5 grade short term plan

Unit 1: Home and away

School: №8

Date: 04.09.23

Teacher name: Mira Serkebayeva

Grade: 5 Ә

Number present:

absent:

Theme of the lesson: Homes

Homes 1

Learning objectives(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.UE11 use be/look/smell like and use be made of on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Exchange the opinion with their peers in a simple way;

Learn at least 4 new words.

Choose the picture and answer some questions

Most learners will be able to:

Describe houses (shape, materials);

Answer three questions when describing the picture

Some learners will be able to:

Complete the table, writing a short description of houses;

Explain their choice using examples and details to support the answers.

Planned timings

Teacher action

Students action

Assessment

Resources

Starter

10 min

Show learners a picture. Ask learners to guess the topic of the lesson ( Homes)

Introduce lesson objectives.

Hang up three different pictures (example - one of a flat, 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.

In pairs, learners discuss the following questions:

Why do you choose this house?

What do you like about it?

Would you like to live in? Why? (not)

Why do people use different houses?

Elicit learners to explain their choice

.FA

PPT (slide 1)

PPT (slide 2)

Middle

10 min

10 min

10 min

Speaking.

Draw a house on the board. Brainstorm words learners know about houses. How many words do learners know? (rooms, garden, garage) (W, I)

Teacher shows pair pictures of different houses on the active board. Ask learners to describe the houses and compare them.

Encourage learners to use conjunctions ‘and’, ‘but’ to describe similarities and differences.

Ex: The first house has two floors and the second one. The first house is big but the second is small. The first house has four windows but the second has three. (f)

Writing.

Teacher asks pre-writing questions: (W)

What kind of materials do you know?

What materials do people use to make houses?

(wood, metal, glass, stone, brick, felt, twigs)

Ask learners about yurts.

What is Kazakh traditional house?

Learners in pairs complete a chart to show differences between two types of homes. They compare charts with another pair. (peer assessment)

Encourage learners to share ideas and collaborate. One can write notes on the left side of the chart (yurt) one on the right side (new homes) (in the copybooks) More-able learners, write a sentence about which home they prefer or like and why. (differentiation by task)

Ex: I like the yurt because it looks warm

(Peer assessment) Learners assess each other following the descriptors:

Use at least two sentences;

Use conjunctions ‘and’, ‘but’.In what houses did people live many years ago? (Yurts)

.

Pictures of houses

PPT (slide 3)

PPT (slide 4)

Word bank (worksheet 1)

Plenary\ Reflection

5 min

Ask learners what the most interesting/ difficult part of the lesson was.

Name two words you practiced today.

Long-term plan unit:

School: №8

Date: 08.09.23

Teacher name: Serkebayeva M.

Grade: 5Ә

Number present:

absent:

Theme of the lesson: Homes 2 Describing bedroom

Learning objectives that this lesson is contributing to

C6. organise and present information clearly to others.

S6.communicate meaning clearly at sentence level during, pair, group and whole class exchanges

UE14. use prepositions to talk about time and location; use prepositions like to describe things and about to denote topic;use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curricular topics.

Lesson objectives

Student will be able to understand general information

Students will be able to pronouns increasing range of words, short phrases.

Students will be able to students will be able to use grammar correctly and to explain their opinion

Planned time

Teacher action

Students action

Assessment

Resources

Start

15 min

I.Organization moment.

-Teacher greets with the students and check their attendance.

II. Explain new theme:

Warm-up.

-I’ll give you envelope with pictures (layout).Please,

design a room plan.

- And what is this room?

- How do you think what are we going to talk about?

IV.Active vocabulary to show them pictures of furniture:

Bed төсек

Wardrobe киім шкафы

Bookcase кітап шкафы

Shelf сөре

Mirror айна

Desk парта,үстел

Pillow жастық

Poster плакат

Vase құмыра

V.Activity1 Use the method of “ just a minute”

How many words can they name in a minute?

A learner

Name the words without mistakes

slide

pictures

Slide

Middle

20 min

Activity2 “ Jigsaw reading” and comprechention check.

My bedroom

My bedroom is great! It’s very big and cosy. There is a lot of furniture in it. I’ve got a small bed , a desk, a chair, a wardrobe and a bookcase. The bed is in front of the wardrobe .My desk is under the window. There is a big poster behind my bed. There is a computer and a lamp on my desk and I’ve got books in the bookcase .I like my bedroom very much.

Are these sentences true (T) or false (F)?

1) My bedroom is not big.

2) There is a lot of furniture.

3) There is a big poster in front of the bed.

4) There is a computer on the desk.

5)I haven’t got a computer.

