5 сынып қысқа мерзімді жоспар

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Books closed. Ask the class to think about their town or city. In pairs, students should think of three words to describe it, e.g. big, small, etc. Allow them about 1 minute for this.

Get feedback from the class and write their suggestions on the board.

Setting the aim of the lesson.

Teacher tells values of this month. The value of creativity and innovation.

Personal safety, life safety:

- Risk recognition: being able to distinguish between threats such as bullying, drugs, violence, and fraud;

- Making conscious decisions: avoiding actions that are harmful to one's life and health;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Learners do the home task

Teacher controles the process, gives feedback.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Flashcards

Middle

20 min

Ex: 1 P: 97

Teacher asks Ss check pronunciation and intonation.

Explain to students that with some sports we use play (I play tennis, you play football, etc.). With other sports we use go (I go swimming, you go cycling, etc).

Students say the names of the sports in Kazakhstani and say if the words are similar to English

Differentiation:

Less motivated learners carefully review the example together. With teacher support, they work through the second clue as a class before continuing in pairs.

Students listen and repeat. Answer the question.

Answers:

Student’s own answer

Descriptor:

A learner

- repeats chorally and/or individually

- answers the question

Point-5

Well done

Assessment sheet Kazakh yurt

15 min

Ex: 2 P:97

Teacher explain how the percentages on the graph represent how often a thing happens or is done. Read the example to the class. Explain that this means that around 25% of your sporting activity is football.

Ask Ss to get into pairs and make similar statements. Monitor the activity.

Elicit answers from around the class.

Functional literacy

Choose the correct answer

1. Why do people do sports?
   a) to stay healthy
   b) to sleep all day
   c) to watch TV

2. Which sport is a team sport?
   a) football
   b) running
   c) swimming

3. Which activity can reduce stress?
   a) doing sports
   b) eating junk food
   c) sitting all day

Students tell your partner. Use adverb of frequency.

Answers:

I never go swimming.

I usually play cricket.

I always go cycling.

I often play basketball, etc

Descriptor:

A learner

- reads the example

- uses adverb of frequency

Point -5

Excellent

Total points -10

Stickers

https://wordwall.net/ru/resource/82773151

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Do the same for three more hobbies, e.g. running, photography and listening to music. Write the activity on the board each time and model for pronunciation.

Elicit from the class that these are all hobbies, and write Hobbies as a heading on the board

Teacher tells values of this month.

The value of creativity and innovation.

Understanding the importance of health:

- Understanding the need for a healthy lifestyle (sports, proper nutrition, rest);

- Avoid harmful habits (smoking, alcohol, drugs);

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Flashcards

Middle

7 min

Ex: 1 P:98

Teacher asks Ss read the Study Skills box to the class.

Ask Ss to read the title and the subheadings.

Direct their attention to the picture.

Elicit suggestions as to the content of the text.

Play the recording and read the text.

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Students read the title and the subheading, and look at the picture. Answer the question.

Answers:

I think the text is about a school where pupils play a lot of sports. One of the sports is swimming.

Descriptor:

A learner

- reads the title and the subheadings

Point-1

Good job

Assessment sheet Kazakh yurt

10 min

Ex: 2 aP:98

Teacher asks students read the questions. Ss read the text again to find the answers. Give Ss time to complete the exercise. Elicit answers from around the class.

Differentiation:

Less motivated students complete the first one together as an example before continuing in pairs.

Students read again and answer the question.

Answers:

1 The Glasgow School of Sport is in Glasgow, Scotland.

2 The subjects are Maths, English, Science and Geography.

3 The sports students can do are badminton, hockey,swimming, athletics and gymnastics.

4 There are 1,100 students in the school.

5 The students win competitions for their school and for Scotland.

6 They become athletes.

7 They take part in the Commonwealth Games, the Youth Olympics, and the Olympics.

8 Michael Jamieson

Descriptor:

A learner

- reads the questions

- answers the question

Point -3

Well done

Stickers

10 min

Ex: 3 P:98

Teacher explain the task to the Ss.

