Home and away

Unit 1: Home and away
Term 1, Lesson 1: Home and away

№24 Lyceum
Date:

Teacher name: Minulina K.A
CLASS: 5 Number present: absent:
Learning objective(s) that this lesson is contributing to 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
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

Lesson objectives All learners will be able to:
• Choose the correct words and practice the dialogue
Most learners will be able to:
• Choose the correct words and practice the dialogue
• Ask and answer questions
Some learners will be able to:

• Choose the correct words and practice the dialogue
• Ask and answer questions
• Make up a dialogue
Language objectives Use numbers
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links Geography
ICT skills Projector
Previous learning
Plan
Planned timings Planned activities Resources
Beginning

2 min

3min

Greeting.
Setting the aim of the lesson
Pre-learning
Hang up three different posters (example — one of a yurt, one of a skyscraper, one of a cottage) in the three corners of the classroom. Tell students to choose one corner to stand in, and talk about why they chose that poster. Why do people use different houses
PPT

Middle
10 min

12 min

 

8 min Activity 1 (P, I) Learners listen and read the dialogue. Then choose the correct words in 1-3. Listen again and practice the dialogue.
Activity 2 (W, P) Learners ask and answer questions. What are objects 1- 12 in English? Use the words in the box.
What is this in English?
It’s a book.
Activity 3 (W, f) Teacher show the pictures and students say what it is. Audio CDs
SB p.4
End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: WB p. 4
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More-abled learners can make up a dialogue. Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them Geography
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?
Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

Unit 1: Home and away
Term 1, Lesson 2: Homes

School №3
Date:05.09.17- 5 «G»
07.09.17 – 5 «V»

Teacher name: Gofman I.A.
CLASS: 5 G,V Number present: absent:
Learning objective(s) that this lesson is contributing to 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
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

Lesson objectives All learners will be able to:
• Choose the correct words and practice the dialogue
Most learners will be able to:
• Choose the correct words and practice the dialogue
• Ask and answer questions
Some learners will be able to:

• Choose the correct words and practice the dialogue
• Ask and answer questions
• Make up a dialogue
Language objectives Use numbers
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links Geography
ICT skills Projector
Previous learning Home and away
Plan
Planned timings Planned activities Resources
Beginning

2 min

3min

 

Greeting.
Setting the aim of the lesson
Pre-learning
Hang up three different posters (example — one of a yurt, one of a skyscraper, one of a cottage) in the three corners of the classroom. Tell students to choose one corner to stand in, and talk about why they chose that poster. Why do people use different houses
PPT

Middle
10 min

12 min

 

8 min Activity 1 (W, I) Draw a house on board. Brainstorm words learners know about houses. How many words do learners know? Project about 10 pictures of different homes in Kazakhstan on board and number them 1- 10. Learners make links between any two homes orally e.g. 3 and 6 have got big doors. 4 and 7 have got three floors. 2 and 9 have got small gardens. 1 is a very big house but 8 is a very small house. Learners write 3 — 6 sentences making links between different homes. How many different words about homes can they use?
Activity 2 (W, P)Pre-teach or elicit materials homes are made of (wood, metal, glass, stone, brick, felt, twigs) Tell learners: what yurts were made of; their shape; the different types; and show pictures.
Project picture of two or three different yurts and a contemporary home on board. Learners point to and say materials: (wood, metal, glass, stone, brick, felt, twigs) then say 3 differences between yurt e.g. The yurt is a circle shape but the new home is a square shape. The yurt has felt walls but the new home has stone walls. It is made of/ It looks/ It sounds/ It tastes/ It smells Learners in pairs complete a T-chart to show differences between two types of homes. They compare charts with another pair.
Activity 3 Skills: Use of English (I, P, f)Write a word bank on board for learners to label then write about their homes. (e.g. apartment, house; bedroom, bathroom, kitchen, dining room, living room, roof wall, window, door; small, big, beautiful) Learners use blank A4 paper to draw and label their home. They use the word bank to check if they can use all words. Compare with a partner. Is their spelling correct? Ask learners to underline any word they think is difficult to say on their drawing e.g. window. Check pronunciation of all words. Audio CDs
Internet material
End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: Draw your bedroom
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More-abled learners can make up a dialogue. Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them Geography
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

 

 

 

 

 

 

 

 

 

Unit 1: Home and away
Term 1, Lesson 3: Language Focus. Meeting people

School №3
Date:06.09.17- 5 «G»
08.09.17 – 5 «V»

Teacher name: Gofman I.A.
CLASS: 5 G,V Number present: absent:
Learning objective(s) that this lesson is contributing to 5.L1understand a sequence of supported classroom instructions
5.UE11 use be on a limited range of familiar general and curricular topic
5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics
5.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics
5.W2 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics

Lesson objectives All learners will be able to:
• Answer the questions and complete the short forms of the verb “be”
Most learners will be able to:
• Answer the questions and complete the short forms of the verb “be”
• Complete the sentences with words in the box
Some learners will be able to:

• Answer the questions and complete the short forms of the verb “be”
• Complete the sentences with words in the box
• Practice the dialogue
Language objectives Use the verb be: singular affirmative
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links Geography
ICT skills Projector
Previous learning Homes
Plan
Planned timings Planned activities Resources
Beginning

2 min

3min

 

 

Greeting.
Setting the aim of the lesson
Pre-learning (W)
The teacher interview learners:
What is your name?
How old are you?
Where are you from?
PPT

Middle
10 min

8 min

 

12 min Activity 1.(P,I) Look at the table and complete the short forms of the verb “be”.
Choose the correct words.
Activity 2. (G)Complete the sentences with words in the box.
Activity 3. (P) Complete the dialogue with the key phrases. Practice the dialogue. Change the names in blue.
Alternative More-able learners can make up your own dialogue.
English Plus. SB p 5

End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: WB p. 5
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More-abled learners can make up a dialogue. Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them Geography
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

 

 

 

 

 

 

 

 

 

Unit 1: Home and away
Term 1, Lesson 4: Cities and countries
№24 Lyceum
Date:11.09.18 Teacher name: Minulina K.A
CLASS: 5 Number present: absent:
Learning objective(s) that this lesson is contributing to .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
5.W3 write with support factual descriptions at text level which describe people, places and objects
5.C8 develop intercultural awareness through reading and discussion

5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics
5.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups
Lesson objectives All learners will be able to:
• Introduce themselves
• Tell about their friends
Most learners will be able to:
• Introduce themselves and tell about their friends
• Match the countries to the capitals
Some learners will be able to:

• Introduce themselves and tell about their friends
• Match the countries to the capitals
• Make true and false sentences about cities, countries and capitals
Language objectives Use personal pronouns and numbers
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links Geography
ICT skills Projector
Previous learning Meeting people
Plan
Planned timings Planned activities Resources
Beginning

2 min

3min

 

 

 

Greeting.
Setting the aim of the lesson
Speaking: students make up a dialogue using key phrases on the blackboard
Key phrases
How are you?
Fine, thanks.
This is my friend.
See you later.
Bye!
PPT

Middle
10 min

8 min

 

12 min Listening
Students listen and read. Match the s-s with pictures
Writing
Students match the countries to the capitals, write s-s, then listen and check their answers.
Role-play <Test your partner>
Students make true and false s-s about cities, countries and capitals.
The capital of Germany is Bonn.
No, the capital of Germany is Berlin. Audio CDs
Ex.1,p.6

Ex.2,p.6

 

Ex.4,p.6
End
3 min Feedback: Learners give their own opinion on the learnt material
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More-abled students are given extra tasks (Make true and false sentences about cities, countries and capitals)
Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them Geography
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

 

 

 

 

 

 

 

 

 

Unit 1: Home and away
Term 1, Lesson 8: Numbers

Lyceum №24
Date:
Teacher name: Minulina K.A.
CLASS: 5 Number present: absent:
Learning objective(s) that this lesson is contributing to 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

Lesson objectives All learners will be able to:
• Name their age
• Correctly conjugate the verb «be»
Most learners will be able to:
• Name their age
• Correctly conjugate the verb «be»
• Describing pictures
Some learners will be able to:

• Name their age
• Correctly conjugate the verb «be»
• Describing pictures and help their friends
Language objectives Use personal pronouns and numbers
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links Maths
ICT skills Projector
Previous learning Cities and countries. Cities in GB and Kazakhstan.
Plan
Planned timings Planned activities Resources
Beginning

2 min

3min

 

 

 

Greeting.
Setting the aim of the lesson
Speaking: students make up a dialogue using key phrases on the blackboard
Key phrases
How are you?
Fine, thanks.
This is my friend. He\She is ten (eleven).
See you later.
Bye!
PPT