Activity2 . Use the method of “Association”

T: At first associate words to the bedroom and living room. Then make a poster and present it.

bedroom

living room

A learner

Understand the text and exchange with ideas.

can describe their bedroom

can describe their living room

Slide

Book

End

10 min

Activity 4

Sinquain method

1)Noun:Bed

2)Adjectives:modern, cosy

3)Verbs:relax,sleep,go to bed

4) Phrase:I go to bed at 9o’clock

5)Synonym: mattress

Long-term plan unit:
Unit 7: Home and away

School: №8

Date: 13.09.2021

Teacher name: Serkebayeva M.

Grade: 5а,ә

Number present:

absent:

Theme of the lesson: Homes 3

Learning objectives that
this lesson is
contributing to

5.L4 understand the main points of supported extended talk on a 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.UE14 use prepositions of location and position: at, behind, between, in, in front of, near, next to, on, under, above to describe where people and things are;

Lesson objectives

All learners will be able to: Use appropriate vocabulary on topic.

Most learners will be able to: Use prepositions of place.

Some learners will be able to: Describe and design rooms and furniture and talk and write about them.

Success criteria

By the end of lesson, students will able to write 5-6 sentences about rooms of the house using prepositions of location correctly.

Value links

Home, true friends

Cross-curricular links

Art

ICT skills

Using presentations & pictures, working with URLs

Previous learning

Vocabulary from previous lesson: Home 1

Plan

Planned timings

Planned activities

Resources

Beginning
7 mins

Teacher greets students; students respond to greeting.

Teacher pronounces new words and gives students flashcards “furniture”. Then students stand in a circle and do activity.

Warming up

What do you see? (adapted from the book written by Bill Martin, Jr. “Brown Bear”).

C lass: A fridge ² What do you see?

Student: I see a table looking at me.

C lass: A table ² What do you see?

Student: I see a sofa looking at me.² etc.

Divide the class in to three groups by “furniture” flashcards.

- Teacher introduces lesson objectives to the students

Flashcards “furniture”.

https://www.youtube.com/watch?v=qsmlxP8T720

ppp slide 1

Middle

30 mins

Vocabulary and Grammar activities

Ask students to revise the part of the house. Give them worksheets to practice vocabulary related to rooms in the house and pieces of furniture.

Example “Prepositions of place”. Ask pupils look at board and remember the rule.

Students complete the sentences with the correct preposition of a place according to the picture given.

Writing, Reading, Speaking

Then they write their own sentences according to another room of the house.

Students read the text “Find my room” carefully and then they should match the short texts with pictures.

 A project to finish off work on this topic would be for learners to plan their
ideal room. They can choose any room in the house, for example the living room or
their bedroom, and they can draw a picture of what their ideal living room or
bedroom would look like and have in it. Brainstorm some ideas as a class first,
seeing if learners can also explain or expand on their ideas.

 After drawing their room, learners can speak about it, either just labeling or describing it, or saying why they chose the things they did.

https://en.islcollective.com/resources/printables/worksheets_doc_docx/my_house__furniture/rooms-in-the/6779

ppp slide4

https://en.islcollective.com/resources/printables/worksheets_doc_docx/house_and_furniture_there_isare/someany-home-house/42265

posters, markers, pictures.

Setting
homework

3 mins

Ask them to bring in a photo of one of their rooms at home and to show the class and talk about next lesson.

PPP slide 5

End
5 mins

Reflection
The method «Two stars and one wish» Students take the stickers and write two parts of the lesson what they liked or what they seemed difficult, and write their wishes to the next lesson.

Stickers

PPP slide 6

Unit 1: Home and away

School №8

Date: 27.09.23

Teacher name: Serkebayeva M.

Grade: 5 а,ә

Number present:

absent:

Theme of the lesson:

Cities and countries 1

Learning objectives(s) that this lesson is contributing to

5.UE8 use future forms will for predictions and be going to to talk about already decided plans on a limited range of familiar general and curricular topics

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topic

Lesson objectives

Learners will be able to:

work in pairs and answer to the simple questions.

Learners will be able to:

talk about plans, holidays with help of visuals and map;

Learners will be able to:

read text and search for detailed information, analyze and answer to the questions

Planned timings

Teacher action

Students action

Assessment

Resources

Beginning
10 min

Warm –up

Teacher asks learners to make predictions for their vacation time and elicits what countries they would like to visit

Learners name any city of Kazakhstan shown by the teacher to match each letter of the ABC.

Introduce lesson objectives.

Middle

15 min

10 min

Presentation

P, I) Place on PPT (slide 4) map of Kazakhstan. Learners look at s map of Kazakhstan. Explain/elicit where north, south, east, west are.