Give Ss time to complete the exercise.

Check answers around the class.

Students write three things you remember about the Glasgow School of sport.

Answers:

The Glasgow School of Sport has normal school subjects. The students also do many sports, including badminton. One student won a silver medal at the 2012 Olympics in London.

Descriptor:

A learner

- writes three things

- completes the exercise

Point -3

Good job

8 min

Ex: 4 P:98

Teacher asks Ss read out the questions to the Ss.

Elicit answers from around the class.

Functional literacy

Discuss the questions.

1. Would you like to study at a sports school? Why or why not?

2. What sport would you like to train professionally?

Example:
I would like to study at a sports school because I enjoy sports and want to improve my skills.

Students answer the question.

Answers:

1 Yes, there are a lot. They're in Shymkent.

2 My favourite sport is swimming.

3 My favourite school subjects are Maths and Science.

Descriptor:

A learner

- reads out the questions

- answers the question

Point -2

Total points -10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting

Asking dates and weather

Warm up:

Books closed. Say to the class I am. Point to a stronger student and say You are. Gesture for this student to continue with I am and that he / she should point to another student in turn and continue with you are, and so on. Continue around the class, adding he is, she is, we are and they are.

Teacher tells values of this month.

The value of creativity and innovation.

Understand responsibility for one's own life:

- Demonstrate a sense of responsibility for one's own life and health;

- To show conscious responsibility for one's actions and life choices.

Learners read the given sentences on the board and guess the topic and share with their ideas.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Flashcards

Middle

10 min

Ex: 5 P:99

Teacher asks Ss think about the idea of going to a school of sport. Are they sporty? Or are there other things they would rather do?

Ss get into pairs and discuss with each other.

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Students tell your partner. Answer the question.

Answers:

Yes, I would like to attend this school. I love swimming and I would like to compete in international competitions / No, I would not like to attend the Glasgow School of Sport. I don't like sport and don't want to have to do it, etc

Descriptor:

A learner

-discusses with your prtner

- answers the question

Point-3

Good job

Assessment sheet Kazakh yurt

7 min

Ex: 6 P:99

Teacher remind Ss of the first page of the module, that some sports take the word play and others go.

Explain that some also take do.

Read the box aloud. Remind Ss that the rules are true for most sports but not all. Ask Ss to get into pairs.

Give Ss time to complete the exercise.

Check answers around the class.

Differentiation:

Less confident learners work with a stronger partner and use the examples in the box to help them choose the correct verb (play, go, do).

Students read the theory box, then in pairs complete the gaps. Do, play or go?

Answers:

1 do

2 play

3 go

4 play

5 do

6 go

Descriptor:

A learner

- reads the theory box

- completes the gaps

Point -2

Well done

Stickers

10 min

Ex: 7 P:99

Teacher tell students to get into pairs.Read out the adjectives, and then the example. Ss tell each other the sports they like and don't like, giving reasons using the adjectives in the box.

Monitor the activity.

Differentiation:

A less motivated student complete the sentences with support.

Students work in pairs discuss which of the sports in ex 6 you like/ don’t like. Use these adjectives.

Answers:

A: I think playing golf is boring. I like playing baseball. It's exciting.

B: Yes, it is. I like it too. What about doing karate? I like it because it's fast and fun.

A: I don't agree. I think doing karate is dangerous. I prefer doing wrestling.

B: I don't think so. It's difficult. I like going bowling. It's relaxing.

Descriptor:

A learner

- identifies the sports they like and don't like,

- uses these adjectives.

Point -3

Excellent

Pictures

8 min

Ex: 8 P:99

Teacher asks Ss to get into pairs.

Direct their attention to the pictures. Ask a S to read out the example.

Ss tell their partners what equipment is needed for each sport.

Monitor the activity and elicit answers from around the class.

Differentiation:

The teacher provides vocabulary prompts if needed.