Middle
6 min

10 min

2 min

12 min Listening
Students listen and repeat. Point to the numbers.
Writing
Students write the age of the people and animals in the pictures.
Song «How old are you»

Describing pictures Audio CDs
Ex.1,p.8

Ex.2,p.8

www.youtube.com

 

End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: WB p. 8
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More-abled students are given extra tasks (Describing pictures)
Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them Maths
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

 

 

 

 

 

 

 

 

 

Unit 1: Home and away
Term 1, Lesson 12: What’s in my classroom

School
Date:
Teacher name:
CLASS: 5V,5G Number present: absent:
Learning objective(s) that this lesson is contributing to 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
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
5.W3 write with support factual descriptions at text level which describe people, places and objects
Lesson objectives All learners will be able to:
• Name the things in the classroom
• Use there is, there are, some, a lot of
Most learners will be able to:
• Name the things in the classroom
• Use there is, there are, some, a lot of
• Describing pictures
Some learners will be able to:

• Name the things in the classroom
• Use there is, there are, some, a lot of
• Describing pictures and help their friends make up s-s
Language objectives Use personal pronouns and numbers
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links Maths
ICT skills Projector
Previous learning Numbers

Plan
Planned timings Planned activities Resources
Beginning

2 min

3min

 

 

 

Greeting.
Setting the aim of the lesson
Speaking: students make up a dialogue using key phrases on the blackboard
Key phrases
How are you?
Fine, thanks.
This is my friend. He\She is ten (eleven).
See you later.
Bye!
PPT

Middle
6 min

10 min

2 min

12 min Speaking
Students complete the pictures with numbers and make s-s.
Writing
Students write s-s with there is\ there are
Song «How old are you»

Listening
Students listen the text and choose the correct words Audio CDs
Ex.1,4 p.9

Ex.5,p.9

www.youtube.com

ex.2,p.9

End
3 min Feedback: Learners give their own opinion on the learnt material
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More-abled students are given extra tasks (Describing pictures)
Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them Maths
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

Unit 1: Home and away
Term 1, Lesson 11: Reading for pleasure

School
Date: Teacher name:
CLASS: Number present: absent:
Learning objective(s) that this lesson is contributing to 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
5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics
Lesson objectives All learners will be able to:
• read the text;
Most learners will be able to:
• read the text;
• give full answers to the questions;
Some learners will be able to:

• read the text;
• give full answers to the questions;
• interact with peers while answering the questions.
Language objectives Use personal pronouns and numbers
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links Maths
ICT skills Projector
Previous learning What’s in my classroom

Plan
Planned timings Planned activities Resources
Beginning

2 min

3min

 

 

 

Greeting.
Setting the aim of the lesson
Speaking: students make up a dialogue using key phrases on the blackboard
Key phrases
How are you?
Fine, thanks.
This is my friend. He\She is ten (eleven).
See you later.
Bye!
PPT

Middle
20 min

10 min

Read the texts and then answer the questions. Discuss them with the whole class.
Hi! My name’s Sasha. I’m eleven. I’m from Russia. I live in a big house. It is a two-storied building. There are many windows and it is light inside. We have a lawn in front of the house where I usually fly my kite. Email me at sasha05@abc.com.
Hello! I’m Rosa. I’m eight and I’m from Spain. I like cooking and visiting different countries. Last year we went to Thailand. We lived in a small house made of twigs. It was very comfortable and cozy. You can ask me questions. My email address is rosa1@abc.com . Please write to me!
Hi! My name’s Yusuf and I’m ten. I’m Canadian. I live in Toronto. I like to visit my Grandma. She lives in the countryside, she has a wooden house. She has a lot of flowers in front of her house. Send an email to me at yusuf10@quickmail.com
Questions: 1. Does Sasha live in a block of flats? 2. Who likes to visit his Granny? 3. Who lives in the countryside? 4. Where did Rosa go last year? 5. Where did Rosa live in Thailand? 6. Do you like travelling? Why?
Descriptor A learner • reads the text; • gives full answers to the questions; • interacts with peers while answering the questions.
Audio CDs
Ex.1,4 p.9

Ex.5,p.9

www.youtube.com

ex.2,p.9

End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: SB Ex.4 p.11 (retell the text)
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More-abled students are given extra tasks (Describing pictures)
Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them Maths
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

Unit 4: Living things
Term 1, Lesson 13: A Festival

 

School
Date: Teacher name:
CLASS: Number present: absent:
Learning objective(s) that this lesson is contributing to 5.L1understand a sequence of supported classroom instructions
5.L3 understand an increasing range of unsupported basic questions on general and curricular topics
5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics
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
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.R1 understand the main points in a limited range of short simple texts on general and curricular topics
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
Lesson objectives All learners will be able to:
• read the text;
Most learners will be able to:
• read the text;
• give full answers to the questions;
Some learners will be able to:

• read the text;
• give full answers to the questions;
• make up a dialogue
Language objectives Use personal pronouns and numbers
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links Literature
ICT skills Projector

Previous learning Families

Plan
Planned timings Planned activities Resources
Beginning

2 min

3min

 

 

 

Greeting.
Setting the aim of the lesson
Speaking: students make up a dialogue using key phrases on the blackboard
Key phrases
What is your brother’s name? (sister’s)
How old is he\she?
He\She is ten (eleven).

PPT

Middle
20 min

10 min

Read the texts and then answer the questions. Discuss them with the whole class.
Descriptor A learner
• reads the text;
• gives full answers to the questions.
Find the phrases in blue in the text and complete the s-s about you.
Audio CDs
SB ex.1-2,p.42
Ex.3,p.42

Internet material
End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: WB p. 27
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More-abled students are given extra tasks (Making up a dialogue)
Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them Literature
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

Unit 4: Living things
Term 1, Lesson 14: My Family and possessions

 

School
Date: Teacher name:
CLASS: 5V,5G Number present: absent:
Learning objective(s) that this lesson is contributing to 5.L3 understand an increasing range of unsupported basic questions on 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.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
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
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
Lesson objectives All learners will be able to:
— Complete and write sentences with forms of have got;
— Choose the correct possessive adjectives;
Most learners will be able to:
— Complete and write sentences with forms of have got;
— Choose the correct possessive adjectives;
— Make up a dialogue about your family.
Some learners will be able to:

— Make their own sentences using the right form of the verb have;
— Take an interview or write true or false sentences about their families and read the sentences in the class.
Language objectives Use possessive adjectives and the verb have got.
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links Literature
ICT skills Projector

Previous learning A Festival

Plan
Planned timings Planned activities Resources
Beginning

2 min

5 min
Greeting.
Setting the aim of the lesson
Pre learning
Learners talk about their families
PPT

Middle
10 min

 

 

10 min

10 min

Activity 1. (P,I)
Complete and write sentences with forms of have got.
Alternative.
Students can make their own sentences using the right form of the verb have.
Activity 2. (P,I)
Choose the correct possessive adjectives.
Activity 3. (P)
Make up a dialogue about your family
Alternative.
Students can take an interview or write true or false sentences about their families and read the sentences in the class.
Audio CDs
SB ex.1-6,p.43

End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: WB p. 28
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More-abled students can take an interview or write true or false sentences about their families and read the sentences in the class.
Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them Literature
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

Unit 4: Living things
Term 1, Lesson 15: Describing people and families

School
Date: Teacher name:
CLASS: 5V,5G Number present: absent:
Learning objective(s) that this lesson is contributing to 5.L3 understand an increasing range of unsupported basic questions on 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.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
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
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
Lesson objectives All learners will be able to:
— Choose two adjectives for each of the people in the photos 1-6.;
Most learners will be able to:
— Look at the information about the TV programme, look at the interviewer’s notes and guess the answer to the question;
— Describe the picture on page 44.
Some learners will be able to:

— Describe their own pictures or make up a dialogue.
Language objectives Use adjectives
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links Literature
ICT skills Projector

Previous learning My Family and possessions

 

Plan
Planned timings Planned activities Resources
Beginning

2 min

5 min
Greeting.
Setting the aim of the lesson
Pre learning
Learners answer the questions:
— Is your family big or small?
— Have you got brothers and sisters?
— How many brothers and sisters have you got?
— Are they kind and nice?
Check the meanings of the adjectives on page 81 of the Workbook. Which four words describe appearance? Which are opposites?
PPT

Middle
10 min

 

 

10 min

10 min

Activity 1. (P,I)
Choose two adjectives for each of the people in the photos 1-6.
Activity 2. (G)
Look at the information about the TV programme and look at the interviewer’s notes. Guess the answer to the question.
Activity 3. (I)
Describe the picture on page 44.
Alternative.
Students can describe their own pictures or make up a dialogue.
SB p 44
Internet materials.
End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: WB p. 29
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More-abled students can describe their own pictures or make up a dialogue.
Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them Literature
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?

