Dorothy used an oil can to help the Scarecrow.
8. Burabay is a lake in northern Kazakhstan.

Task 4
Thank you for your
attention!
Good bye!