Explain that pairs of learners in turn will have the name of one of the ten main cities. Hand out names of five cities to pairs of learners. In turn, they point where the city is on map and hold up name. Others watch, look at map on their worksheet and give directions if pair of learners is wrong. Learners watching say: ‘Yes, that’s right.’ ‘No, go left/ right one step’; ‘Walk two steps forward, back ‘The next pairs try.

Teacher supports less able-learners with words, pronunciation and location (differentiation by teacher support)

Teacher monitors to identify those learners who know many places and those who know a few.

Feedback: Ls share their ideas, repeat after the teacher T monitors their answers, makes some notes if necessary, T drills the pronunciation of certain words, learners support each other help and comment, peer assessment.

Practice (I, P, I, f)Learners read or reread the story ‘Monster in the lake’ in Primary Colours, page 14. They say which country the story is about and what features the country has. Elicit words such as: Scotland: hills, grass, lake) PPT slide 5

It’s important to revisit texts in the course book but with a different focus. Learners should be able to reread the story quickly in Primary Colours 3, page14.

Learners listen and tell you which places you are describing e.g.

This place is next to the sea. It’s in the west of Scotland. (Oban)

This city is the capital of Scotland. It’s near the sea. It’s southeast of Stirling. (Edinburgh)

Learners in pairs describe two places each for partner to guess.

They then write six sentences about Scotland: two to contrast it with the map of Kazakhstan; four to describe four places on the map.

If time, simplify the Loch Ness Monster story on the web link and tell to learners.

Project map of Scotland on IWB. Explain that Loch Ness is near Inverness. Ask what is different between the map of Scotland and the map of Kazakhstan e.g.

Encourage learners to contrast the two maps (Kazakhstan and Scotland) using ‘but’. Monitor learners’ use of directions and prepositions as they describe places.PPT slide 6

Worksheet 1

PPT slide 5

Hicks, D. and Littlejohn, A. (2003) Primary Colours Pupil’s Book 3, page 14

PPT slide 6

story about Loch Ness Monster

http://www.shortstories.net/story-the-loch-ness-monster

10 min

Plenary/Reflection

Ask learner what the most interesting/ difficult part of the lesson was.

Name two words you practiced today.

Home task: Learners could make up their own story about the Loch Ness Monster. Provide sentence starters e.g. Once upon a time there was…

One day…(who) went (where) and saw (what)

What was the problem?

What happened in the end?

Story frame for writing

http://www.activityvillage.co.uk/sites/default/files/pdf/loch_ness_monster_story_paper_handwriting.pdf

Unit 1: Home and away

School: №8

Date: 25.09.23

Teacher name: Serkebayeva M.

Grade: 5А,Ә

Number present:

absent:

Theme of the lesson:

Cities and countries 2

Learning objectives(s) that this lesson is contributing to

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.W3 write with support factual descriptions at text level which describe people, places and objects

Lesson objectives

All learners will be able to:

Describe the pictures of the city

Most learners will be able to:

To speak about differences of old and new city;

Some learners will be able to:

To write the definitions of the places

Planned timings

Teacher action

Students action

Assessment

Resources

Starter

5 min

Warm –up

L earners identify the city and the country according to the suggested landmarks (W, P)e.g: Baiterek Astana Kazakhstan

Worksheet 1

PPT (slide 1)

Middle

5 min

10 min

20 min

Speaking.

Teacher shows pictures of different cities. Elicit what photographs show – city in Kazakhstan.

Teacher demonstrates two images of Astana now and in the past.

Ask learners to work in pairs:

Teacher distributes Venn diagram with two circles headed Astana now and Astana before and explains the leaners what to do.

If a learner could compare:

Buildings;

Streets;

Vegetation;

Mentions at least one extra information.

They compare diagrams with another pair.

Teacher writes the word ‘city’ on the board. Suggest learners to write 6-8 places in a city they know around ‘city’.

e.g. shop, street, bank, bus station, café, cinema, hospital, library, market, park, sports centre, square, supermarket

Teacher monitors to identify those learners who know many places and those who know a few.

Teacher offers learners to write definitions or what they can do in these places. (P, f)

Learners report what they see e.g. some tall flats, white buildings, some gardens with different shapes, fountains, a palace, glass, a shopping centre etc. (W, P)

What differences can you find between Astana now and Astana in the past?

Which city do you like most? Why? (not)

e.g. The photo is in black and white; the flats are smaller; the buildings are lower; the gardens are different.

Learners record some differences and a similarity in the diagram. (P) (f)

Learners compare the words.

e.g. Bank – is a place where people can change money.