Summary evaluation
What two things went really well (consider both teaching and learning)?
1:

2:

What two things would have improved the lesson (consider both teaching and learning)?
1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

Unit 4: Living things
Term 1, Lesson 16: People’s appearance and possessions

School
Date: Teacher name:
CLASS: 5V,5G Number present: absent:
Learning objective(s) that this lesson is contributing to 5.L3 understand an increasing range of unsupported basic questions on 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.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
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
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
Lesson objectives All learners will be able to:
— Look at the two pictures of a family and find eight differences
— Make the sentences negative. Use the words in the box
— Choose the correct words.
Most learners will be able to:
— Look at the two pictures of a family and find eight differences
— Make the sentences negative. Use the words in the box
— Choose the correct words
— Make question with have got. Then ask and answer the questions with a partner.
Some learners will be able to:

— Make their own sentences.
Language objectives Use have got: affirmative, negative, questions and short answers
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links Literature
ICT skills Projector

Previous learning Describing people and families

 

Plan
Planned timings Planned activities Resources
Beginning

2 min

5 min
Greeting.
Setting the aim of the lesson
Pre learning
Look at the two pictures of a family and find eight differences.
PPT

Middle
10 min

 

 

10 min

10 min

Activity 1. (P,I)
Make the sentences negative. Use the words in the box.
Activity 2. (P,I)
Choose the correct words.
Activity 3. (P,I)
Make question with have got. Then ask and answer the questions with a partner.
Alternative.
More able students can make their own sentences. SB p 45
Internet materials.
End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: Describe a member of your family ( w)
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More able students can make their own sentences Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them Literature
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

Unit 4: Living things
Term 1, Lesson 17: People in a photo

School
Date: Teacher name:
CLASS: 5V,5G Number present: absent:
Learning objective(s) that this lesson is contributing to 5.L3 understand an increasing range of unsupported basic questions on general and curricular topics
5.W3 write with support factual descriptions at text level which describe people
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)
Lesson objectives All learners will be able to:
— Describing people
Most learners will be able to:
— Describing people
— Practice mini-dialogues
Some learners will be able to:

— Describing people
— Practice mini-dialogues
— Make up short dialogues
Language objectives Use have got: affirmative, negative, questions and short answers
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links Literature
ICT skills Projector

Previous learning People’s appearance and possessions

 

Plan
Planned timings Planned activities Resources
Beginning

2 min

5 min
Greeting.
Setting the aim of the lesson
Pre learning
Look at the photo. What has Sally got on her computer?
Key phrases. Describing people (SB p46)

PPT

Middle
20 min

10 min

Activity 1. (P,I)
Look at the photos below and the phrases in the box. Who is who? Practice mini-dialogues.
Activity 2. (P,I)
Make up short dialogues. SB p 46
Internet materials.
End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: WB p.30

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More able students can make their own short dialogues. Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them Literature
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

 

 

Unit 4: Living things
Term 1, Lesson 18:

School
Date: 11.10.17 – 5 G
13.10.17 — 5 V
Teacher name:
CLASS: 5V,5G Number present: absent:
Learning objective(s) that this lesson is contributing to 5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics
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
Lesson objectives All learners will be able to:
— Read the text and write the people names
Most learners will be able to:
— Complete the sentences with and, but and or.
— Write a description of the photo for a blog or social network site
Some learners will be able to:

— Describe their own families for a blog or a social network site
Language objectives Use appropriate conjunctions and, or, but describing people
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links Literature
ICT skills Projector

Previous learning People in a photo

 

Plan
Planned timings Planned activities Resources
Beginning

2 min

5 min
Greeting.
Setting the aim of the lesson
Pre learning
Learners describe different pictures.

PPT
Internet materials.
Middle
10 min

 

10 min

10 min

Activity 1. (P,I)
Read the modal text. Who are people 1-5?
Write their names.
Activity 2. (P,I)
Complete the sentences with and, but and or.
Activity 3. (G)
Look at the photo and imagine that this people are friends and family at a party.
Write a description of the photo for a blog or social network site.
Alternative.
Students can describe their own families for a blog or a social network site. SB ex.1, p 47

SB ex.2,p.47

SB ex.5,p.47

End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: A letter to a friend WB p.31

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More able students can describe their own families for a blog or a social network site. Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them Literature
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

Unit 4: Living things. Summative control work
Term 1, Lesson 24:

School
Date: Teacher name:
CLASS: 5 Number present: absent:
Learning objective(s) that this lesson is contributing to 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
Lesson objectives All learners will be able to:
— Do the quiz
Most learners will be able to:
— Do the quiz
— Write more adjectives in comparative and superlative form
Some learners will be able to:

— Make their own quiz
Language objectives Use adjectives in comparative and superlative form
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links Biology, Geography
ICT skills Projector

Previous learning Describing people for a blog

 

Plan
Planned timings Planned activities Resources
Beginning

2 min

5 min
Greeting.
Setting the aim of the lesson
Pre learning
Learners fill the blanks with the words in the box and answer the questions about animals.
PPT
Internet materials.
Middle
10 min
5 min

5 min

10 min

Activity 1. (P,I)
Check the meaning of the words. Then do the quiz.
Activity 2. (P,I)
Complete the table with the words in blue in the quiz.
Activity 3. (I)
Choose the correct words
Activity 4. (P)
Descriptor A Learner
Complete the question with these words. Then ask and answer.
Activity 1. Alternative.
More able students can make their own quiz.
Activity 2.
Students write more adjectives in comparative and superlative form.
SB ex.1, p 48
SB ex.3, p 48
SB ex.4,p.48

SB ex.5,p.48

End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: Animals in Kazakhstan (w)

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More able students can make their own quiz.

Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them Literature
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

Unit 4: Living things. Reading for pleasure
Term 1, Lesson 23:

School
Date: Teacher name:
CLASS: 5V,5G Number present: absent:
Learning objective(s) that this lesson is contributing to 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
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
Lesson objectives All learners will be able to:
— Complete the sentences
Most learners will be able to:
— Complete the sentences
— Listen and repeat the dialogue
Some learners will be able to:

— Complete the sentences
— Make up their own dialogue
Language objectives Use adjectives in comparative and superlative form
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links
ICT skills Projector

Previous learning My Country. Living things

 

Plan
Planned timings Planned activities Resources
Beginning

2 min

5 min
Greeting.
Setting the aim of the lesson
Pre learning
Learners describe the picture on page 49.
Learners match classroom objects with the words in the box.

PPT
Internet materials.
Middle
10 min
20 min

Activity 1. (I)
Complete the sentences. Then listen and check.
Activity 2. (P,I)
Listen and repeat the dialogue.
Activity 2. Alternative.
More able students make up their own dialogue.
SB ex.1, p 49
SB ex.5, p 49

End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: WB p.32
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More able students can make up their own dialogue.

Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

 

Unit 4: Living things
Term 1, Lesson 22: My Family. Project

 

School №3
Date: Teacher name:
CLASS: 5V,5G Number present: absent:
Learning objective(s) that this lesson is contributing to 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

Lesson objectives All learners will be able to:
— Complete the sentences
Most learners will be able to:
— Complete the sentences
— Read the text. Write True or False
Some learners will be able to:

— Complete the sentences
— Read the text. Write True or False
— Draw your family tree and talk about your family
Language objectives Use adjectives in comparative and superlative form
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links
ICT skills Projector

Previous learning Locations of items

Plan
Planned timings Planned activities Resources
Beginning

2 min

5 min
Greeting.
Setting the aim of the lesson
Pre learning
Look at the picture and say what do you see. What can you describe these people?

PPT
Internet materials.
Middle
10 min
20 min

Activity 1. (G)
Look at Akbota’s family tree. Complete the sentences.
Activity 2. (P,I)
Read the text. Write True or False.
Activity 3. (I)
Draw your family tree and talk about your family.
Activity 1. Alternative.
Students can make more sentences about Akbota’s family.
Activity 3.
Students can prepare a poster in groups.
SB ex.1, p 50
SB ex.2, p 50

SB ex.3, p 50

End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: Draw a Family Tree
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More able students can draw a Family tree and talk about your family.

Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?
Summary evaluation
What two things went really well (consider both teaching and learning)?
1:

2:
What two things would have improved the lesson (consider both teaching and learning)?
1:

2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

Unit 5: Values
Term 2, Lesson1: Celebrations and special days

 

School №3
Date: Teacher name:
CLASS: 5V,5G Number present: absent:
Learning objective(s) that this lesson is contributing to 5.L1understand a sequence of supported classroom instructions
5.L2 understand an increasing range of unsupported basic questions which ask for personal information
5.C6 organise and present information clearly to others
5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics
5.R3 understand the detail of an argument on a limited range of familiar general and curricular topics
5.W4 write with support a sequence of extended sentences in a paragraph to give basic personal information
5.C6 organise and present information clearly to others
5.W7 use with some support appropriate layout at t5.R3 understand the detail of an argument on a limited range of familiar general and curricular topics
5.C2 use speaking and listening skills to provide sensitive feedback to peers
Lesson objectives All learners will be able to:
— Do the Celebrations Quiz.
Most learners will be able to:
— Do the Celebrations Quiz.
— Choose the correct combinations of verbs and nouns.

Some learners will be able to:

— Do the Celebrations Quiz.
— Choose the correct combinations of verbs and nouns.
— Make up a dialogue
Language objectives Present simple
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links History
ICT skills Projector
Previous learning Unit revision
Plan
Planned timings Planned activities Resources
Beginning

2 min

5 min
Greeting.
Setting the aim of the lesson
Pre learning
Do the Celebrations Quiz. Then listen and check your answers.

PPT
Internet materials.
Middle
10 min
20 min

Activity 1 (G, I).
Choose the correct combinations of verbs and nouns.
Descriptor A learner
Choose the correct combinations of verbs and nouns.

Activity 2 (P,I).
Make up a dialogue. Talk about your activities on special days.
Alternative
Students can make their own sentences. SB ex.3-4, p 54
SB ex.5, p 54

End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: WB p.34

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More able students can make their own sentences.
Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?

Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

Unit 5: Values
Term 2, Lesson 26(2): International Festivals

 

Date: Teacher name:
CLASS: 5V,5G Number present: absent:
Learning objective(s) that this lesson is contributing to 5.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics
5.W3 write with support factual descriptions at text level which describe people, places and objects
5.L1understand a sequence of supported classroom instructions
5.L2 understand an increasing range of unsupported basic questions which ask for personal information
5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics
5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics
5.R1 understand the main points in a limited range of short simple texts on general and curricular topics
5.R3 understand the detail of an argument on a limited range of familiar general and curricular topics
5.C5 use feedback to set personal learning objectives
5.UE7 use simple present to express the activities on special days

Lesson objectives All learners will be able to:
• Read and complete the text with the verbs.
• Write true or false.
Most learners will be able to:
• Read and complete the text with the verbs.
• Write true or false.
• Match words 1-5 to pictures A- E.
Some learners will be able to:

• Read and complete the text with the verbs.
• Write true or false.
• Match words 1-5 to pictures A- E.
• Make up a dialogue.
Language objectives Present simple
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links History
ICT skills Projector

Previous learning Celebrations and special days
Plan

Planned timings Planned activities Resources
Beginning

2 min

5 min
Greeting.
Setting the aim of the lesson
Pre learning
— What celebrations are popular in your country?
— What international festivals do you know?
PPT
Internet materials.
Middle
10 min
20 min

Activity 1 (G, I).
Read and complete the text with the verbs. Write true or false.
Activity 2 (P, I, W).
Match words 1-5 to pictures A- E. Are there any special foods for celebrations in your country?
Activity 3 (P, I).
Ask and answer the questions.
Alternative 1.
Students can write their own sentences.
Alternative 2.
Students can make up their own dialogue.
SB ex.2, p 56
SB ex.3, p 56
SB ex.4, p 56

End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: WB p.38

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More able students can write their own sentences and make up their own dialogue.

Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?

Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

 

 

Unit 5: Values
Term 2, Lesson 27(3): Special days in my home

 

School №3
Date: 08.11.17 – 5 G
10.11.17 — 5 V
Teacher name: Gofman I.A.
CLASS: 5V,5G Number present: absent:
Learning objective(s) that this lesson is contributing to 5.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics
5.W3 write with support factual descriptions at text level which describe people, places and objects
5.L1understand a sequence of supported classroom instructions
5.L2 understand an increasing range of unsupported basic questions which ask for personal information
5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics
5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics
5.R1 understand the main points in a limited range of short simple texts on general and curricular topics
5.R3 understand the detail of an argument on a limited range of familiar general and curricular topics
5.C5 use feedback to set personal learning objectives
5.UE7 use simple present to express the activities on special days

Lesson objectives All learners will be able to:
• Choose the correct words.
Most learners will be able to:
• Choose the correct words.
• Make sentences about people in your class using verbs in the box.
Some learners will be able to:

• Choose the correct words.
• Make sentences about people in your class using verbs in the box.
• Talk about special days in your home. Use ideas from the boxes.
Language objectives Present simple
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links
ICT skills Projector

Previous learning International Festivals
Plan
Planned timings Planned activities Resources
Beginning

2 min

5 min
Greeting.
Setting the aim of the lesson
Pre learning
Look at the puzzle and make sentences about the people.

PPT
Internet materials.
Middle
10 min
10 min
10 min

Activity 1 (G, I).
Look at the verbs in the examples. How is the he\she\it form different? Choose the correct words.
Activity 2 (P, I, W).
Make sentences about people in your class using verbs in the box. Then find out if you are correct.
Activity 3 (P, I).
Talk about special days in your home. Use ideas from the boxes.
Alternative 1.
Students can write their own sentences.
Alternative 2.
Students can make up their own dialogue. SB ex.1,2, p 57

SB ex.3, p 57
SB ex.5, p 57

End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: WB p. 35

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More able students can write their own sentences and make up their own dialogue.

Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

 

 

 

Unit 5: Values
Term 2, Lesson 28(4): Holidays in different seasons

School №3
Date: Teacher name:
CLASS: 5V,5G Number present: absent:
Learning objective(s) that this lesson is contributing to 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.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics
5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics
5.R1 understand the main points in a limited range of short simple texts on 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.W3 write with support factual descriptions at text level which describe people, places and objects
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.UE3 use Present Simple ( negative) to speak about activities
Lesson objectives All learners will be able to:
• Look at the picture and complete the phrases with a season
Most learners will be able to:
• Look at the picture and complete the phrases with a season
• Write the months. Then match the people to their birthdays and write sentences
Some learners will be able to:

• Look at the picture and complete the phrases with a season
• Write the months. Then match the people to their birthdays and write sentences
• Draw or project
Language objectives Present simple
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links Geographer
ICT skills Projector

Previous learning Special days in my home

Plan
Planned timings Planned activities Resources
Beginning

2 min

5 min
Greeting.
Setting the aim of the lesson
Pre learning
Match the words with the photos in the months Quiz. Copy and complete the names of the months.

PPT
Internet materials.
Middle
10 min
10 min
10 min

Activity 1 (W, P) Draw or project images of weather on board and number 1- 8: cloud, rain, snow, ice, sun, fog, wind, storm. Learners look at images of types of weather on board. They listen to you saying three sentences to describe weather and they say number 1- 8 beside noun: cloud, rain, snow, ice, sun, fog, wind, storm. e.g. This is water when it’s very, very cold. We can see it on in rivers and ponds in winter. We can skate on it.
Activity 2 (W, P) Write ‘verbs’ on board. Learners with a different partner, agree on verbs to use for rainy, snowy, sunny, windy (to rain, to snow, to shine, to blow) Learners think which verb we use with other types of weather (to be: It’s foggy, it’s stormy etc.)
Activity 3 (I)
Look at the picture and complete the phrases with a season (WB p.36)
Formative Assessment
Descriptor A learner
Write the months. Then match the people to their birthdays and write sentences (WB p.36).
WB ex.3-4, p 57
SB p.58

End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: WB p.36

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More able students can write their own sentences and make up their own dialogue.

Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

Тексерілді директордыңорынбасары: Тилеубердиева А.М

 

Unit 5: Values
Term 2, Lesson 29(5): Holiday’s Activity

School №3
Date: Teacher name:
CLASS: Number present: absent:
Learning objective(s) that this lesson is contributing to 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.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics
5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics
5.R1 understand the main points in a limited range of short simple texts on 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.W3 write with support factual descriptions at text level which describe people, places and objects
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.UE3 use Present Simple ( negative) to speak about activities
Lesson objectives All learners will be able to:
• Make negative sentences.
Most learners will be able to:
• Make negative sentences.
• Complete the sentences with the correct present simple negative form of the verbs in the box.
Some learners will be able to:

• Make negative sentences.
• Complete the sentences with the correct present simple negative form of the verbs in the box.
• Tell the class about your day.
Language objectives Present simple (negative sentences)
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links Geographer
ICT skills Projector

Previous learning Holidays in different seasons

Plan
Planned timings Planned activities Resources
Beginning

2 min

5 min
Greeting.
Setting the aim of the lesson
Pre- learning
What do you like?
What don’t you like?
What does your friend like?
What doesn’t your friend like?
Look at the table and complete the rule. Choose the correct words.

