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№ |
Тема урока Сабақ тақырыбы |
Сағат Часы |
Сроки Mepзiмi
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Оқу мақсаты/Цели урока/Learning objectives |
Енгізулер Корректировка |
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I term – 25 hours |
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1 Home and away |
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1 |
Home and away Describing personality, greet people, writing about people’s ages and places |
1 |
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5.C9 use imagination to express thoughts, ideas, experiences and feelings 5.L1understand a sequence of supported classroom instructions 5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics ( Ex.1 p 4, Introduction) 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges ( Ex., 1 — 4 p.4) 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics ( Ex. 4 p.4) |
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2 |
Language Focus. Meeting people Talking about meeting people. Practicing joined up writing |
1
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5.L1understand a sequence of supported classroom instructions 5.UE11 use be on a limited range of familiar general and curricular topic( Ex. 1 — 4 p.5) 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics ( Ex. 5 p.5) 5.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics ( Ex. 6, 7 p.5) 5.W2 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics ( Ex.8 p.7, Activate) |
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3 |
Cities and countries
Practicing joined up writing, speaking about different countries |
1 |
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5.L1understand a sequence of supported classroom instructions 5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics ( p.6 Brainstorm) 5.W3 write with support factual descriptions at text level which describe people, places and objects ( The Place I live in — topic discussion) p.6 5.C8 develop intercultural awareness through reading and discussion ( ex.1 p. 6) 5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics ( Ex.2 p.6) 5.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups ( Ex3,4 p.6) |
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4 |
Cities and countries Taking about location of cities in Kazakhstan and places the people are from.
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1 |
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5.L1understand a sequence of supported classroom instructions 5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics ( Ex. 1 — 2 p.7) 5.S2 ask simple questions to get information about a limited range of general topics ( Ex 3 — 5 p.7) 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges ( Speak about age and birthplace) 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics ( Ex. 7, 8 p.7) 5.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics ( Ex.3 — 5 p.28) 5.L3 understand an increasing range of unsupported basic questions on general and curricular topics ( Ex.6 p.7 ) |
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5 |
Numbers
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1 |
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5.L1understand a sequence of supported classroom instructions 5.C2 use speaking and listening skills to provide sensitive feedback to peers 5.W3 write with support factual descriptions at text level which describe people’ s age ( How old are the people and animals?) 5.UE1 use a verb » to be» describing ages times and location, speaking on a limited range of familiar general and curricular topics |
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6 |
What’s in my classroom |
1 |
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5.L1understand a sequence of supported classroom instructions 5.UE1 use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics ( there is / there are p.9) 5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics 5.S6take turns when speaking with others in a growing range of short, basic exchanges ( describe people and places p.9) 5.W3 write with support factual descriptions at text level which describe people, places and objects Review of Unit 1 |
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7 |
A short description of your ideal room |
1 |
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8 |
Reading for pleasure
Listening, reading, writing and talking about the main characters
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1 |
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5.L1understand a sequence of supported classroom instructions 5.L3 understand an increasing range of unsupported basic questions on general and curricular topics 5.S2 ask simple questions to get information about a limited range of general topics 5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics ( Ex.1 — 3 p.11) 5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics |
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9 |
Unit 1 Language Focus Reference
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1 |
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5.L1understand a sequence of supported classroom instructions 5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics 5.L7 recognise the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics 5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 5.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics ( p.62) 5.W2 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics ( p.63) 5.W7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular 5.UE9 use simple present simple of a verb » to be» and there is / there are to past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics |
My Friend (w) |
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10 |
Language Focus Reference
Writing reports about famous personality |
1 |
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A Famous Personality (w) |
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11 |
Values: Home Summative Assessment 1 |
1 |
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12 |
Correction work
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1 |
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Vocabulary, reflection task, check point |
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2 Living things |
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13 |
Families Talking out about family and friends ( p.p. 40 — 41) |
1 |
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5.L1understand a sequence of supported classroom instructions 5.L3 understand an increasing range of unsupported basic questions on general and curricular topics ( Ex 1 — 3 p.40). 5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics ( Mitchel’s Family p.40) 5.C4 evaluate and respond constructively to feedback from others 5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics ( p.41) 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges ( p.42) 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics ( My Family, topic) 5.R1 understand the main points in a limited range of short simple texts on general and curricular topics ( the text » Twinsburg» p.42) 5.W2 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics 5.W7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics 55.C4 evaluate and respond constructively to feedback from others 5.UE1 use appropriate structure » Have got» describing people in a photo 5.C7 develop and sustain a consistent argument when speaking or writing |
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14 |
A Festival
Listening, reading, writing and talking about a festival for twins |
1 |
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15 |
My Family and possessions |
1 |
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5.L3 understand an increasing range of unsupported basic questions on general and curricular topics ( Ex. 1 — 2 p.43) 5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 5.W3 write with support factual descriptions at text level which describe people and their possessions 5.W7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics 5.W8 spell most high-frequency words accurately for a limited range of general topics ( ex. 1-2 p.44) 5.UE3 use a growing variety of adjectives on a limited range of familiar general and curricular topics 5.C5use feedback to set personal learning objectives |
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16 |
Describing people and families |
1 |
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17 |
People’s appearance and possessions
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1 |
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5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics using a structure have got ( affirmative, negative, questions and short answers) p.45 5.UE1 use appropriate form of » have got» describing people’s appearance and possessions 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics ( Ex. 1 — 3. p.45) |
Describe a member of your family ( w) |
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18 |
People in a photo Talking out about people in a photo (appearance and character)
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1 |
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5.L3 understand an increasing range of unsupported basic questions on general and curricular topics ( ex 1 — 4 p.46) 5.W3 write with support factual descriptions at text level which describe people ( ex.4) 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.C4 evaluate and respond constructively to feedback from others ( Teacher’s book p.117) |
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19 |
Describing people for a blog
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1 |
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5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics ( ex .1 p 47) 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.UE1 use appropriate conjunctions and, or, but describing people 5.UE3 use a growing variety of adjectives and on a limited range of familiar general and curricular topics |
A letter to a friend
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20 |
My Country. Living things Talking out different animals Comparing plants, animals and human beings and producing a Venn diagram. |
1 |
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5.L3 understand an increasing range of unsupported basic questions on general and curricular topics 5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.W8 spell most high-frequency words accurately for a limited range of general topics ( ex.1p.48) 5.UE1 use appropriate degree of comparison describing animals on a limited range of familiar general and curricular topics ( ex 3 — 6 p.48) |
Animal in Kazakhstan (w) |
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21 |
Locations of items
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1 |
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5.UE9 use prepositions of place and a structure there is / there are to describe where something is on a limited range of familiar general and curricular topics ( ex 1-2 p49) 5.C6 organise and present information clearly to others 5.L3 understand an increasing range of unsupported basic questions on general and curricular topics 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics |
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22 |
My Family. Project
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1 |
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5.L3 understand an increasing range of unsupported basic questions on general and curricular topics 5.S1 provide basic information about a family and a family tree others at sentence level on an increasing range of general topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 5.R3 understand the detail of an argument on a limited range of familiar general and curricular topics5 5.R6 recognise the attitude or opinion of the writer in a song ( Ex 1 — 4 p.53) |
Family Tree |
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23 |
Reading for pleasure p.53 |
1 |
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p.53 ex.4
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24 |
Values: National pride Summative Assessment 2 |
1 |
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Vocabulary, reflection task, check point Review of the unit ( p.52) |
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25 |
Summative Assessment for Term 1 |
1 |
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