Street – can be wide or narrow, there are people and cars.

Descriptors for assessment. (Peer assessment)

Pairs check each other’s answers, compare if they have the same or different answers.

Teacher supports less able-learners with word bank. (differentiation by teacher support)

PPT 2

Worksheet 1 (Venn diagram)

Worksheet 2 (word bank)

Plenary\ Reflection

5 min

Ask learners what the most interesting/ difficult part of the lesson was.

Name two words you practiced today.

Unit 1: Home and away

School: /8

Date: 01.10.21

Teacher name: Serkebayeva M.

Grade: 5А,Ә

Number present:

absent:

Theme of the lesson:

Weather and climate

Learning objectives(s) that this lesson is contributing to

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.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

Lesson objectives

All learners will be able to:

Identify the parts of speech of words (noun, adjectives)

Most learners will be able to:

Write the weather words correctly (spelling);

Some learners will be able to:

To write a short weather report

Success criteria

To talk about weather in our city;

Pastoral care

Learners are taught to be tolerant and respect each other

Value links

Learners will discuss the definitions of the weather

Kazakh culture

This lesson focuses on:

Weather in our city.

Cross curricular links

Geography

ICT skills

-

Previous learning

Cities and countries

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Starter

5 min

Warm –up

Learners identify weather sounds of rain, thunder and wind. Ask learners to guess what the topic is. (weather)

Teacher introduces lesson objectives.

https://www.youtube.com/watch?v=bqix15pI8rM sounds

PPT (slide 1)

Middle

10 min

10 min

10 min

Teacher distributes cards with the words: cloud, rain, snow, ice, sun, fog, wind, and storm. Learners read the words and explain them. The class is to guess what the word is.

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. (ice)

Learners in pairs write adjectives to describe weather. (P)

Suggest learners to divide their copybook into three columns, according to the spelling. (P)

(Differentiation) The task can be differentiated. Allow more able learners to think and write the words in the correct columns. (IW)

Teacher supports less able learners with the following division.

Only ‘y’ (snowy, rainy, cloudy, windy, stormy)

Double consonant before ‘y’ (sunny, foggy)

Drop ‘e’ and add ‘y’ (icy).

Teacher monitors learners’ works.

(Self-assessment) Learners check the answers as a whole class and tick the correct words in the columns. In case there are mistakes more able learners or teacher comment and explain the mistake.

Teacher asks learners to identify the difference between weather and climate?

What is weather?

What is climate?

(Weather is what is happening today in a town, city or in the countryside. Climate is used to talk about what the weather is like generally in a country.)

Teacher reminds learners the question to ask about weather: ‘What’s the weather like today?’

Teacher hands out copies with tasks on weather. Learners do matching task then underline the correct weather words in sentences. (I, W)

Learners brainstorm words related to the previous day’s weather: morning; midday; afternoon. They write a simple weather report using was and were and compare with a partner.

Worksheet 1

PPT (slide 2)

Primary Grammar Box

p 91

Plenary\ Reflection

5 min

Ask learners what the most interesting/ difficult part of the lesson was.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check
ICT links

Differentiation by peer support and task

Monitoring

Safety regulations are taken into account when planning and conducting the lesson.

There are types of activities that meet the needs of learners with different learning styles and level.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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 achievements/difficulties of individuals that will inform my next lesson?

LESSON: Unit 1 Homes and Away

Unit revision

School: №8

Date: 04.10.21

Teacher name: Serkebayeva M.

CLASS: 5 а,ә

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

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.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:

enhance and practise vocabulary (homes/weather) learnt in Unit 1: Home and away with support

find specific information and details in the text to complete the task with support

Most learners will be able to:

use vocabulary (homes/weather) related to the topic during the speaking practice with some support

find specific information and details in the text to complete the task with some support

Some learners will be able to:

practise their speaking skills by using vocabulary (homes/weather) related to the topic with no support

find specific information and details in the text to complete the task with no support

Language objectives

Revise and practise lexis related to the topics learnt (homes, cities and countries, weather )

Value links

To discuss the importance of homes to people

Cross curricular links

Geography

ICT skills

Projector or Smart board for presenting a reading activity

Previous learning

Learners learnt about homes, cities, countries, and weather

Plan

Planned timings

Planned activities

Resources

Warm-up: Stations

In order to revise vocabulary, learners are asked to work in pairs (Stronger learners with struggling ones). There are five stations with different tasks hang on the walls. Teacher assigns pairs and asks each pair to go to one of the stations and complete the task given there in their copybooks. They are given about 1 minute to complete each task. While learners are completing the tasks, teacher monitors and supports if necessary or writes down any errors/problems that learners have (differentiation by support and task).