Functional literacy

Choose the correct answer

1. What equipment is used in tennis?
   a) racket
   b) helmet
   c) gloves

2. What do swimmers wear to protect their eyes?
   a) goggles
   b) boots
   c) gloves

3. Why is sports equipment important?
   a) it helps prevent injuries
   b) it makes sports slower
   c) it is not useful

Students look at the pictures. Answer the question.

Answers:

B: To go skiing, we need skis, poles and goggles.

A: We need a racquet (and a ball) to play tennis.

B: To play basketball we need a hoop (and a ball).

A: To play cricket we need a helmet and a bat (and a ball)

Descriptor:

A learner

-discusses the pictures

- answers the question.

Point -2

Good job

Total points - 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Books closed. Write the following words on the board: chocolate, cake, ice-cream. Ask the class if they know what these words are and get some feedback.

Write the question What is your favourite? on the board and explain what it means. Say: My favourite thing is chocolate.

Teacher tells values of this month.

The value of unity and solidarity.

Respect and mutual respect:

- Respect for the rights and individuality of each person;

- Not to have a negative impact on others with one's actions;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Flashcards

Middle

7 min

Ex: 1 P:100

Teacher asks Ss read the theory box.

Remind Ss of the difference between countable and uncountable nouns.

Ensure Ss understand that any is only used in interrogative and negative contexts.

Ask them to say the examples in their language

Differentiation:

Learners will receive support from the teacher and classmates who assist them.

Students read the theory. Say the examples in your language.

Answers:

Student’s own answer

Descriptor:

A learner

- reads the theory

-identifies difference between countable and uncountable

Point-2

Assessment sheet Kazakh dombra

8 min

Ex: 2 P:100

Teacher explain the task. Allow Ss time to complete the task.

Check answers.

Differentiation:

Learners will receive support from the teacher and classmates who assist them.

Students fill in a or an

Answers:

1a

2 an

3 a

4 an

5 a

Descriptor:

A learner

- completes the sentences

-fills the gaps

Point -2

Well done

Stickers

10 min

Ex: 3 P:100

Teacher explain the task.

Give Ss time to complete the task.

Check answers around the class

Differentiation:

Less confident learners complete the task with a partner

Students fill some or any

Answers:

1 some

2 any.

3 any

4 some

5 some

6 any

Descriptor:

A Learner

- completes the sentences

-fills the gaps

Point -3

Excellent

10 min

Ex: 4 P:100

Teacher asks Ss read the examples to the Ss.

Explain that they have to work out the theory from the examples.

Give Ss time to complete the task.

Check answers around the class.

Ss say the examples in Kazakhstani.

Differentiation:

The teacher provides guiding questions and allows them to translate the examples into Kazakhstani to support understanding.

Students read the examples and complete the rules. Use how much, how many, a lot of. Say the examples in your language.

Answers:

1 How many

2 How much

3. A lot of

Descriptor:

A learner

- reads the examples

- completes the rules

Point -3

Good job

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Books closed. Tell students to work in pairs. They imagine that they have one chance to ask one question from their favourite celebrity.

In pairs, students decide on their question and which celebrity they would ask. Get feedback from each pair, writing their question and any new vocabulary on the board.

Teacher tells values of this month.

The value of unity and solidarity.

Openness in communication:

- Express your opinion confidently but politely;

- Avoiding ulterior motives or lies;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Flashcards

Middle

35 min

Ex: 7 P:101

Teacher explain the task to the Ss.

Suggest they find if there is a subject in the sentence (I, you, a name). If there is not, the verb is probably in the -ing form, and is itself the noun/subject of the sentence.

Give Ss time to complete the task.

Check answers around the class.

Differentiation:

Learners will receive support from the teacher and classmates who assist them.

Students choose the correct item

Answers:

1 Swimming

2 dance

3 Diving

4 Climbing

5 sail

6 play

Descriptor:

A learner

- completes the sentences

- chooses the correct item

Point-2

Good job

Assessment sheet Kazakh dombra

Ex: 8 P:101

Teacher asks Ss to read the theory box with the Ss.

Ask Ss if it is the same in their language.