PPT
Internet materials.
Middle
5 min
5 min
10 min

 

 

 

10 min
Activity 1 (W, P)
Make negative sentences.
Activity 2 (I,P)
Complete the sentences with the correct present simple negative form of the verbs in the box.
Activity 3 (G)
Invent a new special day. Use vocabulary from this unit. Tell the class about your day.
Activity 2.
Students can write their own sentences.
Alternative 2.
Activity 3
Students can work in pairs and make up their own dialogue.
Formative Assessment
Descriptor A learner
• Read the text.
• Write the months. SB p.59

End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: WB p.37

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More able students can write their own sentences and make up their own dialogue. Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?

Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

Тексерілді директордыңорынбасары: Тилеубердиева А.М

 

 

 

 

It is spring now. March, April and May are spring months. The weather is fine in spring. It is cool or warm. It sometimes rains. In May it is very warm. You can see flowers in the fields.
It is summer. June, July and August are summer months. It is hot and sunny in summer. The weather is nice. The days are long and the nights are short. The fields and trees are green. Children run and play in the streets.
It is autumn. September, October and November are autumn months. It is cool in autumn. The weather is rainy and windy. The trees are yellow and red. There are many fruits and vegetables in the gardens.
It is winter. December, January and February are winter months. The weather is cold in winter. It usually snows. The streets and the fields are white. The days are short and the nights are long. Children play snowballs in the streets.

1. Вставьте пропущенные буквы.
1. …an…ary
2. Se…tem…er
3. J…n…
4. …ct…ber
5. Ma…c…
2. Напишите для каждого времени года соответствующие названия месяцев.
Spring –
Autumn —
Winter –
Summer –
3. Завершите предложения.
1. The month after December is … .
2. The month after March is … .
3. The month after July is … .
4. The month before September is … .
5. The month before November is … .
6. The month before May is … .

 

Unit 5: Values
Term 2, Lesson 30(6): Making suggestions

School №3
Date: 15.11.17 – 5 G
17.11.17 — 5 V
Teacher name: Gofman I.A.
CLASS: 5V,5G Number present: absent:
Learning objective(s) that this lesson is contributing to 5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics
5.S5 keep interaction going in basic exchanges on a growing range of general and curricular 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.C9 use imagination to express thoughts, ideas, experiences and feelings
5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics
5.R1 understand the main points in a limited range of short simple texts on general and curricular topics
5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics
5.UE 13 use numbers on a limited range of familiar general and curricular topics
Lesson objectives All learners will be able to:
• Read the dialogue. Match problems 1-6 with solutions A-F.
Most learners will be able to:
• Read the dialogue. Match problems 1-6 with solutions A-F.
• Write and practice mini-dialogues about the situations.
Some learners will be able to:

• Read the dialogue. Match problems 1-6 with solutions A-F.
• Write and practice mini-dialogues about the situations.
• Make up your own dialogue.
Language objectives Present simple
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links
ICT skills Projector

Previous learning Holiday’s Activity

Plan
Planned timings Planned activities Resources
Beginning

2 min

5 min
Greeting.
Setting the aim of the lesson
Pre- learning
Look at the photo. Where are the people? What have they got

PPT
Internet materials.
Middle
10 min
10 min

 

 

 

10 min
Activity 1 (P, I).
Read the dialogue. Match problems 1-6 with solutions A-F. Then write and practice mini-dialogues about the situations.
Activity 2 (P,I).
Make up your own dialogue.
Formative Assessment
Descriptor A learner
Think of five famous people, or people in your class, and compare how they do things. Start each sentence with “he” or “she”. Use the verbs and adjectives in the box.
play speak work sing dance run write learn act [your ideas]
good hard bad clear fluent quick [your ideas]
SB p.60

End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: Make up a dialogue

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More able students can write their own sentences and make up their own dialogue. Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

 

 

 

 

Unit 5: Values
Term 2, Lesson 31(7): Special occasions

 

School №3
Date: 20.11.17 – 5 G
21.11.17 — 5 V
Teacher name: Gofman I.A.
CLASS: 5V,5G Number present: absent:
Learning objective(s) that this lesson is contributing to 5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics
5.S5 keep interaction going in basic exchanges on a growing range of general and curricular topics
5.W3 write with support an e — mail about a special day
5.UE16 use conjunctions so , if, when , where, before, after to link parts of sentences on a limited range of familiar general and curricular topics
Lesson objectives All learners will be able to:
• Read the text and answer the questions.
Most learners will be able to:
• Read the text and answer the questions.
• Match sentences 1-5 with reasons a-e using because.
Some learners will be able to:

• Read the text and answer the questions.
• Match sentences 1-5 with reasons a-e using because.
• Write about a celebration or festival in their country.
Language objectives Present simple
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links
ICT skills Projector

Previous learning Making suggestions
Plan
Planned timings Planned activities Resources
Beginning

2 min

5 min
Greeting.
Setting the aim of the lesson
Pre- learning
Look at the picture and say what do you, think about this carnival.
What is the biggest day for you.

PPT
Internet materials.
Middle
10 min
10 min

10 min
Activity 1 (P,I).
Read the text and answer the questions.
Activity 2 (I).
Match sentences 1-5 with reasons a-e using because.
Activity 3 (G,I).
Write about a celebration or festival in your country.
Alternative
Students can make up a dialogue about a celebration or festival in their country.
SB p.61
Descriptor A learner
Match sentences 1-5 with reasons a-e using because.

1b 2e 3d 4c 5a

End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: WB p.39

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More able students can write their own sentences and make up their own dialogue. Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?

Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

 

 

 

 

Unit 5: Values
Term 2, Lesson 32(8): Holidays in Kazakhstan

 

School :A Alimbetov
Date: 20.11.2018.

Teacher name: Romankulova A
CLASS: 5 Number present: absent:
Learning objective(s) that this lesson is contributing to 5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics5.S3 give an opinion at sentence level on a limited range of general and curricular topics
5.S3 give an opinion at sentence level on a limited range of general and curricular topics
5.UE6 use prepositions, basic personal and demonstrative pronouns ,have to on a limited range of familiar general and curricular topics
5.UE5 use questions, including tag questions to seek agreement, and clarify meaning on a limited range of familiar general and curricular topics
Lesson objectives All learners will be able to:
• Complete the sentences.
• Read the text “special days” and write the names of the holidays.
Most learners will be able to:
• Complete the sentences.
• Read the text “special days” and write the names of the holidays.
• Read and practice the dialogue.
Some learners will be able to:

• Complete the sentences.
• Read the text “special days” and write the names of the holidays.
• Make up their own dialogue.
Language objectives Present simple
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links History, Geography
ICT skills Projector
Previous learning Special occasions
Plan
Planned timings Planned activities Resources
Beginning

2 min

5 min
Greeting.
Setting the aim of the lesson
Pre- learning
What celebrations are popular in your country?
What is your favourite holiday?
PPT
Internet materials.
Middle
5 min
10 min

5 min

10 min
Activity 1 (P,I)
Complete the sentences.
Activity 2 (G)
Read the text “special days” and write the names of the holidays.
Activity 3 (G)
Complete the sentences with have to or don’t have to.
Read the information about a/an and the. Then find examples in the text.
Activity 4 (P,I)
Read and practice the dialogue.
Alternative
Students can make up their own dialogue. SB p.62

 

End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: A holiday in Kazakhstan ( project)

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More able students can write their own sentences and make up their own dialogue. Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?

Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

 

 

 

 

 

Check up_______________________20.11.18.

Unit 5: Values
Term 2, Lesson 33(9): What we value

 

 

School №3
Date: 22.11.17 – 5 G
24.11.17 — 5 V
Teacher name: Gofman I.A.
CLASS: 5V,5G Number present: absent:
Learning objective(s) that this lesson is contributing to 5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics
5.R1 understand the main points in a limited range of short simple texts on 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.S3 give an opinion at sentence level on a limited range of general and curricular topics
5.W3 write with support factual descriptions at text level which describe a friendship relationship
5.W5 link without support sentences using basic coordinating connectors
Lesson objectives All learners will be able to:
• Read the poster and answer the questions.
• Make a poster.
Most learners will be able to:
• Read the poster and answer the questions.
• Make a poster.
Some learners will be able to:

• Read the poster and answer the questions.
• Make a poster.
Language objectives Present simple
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links
ICT skills Projector
Previous learning Holidays in Kazakhstan
Plan
Planned timings Planned activities Resources
Beginning

2 min

5 min
Greeting.
Setting the aim of the lesson
Pre- learning
Read the dictionary. What do you think are the three most important things in life?

PPT
Internet materials.
Middle
10 min
20 min

Activity 1 (G,I)
Read the poster and answer the questions.
Activity 2 (G)
Make a poster.
SB p.64

End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: WB Ex.1-4,p.40
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More able students can write their own sentences and make up their own dialogue. Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?
1:

2:

What two things would have improved the lesson (consider both teaching and learning)?
1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

 

 

 

 

 

Unit 5: Values
Term 2, Lesson 35(11): What we value

 

 

School №3
Date: 28.11.17 – 5 G
30.11.17 — 5 V
Teacher name: Gofman I.A.
CLASS: 5V,5G Number present: absent:
Learning objective(s) that this lesson is contributing to 5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics
5.R1 understand the main points in a limited range of short simple texts on 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.S3 give an opinion at sentence level on a limited range of general and curricular topics
5.W3 write with support factual descriptions at text level which describe a friendship relationship
5.W5 link without support sentences using basic coordinating connectors
Lesson objectives All learners will be able to:
• Read the poster and answer the questions.
• Make a poster.
Most learners will be able to:
• Read the poster and answer the questions.
• Make a poster.
Some learners will be able to:

• Read the poster and answer the questions.
• Make a poster.
Language objectives Present simple
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links
ICT skills Projector
Previous learning Celebrations and special days
Summative Control work 3

Plan
Planned timings Planned activities Resources
Beginning

2 min

5 min
Greeting.
Setting the aim of the lesson
Pre- learning
Read the dictionary. What do you think are the three most important things in life?

PPT
Internet materials.
Middle
10 min
20 min

Review
Vocabulary, reflection task, check point SB p.66-67

End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: Revision
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More able students can write their own sentences and make up their own dialogue. Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?
1:

2:

What two things would have improved the lesson (consider both teaching and learning)?
1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

 

 

 

 

 

 

 

 

 

 

Unit 6: The world of work
Term 2, Lesson 36: Learning.
Studying Habits

 

 

School:A Alimbetov
Date: 30.11.18

Teacher name: Romankulova A
CLASS: 5A,Б. Number present: absent:
Learning objective(s) that this lesson is contributing to 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.S3 give an opinion at sentence level on a limited range of general and curricular topics ( I think — I don’t think)
5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges
5.UE1 use adverbs of frequency to describe studying habits
5.UE10 use present simple to express
5.S3 give an opinion at sentence level on a limited range of general and curricular topics
Lesson objectives All learners will be able to:
• Complete the columns with phrases from the questionnaire. Then exchange opinions.
• Study the adverbs of frequency. Then choose the correct word in the rule.

Most learners will be able to:
• Rewrite the sentences using an adverb from the box in each sentence.

Some learners will be able to:

• Make their own sentences using the phrases from the questionnaire.
Language objectives Adverbs of frequency
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links
ICT skills Projector
Previous learning Correction work and Unit revision

Plan
Planned timings Planned activities Resources
Beginning

2 min

5 min
Greeting.
Setting the aim of the lesson
Pre- learning
Questionnaire (p.69)
English plus SB.
Page 69
PPT

Middle
10 min

10 min

10 min
Activity 1 (G,I)
Complete the columns with phrases from the questionnaire. Then exchange opinions.
Activity 2 (W)
Study the adverbs of frequency. Then choose the correct word in the rule.
Activity 3 (P,I)
Rewrite the sentences using an adverb from the box in each sentence.
Students can make their own sentences using the phrases from the questionnaire. English plus SB.
Page 68- 69

End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: WB p.42
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More able students can write their own sentences using the phrases from the questionnaire. Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?
Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

 

 

Check up___________________30.11.18.

 

 

 

 

 

 

Unit 6: The world of work
Term 2, Lesson 37(13): A day at school

 

 

 

School :A Alimbetov
Date: 03.12 .18

Teacher name:Romankulova A
CLASS: 5 Б,Ә. Number present: absent:
Learning objective(s) that this lesson is contributing to 5.L1 understand a sequence of supported classroom instructions
5.S3 give an opinion at sentence level on a limited range of general and curricular topics
5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics
5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics
5.R7 recognise typical features at word, sentence and text level in a limited range of written genres
5.C2 use speaking and listening skills to provide sensitive feedback to peers
5.C8 develop intercultural awareness through reading and discussion
5.W8 spell most high-frequency words accurately for a limited range of general topics
5.W9 punctuate written work at text level on a limited range of familiar general with some accuracy
5.UE10 use present continuous forms with present and future meaning on a limited range of familiar general and curricular topics
Lesson objectives All learners will be able to:
• Read the text and write true or false.
Most learners will be able to:
• Ask and answer the questions.
Some learners will be able to:

• Make up a dialogue.
Language objectives Adverbs of frequency
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links
ICT skills Projector
Previous learning Learning. Studying Habits

Plan
Planned timings Planned activities Resources
Beginning

2 min

5 min
Greeting.
Setting the aim of the lesson
Pre- learning
Look at the school subjects on page 44 of the Workbook. Do you study these at school? What other subjects do you study?
English plus SB.
Page 69
PPT

Middle
20 min

 

10 min
Activity 1 (G,I)
Read the text. Which subjects are difficult for Paul? Write true or false.
Activity 2 (P,I)
Ask and answer the questions.
Alternative
Activity 2
Students can make up a dialogue. English plus SB.
Page 70
PPT

End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: WB p.43
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More able students can make up a dialogue. Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?
Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

 

 

Check up__________________03.12.18

 

 

 

 

 

 

 

 

Unit 6: The world of work
Term 2, Lesson 38(14): A school report

 

 

 

School №3
Date: 05.12.17 – 5 G
07.12.17 — 5 V
Teacher name: Gofman I.A.
CLASS: 5V,5G Number present: absent:
Learning objective(s) that this lesson is contributing to 5.L1 understand a sequence of supported classroom instructions
5.S3 give an opinion at sentence level on a limited range of general and curricular topics
5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics
5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics
5.R7 recognise typical features at word, sentence and text level in a limited range of written genres
5.C2 use speaking and listening skills to provide sensitive feedback to peers
5.C8 develop intercultural awareness through reading and discussion
5.W8 spell most high-frequency words accurately for a limited range of general topics
5.W9 punctuate written work at text level on a limited range of familiar general with some accuracy
5.UE10 use present continuous forms with present and future meaning on a limited range of familiar general and curricular topics
Lesson objectives All learners will be able to:
• Complete the table. Choose the correct object pronoun.
Most learners will be able to:
• Complete the sentences. Start each sentence with their ideas and finish with an object pronoun.
• Complete the report from Matt’s French teacher. Use the correct form of the present simple.
Some learners will be able to:

• Write their own report.
Language objectives The object pronouns
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links
ICT skills Projector
Previous learning A day at school
Plan
Planned timings Planned activities Resources
Beginning

2 min
5 min
Greeting.
Setting the aim of the lesson
Pre- learning
Look at the blackboard and study the object pronouns.
Middle
10 min

10 min
10 min
Activity 1 (W)
Complete the table. Choose the correct object pronoun.
Activity 2 (P,I)
Complete the sentences. Start each sentence with your ideas and finish with an object pronoun.
Activity 3 (P,I)
Complete the report from Matt’s French teacher. Use the correct form of the present simple.
Alternative
Activity 3
Students can write their own report. English plus SB.
Page 71
PPT

End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: WB p.44
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More able students can write their own report. Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?
Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

 

Unit 6: The world of work
Term 2, Lesson 39(15): Language and communication

 

 

 

 

School №3
Date: 06.12.17 – 5 G
08.12.17 — 5 V
Teacher name: Gofman I.A.
CLASS: 5V,5G Number present: absent:
Learning objective(s) that this lesson is contributing to 5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics
5.S2 ask simple questions to get information about a limited range of general topics ( Language quiz) p.72
5.S3 give an opinion at sentence level on a limited range of general and curricular topics
5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics
5.R4 read with some support a limited range of short fiction and non-fiction texts
5.R7 recognise typical features at word, sentence and text level in a limited range of written genres
5.W3 write with support factual descriptions at text level which describe people and animals
5.UE14 use Present Simple ( question form) to ask and answer questions on a limited range of familiar general and curricular topics
Lesson objectives All learners will be able to:
• Read the text and give the name for it.
Most learners will be able to:
• Ask and answer the questions.
Some learners will be able to:

• Make up a dialogue.
Language objectives The object pronouns
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links
ICT skills Projector
Previous learning A school report
Plan
Planned timings Planned activities Resources
Beginning

2 min
5 min
Greeting.
Setting the aim of the lesson
Pre- learning
Look at the Languages Quiz and complete the columns with the words in blue.do you know the names of other languages in English?

Middle
20 min

10 min
Activity 1 (G,I)
Read the text and give the name for it.
My name is Saltanat. I am in the seventh grade. There are many different professions in the world, but I want to become a doctor. After finishing school I am going to enter medical institute. It seems to me that it’s my vocation. I like to help people. To become a doctor I must be good at studies because a doctor is needed and responsible profession. We trust doctors the main what we have – our life and that’s why a doctor must be qualified specialist. A doctor can’t make a mistake. Human life often depends on professionalism of a doctor. They must be very heedful and openhearted people. A doctor always must worry about the health of his patient. He must be able to inspire patients with faith. My mother and grandmother are doctors. They are proud of their profession and like it. I consider that a doctor is the best profession.
Answer the following questions:
1. How do you name the text?
2. What profession does she prefer?
3. Why does she like this job?
4. What is your future profession?
Activity 2 (P,I)
Ask and answer the questions.
Alternative
Activity 2
Students can make up a dialogue.
English plus SB.
Page 72
PPT
A collection of tasks for Formative Assessment
English
Grade 5 (p.72)
End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: WB p.45
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More able students can make up a dialogue. Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?
Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

 

 

 

 

 

 

 

 

My name is Saltanat. I am in the seventh grade. There are many different professions in the world, but I want to become a doctor. After finishing school I am going to enter medical institute. It seems to me that it’s my vocation. I like to help people. To become a doctor I must be good at studies because a doctor is needed and responsible profession. We trust doctors the main what we have – our life and that’s why a doctor must be qualified specialist. A doctor can’t make a mistake. Human life often depends on professionalism of a doctor. They must be very heedful and openhearted people. A doctor always must worry about the health of his patient. He must be able to inspire patients with faith. My mother and grandmother are doctors. They are proud of their profession and like it. I consider that a doctor is the best profession.
Answer the following questions:
1. How do you name the text?
2. What profession does she prefer?
3. Why does she like this job?
4. What is your future profession?

My name is Saltanat. I am in the seventh grade. There are many different professions in the world, but I want to become a doctor. After finishing school I am going to enter medical institute. It seems to me that it’s my vocation. I like to help people. To become a doctor I must be good at studies because a doctor is needed and responsible profession. We trust doctors the main what we have – our life and that’s why a doctor must be qualified specialist. A doctor can’t make a mistake. Human life often depends on professionalism of a doctor. They must be very heedful and openhearted people. A doctor always must worry about the health of his patient. He must be able to inspire patients with faith. My mother and grandmother are doctors. They are proud of their profession and like it. I consider that a doctor is the best profession.
Answer the following questions:
1. How do you name the text?
2. What profession does she prefer?
3. Why does she like this job?
4. What is your future profession?

 

 

Unit 6: The world of work
Term 2, Lesson 40(16): Asking questions in class

 

 

 

 

School №3
Date: 11.12.17 – 5 G
12.12.17 — 5 V
Teacher name: Gofman I.A.
CLASS: 5V,5G Number present: absent:
Learning objective(s) that this lesson is contributing to 5.S2 ask simple questions to get information about a limited range of general topics ( Language quiz) p.72
5.S3 give an opinion at sentence level on a limited range of general and curricular topics
5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics
5.R4 read with some support a limited range of short fiction and non-fiction texts
5.R7 recognise typical features at word, sentence and text level in a limited range of written genres
5.W3 write with support factual descriptions at text level which describe people and animals
5.UE14 use Present Simple ( question form) to ask and answer questions on a limited range of familiar general and curricular topics
Lesson objectives All learners will be able to:
• Complete the questions and write your answers. Then ask your partner the questions.
Most learners will be able to:
• Invent more ”Do you…” questions using verbs from the box. Then ask and answer the questions.
• Order the words to make questions.
Some learners will be able to:

• Make up a dialogue.
Language objectives Present Simple: question forms
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links
ICT skills Projector
Previous learning Language and communication

Plan
Planned timings Planned activities Resources
Beginning

2 min
5 min
Greeting.
Setting the aim of the lesson
Pre- learning
What school subject do you like?
What job would you like to do?
What languages do you speak?
English plus SB.
Page 73-74
PPT

Middle
10 min

10 min

10 min
Activity 1 (P,I)
Complete the questions and write your answers. Then ask your partner the questions.
Activity 2 (P,I)
Invent more ”Do you…” questions using verbs from the box. Then ask and answer the questions.
Activity 3 (P,I)
Order the words to make questions. Think of your answers.
Alternative 1
Activity 3
Students can make up a dialogue.
Alternative 2
Students can test their classmates using the key phrases and vocabulary from other units
Formative Assessment
1. I (to play) guitar very well.
2. Helen (to write) a novel.
3. We (to want) to watch a movie.
4. They (to need) a break.
5. She (to dance) like a superstar.
6. We (not to see) any difference.
7. He (not to expect) any progress.
8. Allen and Matilda (to travel) around the world.
9. David (not to eat) apples.
10. I (not to like) this show.

1. Angela (to sing) ?
2. he (to drive) a bus or a car?
3. you (to know) my name?
4. they (to take) bank cards?
5. What you (to do) ?
6. When you usually (to wake up) ?
7. How long it usually (to take) ?
8. What exactly Anna (to want) to tell?
9. Where you (to live) ?

 

 

 

 

 

 

 

Keys
1. Play
2. Writes
3. Want
4. Need
5. Dances
6. Don’t see
7. Doesn’t expect
8. Travel
9. Doesn’t eat
10. Don’t like

1. Does sing?
2. Does drive?
3. Do know?
4. Do take?
5. Do do?
6. Do wake up?
7. Does take?
8. Does want?
9. Do live?
End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: WB p.46

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More able students can make up a dialogue. Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?
Summary evaluation

What two things went really well (consider both teaching and learning)?
1:

2:

What two things would have improved the lesson (consider both teaching and learning)?
1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

 

 

 

 

Complete the sentences using the present simple form of the verbs in brackets.
1. I (to play) guitar very well.
2. Helen (to write) a novel.
3. We (to want) to watch a movie.
4. They (to need) a break.
5. She (to dance) like a superstar.
6. We (not to see) any difference.
7. He (not to expect) any progress.
8. Allen and Matilda (to travel) around the world.
9. David (not to eat) apples.
10. I (not to like) this show.

Complete the sentences with do or does

1. Angela (to sing) ?
2. he (to drive) a bus or a car?
3. you (to know) my name?
4. they (to take) bank cards?
5. What you (to do) ?
6. When you usually (to wake up) ?
7. How long it usually (to take) ?
8. What exactly Anna (to want) to tell?
9. Where you (to live) ?

 

 

 

 

 

 

 

 

 

Unit 6: The world of work
Term 2, Lesson 41(17): Writing a report

 

 

 

 

School №3
Date: 12.12.17 – 5 G
14.12.17 — 5 V
Teacher name: Gofman I.A.
CLASS: 5V,5G Number present: absent:
Learning objective(s) that this lesson is contributing to 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics
5.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics
5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics
5.R9 recognise the difference between fact and opinion in short, simple texts on an increasing range of general and curricular topics
5.W6 link, with some support, sentences into coherent paragraphs using basic connectors 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
5.C4 evaluate and respond constructively to feedback from others
Lesson objectives All learners will be able to:
• Look at the questionnaire and read the report.
Most learners will be able to:
• Read the text and fill in the gaps using the correct form of the words in the box.
Some learners will be able to:

• Write a language report about a person in your class.
Language objectives Present Simple
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links
ICT skills Projector
Previous learning Asking questions in class
Plan
Planned timings Planned activities Resources
Beginning

2 min
5 min
Greeting.
Setting the aim of the lesson
Pre- learning
What can you do? (SB ex.4-6,p.74)
English plus SB.
Page 75
PPT

Middle
10 min

10 min

10 min

Activity 1 (P,I)
Look at the questionnaire and read the report. What are Mehmet’s answers to questions 1-10 in the questionnaire?
Activity 2 (G,P,I)
Read the text and fill in the gaps using the correct form of the words in the box.
Busy Bus Driver
to work to drive usually low
Adam is a bus _____________ in Freemont City, Nevada. He works the morning shift from 5:30 to 1:30. His bus route is Route 26, which runs east and west along Emerson Street. His route is busy, but it is in a nice part of town. Adam likes his job because he gets off work early. He works four hours on Saturdays, but he is off on Sundays. He ___________spends Sundays with his family. Next year, Adam will turn 62 and he can retire. His wife wants him to work for another three years because in three years their house will be paid off. Their bills will be much _________ then. Adam has ___________ hard for the past 30 years, and he wants to retire as soon as possible. He’s not worried about money.
Activity 3 (P,I)
Write a language report about a person in your class.
Alternative
Activity 3 (P,I)
Write a language report about a person in your country.

 

 

 

 

 

 

 

End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: WB p.47

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More able students write a language report about a person in their class Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?
Какие изменения я сделал в своем плане и почему?
Summary evaluation

What two things went really well (consider both teaching and learning)?
1:

2:

What two things would have improved the lesson (consider both teaching and learning)?
Какие две вещи улучшили бы урок?
1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

 

 

 

 

 

 

 

Unit 6: The world of work
Term 2, Lesson 42(18): Famous Kazakh artists

 

 

 

 

 

School №3
Date: 13.12.17 – 5 G
15.12.17 — 5 V
Teacher name: Gofman I.A.
CLASS: 5V,5G Number present: absent:
Learning objective(s) that this lesson is contributing to 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges
5.C8 develop intercultural awareness through reading and discussion
5.W3 write with support factual descriptions at text level which describe famous Kazakh artists
55.UE9 use simple present and simple past regular and irregular forms to describe the life of famous people
5.W9 punctuate written work at text level on a limited range of familiar general with some accuracy
5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges
Lesson objectives All learners will be able to:
• Read the text. Complete the sentences with the names of the people.
Most learners will be able to:
• Complete the sentences with the past simple forms of the verbs in brackets.
Some learners will be able to:

• Write five sentences about a famous person from Kazakhstan.
Language objectives Past Simple
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links
ICT skills Projector
Previous learning Writing a report
Plan
Planned timings Planned activities Resources
Beginning

2 min
5 min
Greeting.
Setting the aim of the lesson
Pre- learning
Look at the photos. Who are these people?
What do you know about them?
English plus SB.
p.76-77
PPT

Middle
10 min

10 min

10 min

Activity 1 (G,P,I)
Read the text. Complete the sentences with the names of the people.
Activity 2 (P,I)
Complete the sentences with the past simple forms of the verbs in brackets.
Activity 3 (P,I)
Write five sentences about a famous person from Kazakhstan.
Alternative
Activity 3 (P,I)
Write five sentences about a famous person.

 

 

Formative Assessment
Descriptor A learner
• finds the past simple forms of given verbs in the texts
• writes them out from the texts

be, love, can, start, teach, work, translate, go, return, become, write, live, paint, die, rename

 

 

 

End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: A Famous person from Kazakhstan ( essay)

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More able students write five sentences about a famous person.
Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?
Какие изменения я сделал в своем плане и почему?
Summary evaluation

What two things went really well (consider both teaching and learning)?
1:

2:

What two things would have improved the lesson (consider both teaching and learning)?
Какие две вещи улучшили бы урок?
1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

 

 

 

 

 

 

 

 

Unit 6: The world of work
Term 2, Lesson 43(19): Countries, people and jobs

 

 

 

 

 

School №3
Date: 12.12.17 – 5 G
21.12.17 — 5 V
Teacher name: Gofman I.A.
CLASS: 5V,5G Number present: absent:
Learning objective(s) that this lesson is contributing to 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges
5.C8 develop intercultural awareness through reading and discussion
5.W3 write with support factual descriptions at text level which describe famous Kazakh artists
55.UE9 use simple present and simple past regular and irregular forms to describe the life of famous people
5.W9 punctuate written work at text level on a limited range of familiar general with some accuracy
5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges
Lesson objectives All learners will be able to:
• Read the text and answer the questions.
Most learners will be able to:
• Fill in the correct past simple form of the verb.
• Make up sentences using if, when, where, before, after and pictures
Some learners will be able to:

• Make poster about their country
Language objectives Past Simple
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links Geography, History
ICT skills Projector
Previous learning Famous Kazakh artists
Plan
Planned timings Planned activities Resources
Beginning

2 min
5 min
Greeting.
Setting the aim of the lesson
Pre- learning
What countries do you know?
What jobs do you know?
What do you know about New Zealand?
English plus SB.
p.78
PPT

Middle
10 min

10 min

10 min

Activity 1 (G,P,I)
Read the text and answer the questions.
Activity 2 (I)
Fill in the correct past simple form of the verb.
Ben __________ Emily at the party (to see). He ___________ to her about the music (to speak). Ben __________ fish and chips for lunch (to eat). Lucy ___________ me her photographs (to see). Jake ___________ a new camera (to buy).
Activity 3 (P,I)
Make up sentences using if, when, where, before, after and pictures. Example: I finish my homework before I play computer games. My father plays chess when he comes from work.
Alternative
Activity 1 (G,P,I)
Students can make poster about their country.

Formative Assessment
Descriptor
A learner

• Fill in the correct past simple form of the verb.

 

 

 

End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: WB p.48
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More able students make poster about their country
Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?
Какие изменения я сделал в своем плане и почему?
Summary evaluation

What two things went really well (consider both teaching and learning)?
1:

2:

What two things would have improved the lesson (consider both teaching and learning)?
Какие две вещи улучшили бы урок?
1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Unit 6: The world of work
Term 2, Lesson 44(20): CLIL.
Music: Appreciating music

 

 

 

 

 

School №3
Date: 14.12.17 – 5 G
21.12.17 — 5 V
Teacher name: Gofman I.A.
CLASS: 5V,5G Number present: absent:
Learning objective(s) that this lesson is contributing to 5.L7recognise the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics
5.S2 ask simple questions to get information about a limited range of general topics
5.L5 understand most specific information and detail of short, supported talk on a wide range of familiar 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
5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics
Lesson objectives All learners will be able to:
• Read the text, insert the missing punctuation marks.
Most learners will be able to:
• Make up a dialogue.
Some learners will be able to:

• Write a description of the music.
Language objectives Past Simple
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links Music
ICT skills Projector
Previous learning Countries, people and jobs
Plan
Planned timings Planned activities Resources
Beginning

2 min
5 min
Greeting.
Setting the aim of the lesson
Pre- learning
Match the words with instruments 1-8.
Which instruments do you associate with these types of music?
English plus SB.
p.79

Middle

20 min

10 min

Activity 1 (G)
Read the text, insert the missing punctuation marks.

Want to be an Interpreter
I want to be an interpreter it is an interesting and useful profession my parents have a large library and they taught me to like books I like reading books my favourite subjects in school are English Literature Geography and History. My favourite English and American writers are Shakespeare Dickens Walter Scott Jack London Mark Twain. Once at the class of Literature, our teacher told us that, when translated, literary works lose much of their beauty. She said that poetry is very hard to translate. From that day I have a dream I want to have my favourite books in the original and to know the languages they are written in so I will enjoy the real beauty of these books.
Activity 2 (P,I)
Make up a dialogue.
Alternative
Activity 2 (P,I)
Students can think of a piece of music their like. Then write a description of the music.

English plus SB.
Page 79
PPT
A collection of tasks for Formative Assessment
English
Grade 5 (p.77)

 

 

End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: WB Ex.5-6, p.49

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More able students think of a piece of music their like. Then write a description of the music.
Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?
Какие изменения я сделал в своем плане и почему?
Summary evaluation

What two things went really well (consider both teaching and learning)?
1:

2:

What two things would have improved the lesson (consider both teaching and learning)?
Какие две вещи улучшили бы урок?
1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Unit 6: The world of work
Term 2, Lesson 45(21): Reading for pleasure

 

 

 

 

 

 

School №3
Date: 20.12.17 – 5 G
22.12.17 — 5 V
Teacher name: Gofman I.A.
CLASS: 5V,5G Number present: absent:
Learning objective(s) that this lesson is contributing to 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

Lesson objectives All learners will be able to:
• Read the jokes and do the exercises after the jokes.
Most learners will be able to:
• Read the jokes and do the exercises after the jokes.
• Act out the jokes.
Some learners will be able to:

• Make their own jokes.
Language objectives Past Simple
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links
ICT skills Projector
Previous learning CLIL.
Music: Appreciating music

Plan
Planned timings Planned activities Resources
Beginning
2 min
Greeting.
Setting the aim of the lesson

Middle

20 min

15 min
Activity 1 (G)
Read the jokes and do the exercises after the jokes.
Activity 2 (G)
Act out the jokes.
Alternative
Activity 2 (G)
Students can make their own jokes.

English plus SB.
Page 81

 

 

End
3 min Feedback: Learners give their own opinion on the learnt material
Homework: WB Ex.7-8, p.49

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links

 

More-abled students support less-abled students
More able students make their own jokes. Feedback on the work
Students write a telegram to the teacher in which they describe what they understood and what was difficult for them
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?
Какие изменения я сделал в своем плане и почему?
Summary evaluation

What two things went really well (consider both teaching and learning)?
1:

2:

What two things would have improved the lesson (consider both teaching and learning)?
Какие две вещи улучшили бы урок?
1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?