Whole class feedback – teacher elicits the answers and addresses the problems that learners had while completing the tasks.

Learners are presented the lesson objectives.

Handout 1

PPT slides 2-6

Middle

Pre-reading

In pairs, learners describe what they can see in the pictures and say where a person who they are going to read about lives.

While-reading

Reading for gist: Learners quickly read the text to check their answers.

Whole class feedback.

Reading for specific information:

Learners work individually. Each learner is given an individual white board/paper and marker. Teacher shows 1 question and learners have to find the answer and write it on the board. Then learners show their answers to their teacher. Teacher takes notes if learners got the answers right or wrong (Formative Assessment informal). Whole class feedback should be done after each question.

Post-reading: Inner-outer speaking activity

Learners are divided into the groups. They are told that they are going to practise speaking skills and should try to use at least 5 words related to the topics.

One group of learners sit in the inner-circle and their task is to ask the questions (teacher provides them with questions). Learners from the outer circle are given 1 minute to answer these questions. After each learners from the outer-circle change their seats clockwise. Then learners from different circles change their roles. Teacher monitors and takes notes of the errors learners make but does not interfere (Formative Assessment informal).

Error correction

Teacher writes down some errors (most common) that learners made during the speaking activity on the board.

In pairs, learners correct the errors.

Whole class feedback.

PPT slide 7

Handout 2 – text

PPT slide 8

Individual whiteboards/papers,

Markers

Handout 3

End

36-40

Plenary

Learners write down what they have learnt in this topic and what problems they still have.

Post-its

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
Health and safety check
ICT links
Values links

Differentiation by support and outcome – teacher might decide on the number of words used by an individual learner during the speaking activity.

Monitor how much vocabulary learners can use in their speaking.

Monitor how learners find the answers during the reading for specific information activity

Safety regulations are taken into account when planning and conducting the lesson.

There are types of activities that meet the needs of learners with different learning styles and level.

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?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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?

Long-term plan Unit 2 Living things.

School: №8

Date: 04.10.23

Teacher name: Serkebayeva M.

Grade: 5 А,Ә

Number present:

absent:

Theme of the lesson:

Plants 1

Learning objectives(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, places and objects

Lesson objectives

All learners will be able to:

understand the events in the story from the video;

read, understand and reorder most of the events in the story;

name things that are required for a growing plant with support

Most learners will be able to:

read, understand and reorder most of the events in the story;

write, about a plant that grows in Kazakhstan with minimum support.

Some learners will be able to:

understand most of the language on the story video;

use the Present Simple Tense accurately in writing without support

Planned timings

Teacher action

Students action

Assessment

Resources

Begin-ning

10 min

Warm-up Game

Pair work.

The topic and LOs are presented.

Teachers distributes the handouts.

Learners are divided into pairs. Learners are suggested to work in pairs and match the words with the pictures.(seed, plant, shoot, tree, leaf, rain, roots, sunlight)

Learners guess the topic of the lesson.

(Differentiation by support, more able learners with learners who need support, more able learners can help with translation or meaning of the words.)

Worksheet 1, Task 1

http://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/stories-the-lucky-seed-worksheet-final-2012-11-01.pdf

Middle

30 min

Presentation

Listening

Pre-listening task

Teacher asks learners to read the sentences, underline the unfamiliar words in the task 2. They walk around the classroom and ask the group mates about the unfamiliar words. (Peer’s support).

If learners cannot find the meanings/translations of the words teacher provides the meaning of the words. (Teacher’s support).

While-listening task

Learners listen and watch the story, put the sentences in correct order. Teacher plays the recording twice.

Pair work. Learners are divided into pairs. They compare their answers with the partner. Teacher checks answers as an open-class activity.

TPR (Total physical response)

Learners are suggested to make a circle. Teacher prepares the cards with the vocabulary of

Task 1. A Learner 1 chooses any card, reads the word, using gestures explains the word to the class. The learner 2 who guesses the words has to spell it.

Learner 2: It is a plant.

Learner 1: Could you spell the word?

Learner 2: P-L-A-N-T. (Plant).

Learner 1: Yes, good job!

Reading task.

The activity below can be used as a formative assessment.

To check the ability of students to use vocabulary in context, learners are asked to read the same story and write the correct word into the missing space. Teacher monitors and supports some students who need help.

Production

Ask learners in their L1 language what they know about plants and what they need to grow. Then suggest learners work in pairs by forming pairs according to teacher’s decision and to tick things that plants need to grow. (Peer’s support). Open - class activity checking.

Practice

Task 1

Group work.

Learners have to choose one card and are divided into 3 groups with the help of these cards: tree, sunlight, leaf.

What kinds of plants do you know?

Think-group-share

Ls discuss the ideas on the presentation, with the Teacher’s support they create the criteria for the presentation.

Learners share their ideas about the exact plant in groups, choose the best sentences and present them.

Teacher nominates a group of learners to present the plant. Learners give peer feedback such as: Your English / / pronunciation is good. We can understand all of / most of the presentation. We like the ____. Teacher praises learners’ and suggests an improvement.

Learners peer assess each other following the suggested criteria.

Worksheet 1. Task 2

http://learnenglishkids.britishcouncil.org/en/short-stories/the-lucky-seed

Worksheet 1. Task 2

Worksheet 1. Task 1 cards with words

Worksheet 3 FA

Worksheet 1 task 3

Worksheet 2 (cards)

End

5 mins

Learners reflect on their learning:

What has been learned?

What remained unclear?

What is necessary to work on

Teacher asks learners what 3 words they learnt today

Learners complete an evaluation of what they did during the lesson by circling one word in each statement:

I can understand: all / most of / some of the story in the video.

I can understand: all / most of / some of the story when I read it.

I can say all/most of/some plant parts

Hometask: to learn the new vocabulary.

Evaluation worksheet

Unit of a long term plan:

School: №8

Date: 18.10.21

Teacher name: Serkebayeva M.

CLASS: 5 а,ә

Number present:

absent:

Lesson title

PLANTS 2

Learning objectives(s) that this lesson is contributing to

R.2 Understand with little support specific information and detail in short simple texts on a limited range of general and curricular topic(s

W.7 Use with support appropriate layout a text level for a limited range of written genres on familiar on general to general topics and some curricular topics

U.E3 Use a grouping variety of adjectives and regular and irregular comparative and superlative on limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to understand with support specific information detail short simple texts

Most learners will be to use a grouping variety of adjectives

Some learners will be to read and write some of the words from the topic.

Assessment criteria

- Understand with little support specific information and detail about plants.

- Write a text keeping a register and format of given gentle

- Use variety regular irregular comp0rative and superlative adjectives.

Values links

Universal Labor Society.

Cross-curricular links

Biology

Previous learning

Plants 1

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

10 минут

Warming up

Teacher asks learners «How are you?» to find out their mood at the beginning of the lesson: students choose one of the smiles they see on the slide, saying «I am happy/sad....etc.»

Planned activities: Dividing into two groups by method “Flowers” Steppe flowers- Room flowers. ( with picture)

“Brainstorming”

Look pictures and answer this questions:

1. What colour do you like? (green or red)

2. What plant do you like? (Trees or flowers)

3. Why do you like tree ?

4. Why do you like flower ?

Slide

Middle

25 минут

R2 Read the short text about «The little plant»

And find adjectives.

Compare the plant with flower using these adjectives.

A little plant lived inside a dark damp room.One day she heard a soft tapping on her door, «Who is there?» she asked «I am little raindrop.Please let me in,»cried the visitor. «No way!» said the Plant angrily. Little Raindrop was very sad for being turned away.After sometime the Plant heard a soft rustle near the door. « Who is there now?» she asked « I am Sunny Sunshine,»said the new visitor. «I don’t have time for sunshine,»said the Plant haughtily. A few days later, the leaves of the Plant turned brown in colour, and her young stem began drooping. Then one day, she heard the chirping of birds, and opened her door to see outside.It was spring and there were colourful flowers and greenery all around.

Descriptor a learner reads text and finds adjectives.

Compare the plant with flower using adjectives.

W.7 Read the sentences and write True or False.

1. Leaves take in sunlight, water and soil to make food.

2. Roots absorb water from the air.

3. Fruit protect the seeds.

4. Plants need soil, air, sunlight and milk to grow.

5.Flowers attract mammals.

6.We use plants to make cosmetics such as perfumes, shampoos and cream

Description: Write the sentences and choose True or False.

UE 3 Fill in the correct from of the adjectives.Regular and irregular Comparative Superlative forms.

1 bad-worse-the worst.

2 This is the..... picture on the wall

3 My test was.... yours

4 Ben and Jake were the....t actor in the school play

5 .Good - better – the best

6.This plant..... than this

7.Football is....than hockey

8.I am..... now than yesterday;

Description: Use adjectives

End

10 минут

Summarizing all the lesson

1.Number these sentences in order 1-5

… Next, the small plant grows flowers.

….First, a seed falls into the ground.

….Finally, the adult plant grows fruits and seeds.

….Then, the seeding grows a stem and leaves.

…Roots start to grow from the seed.

2. Answer the questions. Use full answers.

Why are plants important? ……………….

What do plants need to grow? Plants needs w….., s……t, and … grow.

What do we use plants for? We use plants to make f…, d…., c…., m….. and c….. .

Where do seeds grow? …………..

In summary section use method “Success ladder”(Feedback)

The first stairs: I know information about plants.

The second stairs: I know read and understand text about plants.

The third stairs: I know what grow plants and use forms adjectives in the sentences.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check

All learners will be to: Write name flowers you like.

Most learners will be to: Full the chart adjectives forms

Some learners will be to: Make up the short conversation about plants.

“Success ladder” (Feedback)

The first stairs: I know information about plants.

The second stairs: I know read and understand text about plants.

The third stairs: I know what grow plants and use forms adjectives in the sentences.

To pay attention to learners safety during the doing activates be careful in moving to places in dividing to groups.

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve thelesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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 orindividuals that will inform my next lesson?

LESSON: Unit 2 Living things. Animals.

School: №8

Date: 13.10.23

Teacher name: Serkebayeva M.

CLASS: 5 А,Ә

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

5.R4 read with some support a limited range of short fiction and non-fiction texts

5.UE9 use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

Lesson objectives

All learners will be able to:

name the animals they know

learn at least 3 new words from animal related vocabulary

read and understand main facts about animals

Most learners will be able to:

tell about the animal they read about

Some learners will be able to:

understand most of the language in text about animals

use present simple forms accurately in speaking

Language objectives

Use simple present simple tense, new vocabulary

Planned timings

Teacher action

Students action

Assessment

Resources

15 min

Warm-up

Teacher shows a picture on PPT and asks learners: Which word can you spell? (slide 1) Learners should spell the word correctly, then teacher can introduce the topic of the lesson.

Teacher asks learners: What can you see on the picture? (slide 2) Teacher checks their knowledge of how they know the names of some animals.

Then teacher lets the learners know the LO of the lesson. (slide 3)

Teacher starts a word snake on the board using animals, to continue the snake learners have to use the last letter of the following word. (open class activity)

Pair work.

Teacher distributes the handout with animal flashcards and asks learners to match words to the pictures in pairs.

Teacher checks answers as an open-class activity. Teacher focuses on pronunciation and spelling the words correctly.

Ex: cat-tiger-rabbit-turtle-elephant-etc.

Pre-learning

Learners are divided into small groups and asked to brainstorm and write any animals they know in 2 min and then learners name the animals they have written.

Learners should swap their works with other groups and check each other’s matching worksheets with a teacher’s support.

(Differentiation by support, more able learners with learners who need support). (Peer based assessment)

PPT

Flashcards

Middle

25 min

Teacher divides learners work groups, e.g. kangaroo (student A), tigers (student B), lions (student C)

Group work

Teacher introduces the text about animals, for Kangaroo’s group teacher gives the text about Kangaroo, for Tiger’s group, text about Tiger, and for Lion’s text about Lions. Leaners will read in groups, and underline the unfamiliar words and ask each other or teacher can help them. After that, learners should exchange their text with other groups, so learners will read the facts about these three types of animals.

Hot Chair activity.

Teacher takes an empty 3 chairs – one for each team- and puts them in front of the class, facing the team members. Teacher explains to the learners that these chairs are the hot chairs. Then get one member from each team to come up and sit in that chair, so they are facing their teammates, learners should ask questions about animals the learners who sit on the chair. The first hot chair learner to answer the question and wins a point for their team. Teacher monitors, takes notes and assesses learner’s answers. (Teacher based assessment)

To support learners teacher can provide a list of questions on the board as an example:

1. Where do kangaroos live?

2. What do they eat?

3. How big are they?

4. How many babies do they have?

Worksheet 1,2,3

End

5 min

Learners complete an evaluation of what they did during the lesson by circling one word in each statement:

I can understand: all / most of / some of the text in the website.

I can tell about an animal very well/ well/not bad

Evaluation worksheet

Long-term plan Unit 2 Living things.

School: №8

Date: 20.10.23

Teacher name: Serkebayeva M.

Grade: 5 а,ә

Number present:

absent:

Theme of the lesson:

Human beings

Learning objectives(s) that this lesson is contributing to

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 worksheets and make some sentences using active vocabulary;

Most learners will be able to:

complete worksheets and make four sentences using active vocabulary;

Some learners will be able to:

complete worksheets and make some sentences and give details to support their answers using active vocabulary;

Language objectives

use specific phrases and vocabulary according to the topic body parts

Planned timings

Teacher action

Students action

Assessment

Resources

Beginning

5 minutes

Warm-up

Teacher projects images of children, adults, old people from around the world and ask supporting questions: Are human beings living things? Why? Help learners list criteria: We breathe, eat, produce, grow, move, make, and have senses.