Differentiation:

Learners will receive support from the teacher and classmates who assist them.

Students read the theory box.

Answers:

Student’s own answer

Descriptor:

A learner

- reads the theory box

Point -2

Well done

Stickers

Ex: 9 P:101

Teacher aks Ss explain the task.

Give Ss time to complete the task.

Check answers around the class. Ask Ss to justify their answers.

Differentiation:

Learners will receive support from the teacher and classmates who assist them.

Students fill a, an, the or zero article.

Answers:

1 an, -

2-

3 the,,

4 a, the, an

Descriptor:

A Learner

-completes the sentences

- uses a, an, the or zero article.

Point -2

Ex: 11 P:101

Teacher asks Ss to get into pairs.

Have Ss read the phrases in the pictures and explain any unknown words.

Explain the task and read the example.

Ss ask and answer each other questions, based on the pictures.

Students ask and answer as in the example

Answers:

A: can you drive a car?

B: No, I can't. Can you jump?

A: Yes, I can. Can you play the guitar?

B: No, I can't. Can you ski?

A: Yes, I can. Can you run fast?

B: Yes, I can. Can you fly a plane?

A: No, I can't. Can you dive?

B: No, I can't. Can you swim?

A: Yes, I can. Can you balance on a ball?

B: No, I can't. Can you spin a ball?

A: No, I can't. Can you climb a mountain?

B: Yes, I can.

Descriptor:
A learner

- reads the phrases

- asks and answer

Point -2

Total points -10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher asks close the books. Say to the class: My name’s (your name). Then turn to the student closest to you and say What’s your name? That student says My name’s (name) and then turns to the next student asking What’s your name?

Students continue around the classroom saying their name and asking the next student what their name is.

Teacher tells values of this month.

The value of unity and solidarity.

Resolve disputes peacefully:

- Control emotions during an argument and avoid hasty actions;

- Solving problems through non-violent, civilized language;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Middle

7 min

Ex: 1 P:102

Teacher asks Ss read out the questions to the Ss.

Elicit answers from around the class.

Differentiation:

Learners will receive support from the teacher and classmates who assist them.

Students answer the question.

Answers:

Yes, I play sport. Basketball is my favourite. / No, I don't play much sport, etc.

Descriptor:

A learner

- reads the questions

- answers the question

Point-2

Assessment sheet Kazakh dombra

10 min

Ex: 2 P:102

Teacher asks Ss to get into pairs.

Ss look at the pictures. Ss discuss what sports are represented and if they play/do them.

Monitor the activity around the class.

Differentiation:

The teacher provides vocabulary support for sports if needed.

Students look at the pictures in the text. Answer the question

Answers:

The pictures show cycling (a bike and a helmet), boxing (a pair of boxing gloves) and football (a ball). I play football and go cycling.

Descriptor:

A learner

-discusses the pictures

- answers the question

Point -3

Well done

8 min

Ex: 3 P:102

Teacher explain how a sport can make a nation famous (people from that country winning Olympic medals, international championships, etc.)

Play the recording. Ss listen and read the text.

Differentiation:

A learner with less motivated go through the key phrases together and translate with support.

Students listen to and read the text to find out.

Answers:

The sport that makes Kazakhstan world famous is boxing.

Descriptor:

A Learner

- reads the text

-answers the question

Point -2

Excellent

10 min

Ex: 4 P:102

Teacher explain the task to the Ss.

Ask Ss to read the text again and write answers. Give Ss time to complete the task.

Functional literacy

Choose the correct answer

1. Kokpar is played
   a) on horses
   b) in water
   c) on ice

2. Kazakh wrestling is
   a) a traditional sport
   b) a type of dance
   c) a board game

Students read the text and complete the sentences.

Answers:

1 Petropavi, Kazakhstan.

2 a wolf

3 Bauyrzhan Islamkhan

4 They are the colours of the flag of Kazakhstan.

5 Because he is a great boxer and never loses a fight.

Descriptor:
A learner

- reads the text

- completes the sentences

Point -3

Good job

Total points -10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Asking dates and weather

Warm up:

Teacher asks close the books. Ask the class: Do you like to email or do you like to send text messages? Repeat the question if necessary and check for understanding.