Learners guess the topic of the lesson.

The topic and LOs are presented.

PPT

Middle

35 minutes

Presentation

Learners stand in circle and say a body word. Next learner points to the body part then says another body part. How many body parts can learners remember?

Feedback:

Teacher monitors, checks also makes notes how well learners can remember body words and how carefully then can spell the vocabulary on the worksheet. (Teacher based assessment)

Excellent 6 points (14-15 correct answers)

After the task teacher demonstrates picture with the correct answers, students evaluate each others.

Pre-teach joints by demonstrating and moving: knee, ankle, elbow, wrist

Practice

Learners in pairs take turns on computer to do spelling task in website. How many words can they spell correctly? (10 words?) (Peer based assessment)

They change round and spell the other five words. How many can they spell correctly a second time?

Ph. Training

Check understanding by miming.

Learners should know:

body, arm, leg, hand, foot, back, neck, shoulder, head, eyes, ears, nose, mouth, hair, back

Teacher distributes handouts worksheet 1. (Teacher based assessment)

Learners classify words into three groups: head, body, for our senses e.g.

Our eyes, ears, mouths and noses are parts of our heads.

Learners peer assess each other following the suggested criteria.

Very good 5 points (12-13 correct answers)

Good 4 points (10-11 correct answers)

Teacher divides leaners into pair and gives them a worksheet

They should joints move the arms, hands, legs and feet. Students should read the sentences and write T/F (Peer assessment )

Feedback:

Students monitor and assess how well they can identify the definitions of the body parts and also how well they can spell them, make notes if necessary. (Peer based assessment)

Bentley, K (2009) Primary Curriculum Box Cambridge: CUP (page 14, and photocopies of page 16) (Worksheet 1 2)

Worksheet 1

Worksheet 2

http://learnenglishkids.britishcouncil.org/en/word-games/hangman/parts-the-body

https://www.youtube.com/watch?v=h4eueDYPTIg

Set of body parts 1,2,3,4

End

5 mins

Teacher asks learners what 5 words they revise today

Learners complete an evaluation of what they did during the lesson by circling one word in each statement:

Learners reflect on their learning:

I can say all/most of/some of body parts

What has been learned?

What remained unclear?

What is necessary to work on

I can complete: all / most of / some of the worksheets.

I can understand: all / most of / some of the words when I heard them.

Hometask: to revise body parts

Evaluation list

Unit 4: Living things. Summative control work

School №8

Date: 23.10.2023

Teacher name: Serkebayeva M.

CLASS: 5а,ә

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

Planned timings

Teacher action

Students action

Assessment

Resources

Beginning

3 min

Greeting.

Setting the aim of the lesson

Learners fill the blanks with the words in the box and answer the questions about animals.

PPT

Internet materials.

Middle

40 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)

Activity 1. Alternative.

More able students can make their own quiz.

Activity 2.

Students write more adjectives in comparative and superlative form.

Descriptor A Learner

Complete the question with these words. Then ask and answer.

worksheets

End

2 min

Feedback: Learners give their own opinion on the learnt material

Homework: Animals in Kazakhstan (w)

School №8

Unit: "Values"

Teacher’s name:

Serkebayeva M.

Date:

06.11.23

Grade: 5а,ә

Number present:

absent:

Topic:

Family relationships 1

Learning objectives(s) that this lesson is contributing to

5.S3 give an opinion at sentence level on a limited range of general and curricular topics

5.W4 write with support a sequence of extended sentences in a paragraph to give basic personal information

5.C2 use speaking and listening skills to provide sensitive feedback to peers

Lesson objectives

All students will be able to

Discuss the meaning of values

Learn topical vocabulary

Write the description of a good person

Make a card

Most students will be able to

Discuss the meaning of values and create their own list of values

Learn topical vocabulary with opposites

Write the description of a good person using at least 3 new words

Make a card and give feedback to his partner

Some students will be able to

Discuss the meaning of values and create their own list of values

Learn topical vocabulary and use them in their speech

Write the description of a good person using at least 5 new words

Make a card, express his/her feelings and give feedback to his partner

Planned timings

Teacher’s activities

Pupil’s activities

Assessment

Resources

Organi-zation

10 min

Warm-up:

Pass around a box filled with questions connected to the topic of the lesson. Play music, when the music stops, the child with the box must pick out a question, read it and answer. Suggested questions: Do you love your family? Do you have a best friend? What is money? What is health? What is happiness? How often do you help your mother? etc.

Answer the questions in the box

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

A box