Ask a stronger student to answer the question, e.g. I like to send text messages. Encourage other students in the class to answer the questions for themselves too.

Teacher tells values of this month.

The value of hard work and professional qualifications.

Responsibility for work

- A sense of full responsibility for the results of actions;

- Maintain order and consistency in performing tasks;

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Middle

10 min

Ex: 5 P:103

Teacher asks Ss brainstorm what it means to 'make Kazakhstan proud' (winning, setting a good example on the world stage, etc)

Ask Ss to look through the text again.

Give Ss time to complete the task.

Check answers around the class

Differentiation:

Less confident learners work with a partner and use key words from the text to help them understand the idea of “making Kazakhstan proud.”

Students answer the question. Tell the class

Answers:

Oleg Zemlyakov makes Kazakhstan proud of him by winning the 2016 Le Tour de Filipinas.

Gennady Golovkin makes Kazakhstan proud of him by being a great boxer and never losing a fight. Bauyrzhan Islamkhan makes Kazakhstan proud of him by playing football very well and being the captain of Kairat. Also because his team plays in the Kazakhstan Premier League

Descriptor:

A learner

- discusses about Kazakhstan’s champion people

- answesr the question

Point-3

Good job

Assessment sheet Kazakh dombra

8 min

Ex: 6a P:103

Teacher explain to Ss that information is missing from the advert.

Explain that if they can identify what to listen for, the exercise will be easier. Clues to look for are dates, places (addresses), times (am/pm), names (often with another name) etc.

For each space, Ss identify the gap as missing a name, noun or number. Ss check with a partner.

Differentiation:

A learner with less motivated translate the key phrases together with support

Students look at the gaps in the advert. Answer the question

Answers:

1 name (of a team)

2 name (of a place)

3 noun (month)

4 number (time)

5 noun (other communications)

Descriptor:

A learner

- completes the advert

- answers the question

Point -2

Well done

Stickers

7 min

Ex: 6 b P:103

Teacher give Ss time to complete the task. Direct their attention to the title and the picture.

Check answers around the class.

Students are going to listen to a radio advertisement. Look at the advert. What is the advertisement about?

Answers:

I think this is an advertisement for a boxing match. There are dates and times and a venue.

Descriptor:

A learner

- answers the question

Point -2

10 min

Ex: 7 P:107

Teacher explain the task. Ss copy the table into notebooks.

Give Ss time to write answers.

Ask Ss to get into pairs.

Ss ask and answer questions with their partner, as in the example.

Monitor the activity.

Differentiation:

Less confident learners work with a stronger partner and use the example as a model when asking and answering questions.

Functional literacy

Choose the correct answer

1. The final match is
   a) the first competition
   b) the most important competition
   c) a training session

2. Astana Arlans is a
   a) football team
   b) boxing team
   c) basketball team

Students find out about your partner's favourite sports activities. Tell the class.

Answers:

B: I sometimes play football. How often do you play football?

A: I often play football. How often do you go cycling?

B: I never go cycling. How often do you go cycling?

A: I sometimes go cycling. How often do you play tennis?

B: I play tennis every day. How often do you play tennis?

A: I often play tennis. How often do you do gymnastics?

B: I never do gymnastics. How often do you do gymnastics?

A: I sometimes do gymnastics. How often do you play volleyball?

B: I often play volleyball. How often do you play volleyball?

A: I never play volleyball. How often do you do boxing?

B: I sometimes do boxing. How often do boxing?

A: I never do boxing. How often do you play badminton?

B: I often play badminton. How often do you play badminton?

A: I play badminton every day

Descriptor:

A Learner

-identifies your partner's favourite sports activities

Point -3

Excellent

Total points 10

End

5 min

Learners provide feedback on what they have learned at the lesson and draw it on the face of students prototype.

Ex:

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster