Unit 3

School: 4 school named after Sugir Begendikuly

Date: 04.11.2024

Teacher name: Ondaganova Asem

CLASS: 5

Number present:

absent:

Lesson title

Awesome animals

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

To expand students' knowledge about animals.

To provide information about different animal species, their characteristics, and habitats.

To develop language skills (listening, reading, writing).

Assessment criteria

Criteria for evaluating group work and presentations.

Assessment of the writing activity.

Level of thinking skills

Knowledge and comprehension

Application

Higher order thinking skills

Duration

40 min

Plan

Planned timings

Planned activities (replace the notes below with your 9planned activities)

Resources

Start

1. Greet the students.

2. Explain the lesson objectives.

3. Ask questions about animals: “What are your favorite animals? Why?”

Middle

New Material Presentation (15 minutes):

Types of Animals: mammals, birds, reptiles, fish, insects.

Characteristics: unique features and habitats of each group.

Show visual materials (pictures, videos).

3. Group Work (15 minutes):

Divide students into groups of 4-5.

Assign each group a specific animal to research: description, habitat, diet, and interesting facts.

Prepare results (poster, presentation).

4. Presentations (10 minutes):

Each group presents their findings.

Question-and-answer session.

5. Writing Activity (10 minutes):

Have students write a short essay on the topic “My Favorite Animal.”

After finishing, they can exchange their writings with classmates.

Types of Animals: mammals, birds, reptiles, fish, insects. Characteristics: unique features and habitats of each group.

Show visual materials (pictures, videos).

End

Evaluate students’ group work and presentations.

Share thoughts on what they learned.

Provide information about preparation for the next lesson.

Pictures and videos.

Materials for creating posters (markers, paper, etc.).

Writing tools

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

Differentiation can be achieved through the selection of activities, identification olearning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner).

Organize interactive games during the lesson (e.g., animal descriptions). Provide information about animal conservation to enhance environmental awareness.

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Unit 3

School: 4 school named after Sugir Begendikuly

Date: 05.11.2024

Teacher name: Ondaganova Asem

CLASS: 5

Number present:

absent:

Lesson title

Wildlife in India

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

Identify key wildlife species found in India.

Understand the significance of biodiversity.

Discuss the threats to wildlife and conservation efforts in India.

Assessment criteria

Participation in group activities and presentations.

Quality of research and creativity in the conservation poster.

Short written paragraph on the importance of a chosen species.

Level of thinking skills

Knowledge and comprehension

Application

Higher order thinking skills

Duration

40 min

Plan

Planned timings

Planned activities (replace the notes below with your 9planned activities)

Resources

Start

Start with a brief introduction about India’s rich wildlife.

Show a few pictures of animals like the Bengal Tiger, Indian Elephant, and One-Horned Rhino.

Middle

Divide the class into small groups (3-4 students).

Assign each group one animal from the presentation.

Each group will:

Create a mini poster that includes:

The animal’s name

A drawing or picture

2-3 interesting facts

Prepare to share their poster with the class.

Each group presents their poster to the class.

Encourage classmates to ask questions after each presentation.

Types of Animals: mammals, birds, reptiles, fish, insects. Characteristics: unique features and habitats of each group.

Show visual materials (pictures, videos).

End

Discuss the importance of protecting wildlife and how students can help (e.g., recycling, supporting conservation).

Encourage students to think about what they learned today.

Pictures and videos.

Materials for creating posters (markers, paper, etc.).

Writing tools

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

Differentiation can be achieved through the selection of activities, identification olearning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner).

Organize interactive games during the lesson (e.g., animal descriptions). Provide information about animal conservation to enhance environmental awareness.

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Unit 3

School: 4 school named after Sugir Begendikuly

Date: 06.11.2024

Teacher name: Ondaganova Asem

CLASS: 5

Number present:

absent:

Lesson title

Reading for pleasure. How the tiger got its stripes

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

Vocabulary: Students will learn and use new vocabulary related to the story.

Speaking: Students will engage in discussions and express their opinions on the story's message.

Writing: Students will write a brief summary of the story and reflect on the tiger's transformation.

Assessment criteria

Vocabulary Usage: Is the student able to correctly use the new words in context?

Speaking: Did the student participate in the group discussions and share thoughtful answers?

Writing: Did the student effectively express their ideas in the writing activity?

Level of thinking skills

Knowledge and comprehension

Application

Higher order thinking skills

Duration

40 min

Plan

Planned timings

Planned activities (replace the notes below with your 9planned activities)

Resources

Start

Greeting & Attendance: Check student attendance and create a welcoming atmosphere.

Engage Students with Questions:

“What animals have stripes?”

“Why do you think tigers are famous for their stripes?”

Set the Context: Briefly explain that today’s lesson will be about the tiger’s stripes and how it got them in a mythical story.

Middle

Introduce the Story’s Plot:

Explain that "How the Tiger Got Its Stripes" is a folk tale that tells the story of how tigers became striped, based on their bravery and actions in nature. The story also reflects themes of kindness, bravery, and transformation.

Reading Strategy: Tell students that you will read the story aloud, and they should listen carefully to understand the main idea.

Encourage classmates to ask questions after each presentation.

. Vocabulary Building (10 minutes)

Teach Key Vocabulary:

Stripe (a line or band of color)

Clever (quick to understand, learn, and invent)

Brave (showing courage)

Forest (a large area covered chiefly with trees and undergrowth)

Fur (the hair of animals)

Vocabulary Practice:

Write the new words on the board and discuss their meanings.

Ask students to create sentences using the new words. For example:

“The tiger’s stripes helped him hide in the forest.”

“The tiger was very brave when he helped the man.”

Types of Animals: mammals, birds, reptiles, fish, insects. Characteristics: unique features and habitats of each group.

Show visual materials (pictures, videos).

End

Assignment:

Ask students to write a short essay about what they would do if they were the tiger in the story. Would they help the man, or would they act differently? How would they feel about receiving their stripes?

Optional: Draw a picture of the tiger before and after it received its stripes.

Pictures and videos.

Materials for creating posters (markers, paper, etc.).

Writing tools

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

Differentiation can be achieved through the selection of activities, identification olearning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner).

Organize interactive games during the lesson (e.g., animal descriptions). Provide information about animal conservation to enhance environmental awareness.

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Unit 3

School: 4 school named after Sugir Begendikuly

Date: 12.11.2024

Teacher name: Ondaganova Asem

CLASS: 5

Number present:

absent:

Lesson title

Grammar tracks. Comparative adjectives

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

Knowledge Objective: To introduce and explain comparative adjectives, and to teach students how to form and use them in sentences.

Skills Objective: To develop students' ability to compare objects, people, or things using comparative adjectives.

Attitude Objective: To foster interest in learning English and encourage collaborative learning through pair work.

Assessment criteria

Monitor students’ participation during pair work.

Review answers from the practice tasks to assess understanding.

Provide feedback on the homework in the next lesson.

Level of thinking skills

Recalling the rules for forming comparative adjectives (e.g., adding -er or using more).

Explaining what comparative adjectives are and how to use them in sentences.

Converting adjectives into their comparative form and using them correctly in sentences.

Identifying which form of the comparative adjective (either -er or more) is appropriate for different adjectives in sentences.

Forming their own comparative sentences or questions based on images or prompts.

Duration

40 min

Plan

Planned timings

Planned activities (replace the notes below with your 9planned activities)

Resources

Beginning

Greeting & Attendance: Check student attendance and create a welcoming atmosphere.

Warm-up “Who is faster?”

Introduction to the Topic

What are Comparative Adjectives?

Comparative adjectives are used to compare two things or people.

They often end in -er or are preceded by the word more.

Grammar Rules

White board

Presentation

Middle

New words

Heavier — Ауырлау /ˈhɛviər/

Taller — Биіктеу /ˈtɔːlər/

Longer — Ұзынрақ /ˈlɔːŋɡər/

Listening task

Students listen carefully to the audio and answer true or false questions

Speaking task

Students select pictures one by one and compare the animals.

Writing task

Students fill in the blanks.

Show visual materials (pictures, videos).

Writing tools

End

Homework: New words

Self-Reflection:

I can do this!

I`m getting there.

I need help!

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

Differentiation can be achieved through the selection of activities, identification olearning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner).

Organize interactive games during the lesson (e.g., animal descriptions). Provide information about animal conservation to enhance environmental awareness.

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Unit 3

School: 4 school named after Sugir Begendikuly

Date: 25.11.2024

Teacher name: Ondaganova Asem

CLASS: 5

Number present:

absent:

Lesson title

A project: An endangered animal

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

Understand and describe the history and significance of Blenheim Palace.

Read and listen to a passage about Blenheim Palace.

Use new vocabulary related to the palace in context.

Discuss and ask questions about historical landmarks.

Assessment criteria

Monitor students’ participation during pair work.

Review answers from the practice tasks to assess understanding.

Provide feedback on the homework in the next lesson.

Level of thinking skills

Students recall basic facts about Blenheim Palace, such as its location, purpose, and notable historical figures associated with it (e.g., Winston Churchill).

Duration

40 min

Plan

Planned timings

Planned activities (replace the notes below with your 9planned activities)

Resources

Beginning

Greeting & Attendance: Check student attendance and create a welcoming atmosphere.

White board

Presentation

Middle

Write the following words on the board and go over their meanings with the class:

Palace – a large and important house, often for a king or queen

Duke – a nobleman in the UK, below the king or prince

Warrior – a person who fights in wars

Heritage – traditions, culture, and history that are passed down through generations

Architect – a person who designs buildings

Estate – a large area of land with a house on it, often belonging to a wealthy person

Battle – a fight between armies or groups of people

Statue – a sculpture of a person or animal, often made of stone

Activity:

Write example sentences with these words and ask the students to guess the meanings from context.

3. Reading Passage (10-12 minutes)

Objective: To practice reading comprehension and reinforce vocabulary.

Provide the students with a short passage about Blenheim Palace.

Reading Activity:

Have the students read the passage individually or in pairs.

After reading, ask comprehension questions such as:

Where is Blenheim Palace located?

Who was born at Blenheim Palace?

Who designed the palace?

What is Blenheim Palace famous for?

4. Listening Activity (8-10 minutes)

Objective: To practice listening skills and improve understanding of spoken English.

Play a short audio or video clip about Blenheim Palace, if available. If not, you can read the passage aloud to the class.

After listening, ask the students questions to check comprehension:

What is one thing Blenheim Palace is famous for?

How big is the palace's estate?

Who was the palace built for?

5. Speaking Activity (10-12 minutes)

Objective: To practice speaking and using new vocabulary in context.

Activity: Have the students work in pairs or small groups to discuss the following questions:

If you could visit Blenheim Palace, what would you like to see?

Why do you think Blenheim Palace is important to British history?

What would you like to learn about the Duke of Marlborough and Winston Churchill?

Encourage students to use the new vocabulary during their discussion.

Show visual materials (pictures, videos).

Writing tools

End

Homework:

New words

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

Differentiation can be achieved through the selection of activities, identification olearning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner).

Organize interactive games during the lesson (e.g., animal descriptions). Provide information about animal conservation to enhance environmental awareness.

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Unit 3

School: 4 school named after Sugir Begendikuly

Date: 25.11.2024

Teacher name: Ondaganova Asem

CLASS: 5

Number present:

absent:

Lesson title

A project: An endangered animal

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

Understand and describe the history and significance of Blenheim Palace.

Read and listen to a passage about Blenheim Palace.

Use new vocabulary related to the palace in context.

Discuss and ask questions about historical landmarks.

Assessment criteria

Monitor students’ participation during pair work.

Review answers from the practice tasks to assess understanding.

Provide feedback on the homework in the next lesson.

Level of thinking skills

Students recall basic facts about Blenheim Palace, such as its location, purpose, and notable historical figures associated with it (e.g., Winston Churchill).

Duration

40 min

Plan

Planned timings

Planned activities (replace the notes below with your 9planned activities)

Resources

Beginning

Greeting & Attendance: Check student attendance and create a welcoming atmosphere.

White board

Presentation

Middle

Write the following words on the board and go over their meanings with the class:

Palace – a large and important house, often for a king or queen

Duke – a nobleman in the UK, below the king or prince

Warrior – a person who fights in wars

Heritage – traditions, culture, and history that are passed down through generations

Architect – a person who designs buildings

Estate – a large area of land with a house on it, often belonging to a wealthy person

Battle – a fight between armies or groups of people

Statue – a sculpture of a person or animal, often made of stone

Activity:

Write example sentences with these words and ask the students to guess the meanings from context.

3. Reading Passage (10-12 minutes)

Objective: To practice reading comprehension and reinforce vocabulary.

Provide the students with a short passage about Blenheim Palace.

Reading Activity:

Have the students read the passage individually or in pairs.

After reading, ask comprehension questions such as:

Where is Blenheim Palace located?

Who was born at Blenheim Palace?

Who designed the palace?

What is Blenheim Palace famous for?

4. Listening Activity (8-10 minutes)

Objective: To practice listening skills and improve understanding of spoken English.

Play a short audio or video clip about Blenheim Palace, if available. If not, you can read the passage aloud to the class.

After listening, ask the students questions to check comprehension:

What is one thing Blenheim Palace is famous for?

How big is the palace's estate?

Who was the palace built for?

5. Speaking Activity (10-12 minutes)

Objective: To practice speaking and using new vocabulary in context.

Activity: Have the students work in pairs or small groups to discuss the following questions:

If you could visit Blenheim Palace, what would you like to see?

Why do you think Blenheim Palace is important to British history?

What would you like to learn about the Duke of Marlborough and Winston Churchill?

Encourage students to use the new vocabulary during their discussion.

Show visual materials (pictures, videos).

Writing tools

End

Homework:

New words

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

Differentiation can be achieved through the selection of activities, identification olearning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner).

Organize interactive games during the lesson (e.g., animal descriptions). Provide information about animal conservation to enhance environmental awareness.

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Unit 3

School: 4 school named after Sugir Begendikuly

Date: 25.11.2024

Teacher name: Ondaganova Asem

CLASS: 5

Number present:

absent:

Lesson title

A project: An endangered animal

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

Understand and describe the history and significance of Blenheim Palace.

Read and listen to a passage about Blenheim Palace.

Use new vocabulary related to the palace in context.

Discuss and ask questions about historical landmarks.

Assessment criteria

Monitor students’ participation during pair work.

Review answers from the practice tasks to assess understanding.

Provide feedback on the homework in the next lesson.

Level of thinking skills

Students recall basic facts about Blenheim Palace, such as its location, purpose, and notable historical figures associated with it (e.g., Winston Churchill).

Duration

40 min

Plan

Planned timings

Planned activities (replace the notes below with your 9planned activities)

Resources

Beginning

Greeting & Attendance: Check student attendance and create a welcoming atmosphere.

White board

Presentation

Middle

Write the following words on the board and go over their meanings with the class:

Palace – a large and important house, often for a king or queen

Duke – a nobleman in the UK, below the king or prince

Warrior – a person who fights in wars

Heritage – traditions, culture, and history that are passed down through generations

Architect – a person who designs buildings

Estate – a large area of land with a house on it, often belonging to a wealthy person

Battle – a fight between armies or groups of people

Statue – a sculpture of a person or animal, often made of stone

Activity:

Write example sentences with these words and ask the students to guess the meanings from context.

3. Reading Passage (10-12 minutes)

Objective: To practice reading comprehension and reinforce vocabulary.

Provide the students with a short passage about Blenheim Palace.

Reading Activity:

Have the students read the passage individually or in pairs.

After reading, ask comprehension questions such as:

Where is Blenheim Palace located?

Who was born at Blenheim Palace?

Who designed the palace?

What is Blenheim Palace famous for?

4. Listening Activity (8-10 minutes)

Objective: To practice listening skills and improve understanding of spoken English.

Play a short audio or video clip about Blenheim Palace, if available. If not, you can read the passage aloud to the class.

After listening, ask the students questions to check comprehension:

What is one thing Blenheim Palace is famous for?

How big is the palace's estate?

Who was the palace built for?

5. Speaking Activity (10-12 minutes)

Objective: To practice speaking and using new vocabulary in context.

Activity: Have the students work in pairs or small groups to discuss the following questions:

If you could visit Blenheim Palace, what would you like to see?

Why do you think Blenheim Palace is important to British history?

What would you like to learn about the Duke of Marlborough and Winston Churchill?

Encourage students to use the new vocabulary during their discussion.

Show visual materials (pictures, videos).

Writing tools

End

Homework:

New words

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

Differentiation can be achieved through the selection of activities, identification olearning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner).

Organize interactive games during the lesson (e.g., animal descriptions). Provide information about animal conservation to enhance environmental awareness.

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Unit 3

School: 4 school named after Sugir Begendikuly

Date: 02.12.2024

Teacher name: Ondaganova Asem

CLASS: 5

Number present:

absent:

Lesson title

Famous people in the USA

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

5.L2: Understand oral texts about familiar topics.

5.S2: Use basic phrases and sentences in spoken interaction.

5.W1: Write short texts with basic sentences about familiar topics.

Assessment criteria

Recognize and extract key points from a listening activity.

Use simple sentences and phrases in a discussion.

Write a short text using basic sentences.

Level of thinking skills

Remembering:

Identify famous Americans and recall key facts (e.g., “Who is Abraham Lincoln?”).

Understanding:

Explain why a person is famous (e.g., “Martin Luther King Jr. is famous for his speeches.”).

Duration

40 min

Plan

Planned timings

Planned activities (replace the notes below with your 9planned activities)

Resources

Beginning

Warm-up: Show pictures of famous Americans (e.g., George Washington, Martin Luther King Jr., Taylor Swift).

Ask: “Do you know who this is?” and elicit brief responses.

Objective Introduction: Explain: “Today, we will learn about some famous people from the USA. You will listen, talk, and write about them.”

White board

Presentation

Middle

Activity 1: Listening (10 minutes)

Play a short audio or read a text about famous Americans (e.g., Abraham Lincoln, Rosa Parks).

Students answer comprehension questions:

“Who is this person?”

“What are they famous for?”

Activity 2: Speaking (10 minutes)

Pair activity:

Each student chooses a famous American (from the audio or personal choice).

Share 2-3 sentences about them with a partner. Example:

“I like Michael Jordan. He is a basketball player. He is very talented.”

Activity 3: Writing (5 minutes)

Additional Task for SEN Students

During Writing Activity:

Provide a fill-in-the-blank worksheet for SEN students to complete.

Example template:

My favorite famous person is ________. They are famous because ________. I like them because ________.

Students write a short paragraph:

“My favorite famous person is... They are famous because... I like them because...”

Show visual materials (pictures, videos).

Writing tools

End

Homework: Research another famous American and write 5 sentences about them.

Reflection: Students share their paragraphs with the class.

Teacher gives positive feedback.

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

Differentiation can be achieved through the selection of activities, identification olearning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner).

Organize interactive games during the lesson (e.g., animal descriptions). Provide information about animal conservation to enhance environmental awareness.

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Unit 3

School: 4 school named after Sugir Begendikuly

Date: 03.12.2024

Teacher name: Ondaganova Asem

CLASS: 5

Number present:

absent:

Lesson title

Reading for pleasure. Gold rush in California

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

Identify key details about the Gold Rush in California.

Enhance reading comprehension through engaging activities.

Express opinions and ideas about the Gold Rush topic.

Assessment criteria

Participation in class discussion and activities.

Accuracy in the Gold Nugget Game.

Responses on the worksheet.

Level of thinking skills

Remembering:

Identify famous Americans and recall key facts (e.g., “Who is Abraham Lincoln?”).

Understanding:

Explain why a person is famous (e.g., “Martin Luther King Jr. is famous for his speeches.”).

Duration

40 min

Plan

Planned timings

Planned activities (replace the notes below with your 9planned activities)

Resources

Beginning

Warm-Up (5 minutes)

Activity: Ask students, "What would you do if you found gold?"

Encourage them to share their ideas.

Show a picture or map of California and briefly explain where and when the Gold Rush happened (1848-1855).

White board

Presentation

Middle

Reading Activity (15 minutes)

Before Reading (5 minutes):

Introduce 5 new words from the text (e.g., miner, fortune, claim, boomtown, nugget).

Use pictures or simple examples to explain meanings.

During Reading (10 minutes):

Read the text aloud as a class (teacher first, then students take turns).

Ask quick comprehension questions during the reading (e.g., "What year did it start?" "Why did people move to California?").

3. Interactive Activity (10 minutes)

Gold Nugget Game:

Split students into groups.

Give each group a question about the text. If they answer correctly, they "find a gold nugget" (receive a gold sticker).

Example questions:

"What is a boomtown?"

"Why did people think they could become rich?"

"What tools did miners use?"

Additional Task for SEN Students

Provide a worksheet with:

Pictures (e.g., a gold nugget, miner, pickaxe, map of California).

Matching words or labels (e.g., gold, miner, map, tool).

Show visual materials (pictures, videos).

Writing tools

End

Discussion:

"Would you want to be a miner during the Gold Rush? Why or why not?"

Students share their thoughts with the class.

Homework: Write 3 sentences about what they learned today and draw a picture of a gold miner.

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

Differentiation can be achieved through the selection of activities, identification olearning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner).

Organize interactive games during the lesson (e.g., animal descriptions). Provide information about animal conservation to enhance environmental awareness.

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Unit 4

School: 4 school named after Sugir Begendikuly

Date: 04.12.2024

Teacher name: Ondaganova Asem

CLASS: 5

Number present:

absent:

Lesson title

Grammar tracks

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

Recognize and use the past tense forms of the verb "be" (was/were).

Construct sentences using "was" and "were" accurately.

Differentiate between the use of "was" and "were" based on subject-verb agreement.

Assessment criteria

Observe students’ participation during activities.

Review completed worksheets for understanding and accuracy.

Use their oral responses to gauge confidence in using "was" and "were."

Level of thinking skills

Understanding: Differentiating between "was" and "were" based on subject-verb agreement.

Applying: Constructing sentences and completing exercises using "was" and "were."

Analyzing: Recognizing and correcting errors in the use of "was" and "were."

Creating: Writing original sentences or paragraphs using the past tense forms.

Duration

40 min

Plan

Planned timings

Planned activities (replace the notes below with your 9planned activities)

Resources

Beginning

Warm-Up Activity (5 minutes)

Begin by asking students some quick questions in the present tense, e.g., "How are you today?" "Where are we?"

Transition into past tense questions like, "How was your weekend?" "Where were you yesterday?"

Highlight the words "was" and "were" in their responses.

White board

Presentation

Middle

Explain the Rule: Write the forms of "be" in the past tense on the board:

Singular: I was, He/She/It was

Plural: You were, We were, They were

Give Examples: Provide example sentences for each form, such as:

I was at the park.

They were in the classroom.

Subject-Verb Agreement: Emphasize when to use "was" and "were."

3. Guided Practice (10 minutes)

Activity 1: Sentence Completion

Provide students with incomplete sentences like:

She ___ happy yesterday. (was)

They ___ at school last week. (were)

Have students complete the sentences orally or in writing.

Activity 2: Dialogue Practice

Use a short story or dialogue containing "was" and "were."

Ask students to read the story aloud and underline the forms of "be."

4. Pair/Group Activity (10 minutes)

Game: "Who Was/Were?"

Each pair or group receives flashcards with questions like:

Who was your first teacher?

Where were you born?

Students take turns asking and answering using "was" and "were."

5. Independent Practice (5 minutes)

Distribute worksheets with:

Fill-in-the-blank sentences.

Short paragraphs where students identify and correct incorrect uses of "was" and "were."

Additional Task for SEN Students

Use simplified worksheets with visuals and a word bank for "was" and "were."

Pair them with supportive peers for collaborative activities.

Provide guided sentence completion exercises to build confidence.

Show visual materials (pictures, videos).

Writing tools

End

Write a short paragraph about what you did last weekend, using "was" and "were" at least five times.

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

Differentiation can be achieved through the selection of activities, identification olearning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner).

Organize interactive games during the lesson (e.g., animal descriptions). Provide information about animal conservation to enhance environmental awareness.

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Unit 4

School: 4 school named after Sugir Begendikuly

Date: 10.12.2024

Teacher name: Ondaganova Asem

CLASS: 5

Number present:

absent:

Lesson title

Culture time. The United States dollar

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

Recognize and use the past tense forms of the verb "be" (was/were).

Construct sentences using "was" and "were" accurately.

Differentiate between the use of "was" and "were" based on subject-verb agreement.

Assessment criteria

Observe students’ participation during activities.

Review completed worksheets for understanding and accuracy.

Use their oral responses to gauge confidence in using "was" and "were."

Level of thinking skills

Understanding: Differentiating between "was" and "were" based on subject-verb agreement.

Applying: Constructing sentences and completing exercises using "was" and "were."

Analyzing: Recognizing and correcting errors in the use of "was" and "were."

Creating: Writing original sentences or paragraphs using the past tense forms.

Duration

40 min

Plan

Planned timings

Planned activities (replace the notes below with your 9planned activities)

Resources

Beginning

Warm-Up Activity (5 minutes)

Begin by asking students some quick questions in the present tense, e.g., "How are you today?" "Where are we?"

Transition into past tense questions like, "How was your weekend?" "Where were you yesterday?"

Highlight the words "was" and "were" in their responses.

White board

Presentation

Middle

Explain the Rule: Write the forms of "be" in the past tense on the board:

Singular: I was, He/She/It was

Plural: You were, We were, They were

Give Examples: Provide example sentences for each form, such as:

I was at the park.

They were in the classroom.

Subject-Verb Agreement: Emphasize when to use "was" and "were."

3. Guided Practice (10 minutes)

Activity 1: Sentence Completion

Provide students with incomplete sentences like:

She ___ happy yesterday. (was)

They ___ at school last week. (were)

Have students complete the sentences orally or in writing.

Activity 2: Dialogue Practice

Use a short story or dialogue containing "was" and "were."

Ask students to read the story aloud and underline the forms of "be."

4. Pair/Group Activity (10 minutes)

Game: "Who Was/Were?"

Each pair or group receives flashcards with questions like:

Who was your first teacher?

Where were you born?

Students take turns asking and answering using "was" and "were."

5. Independent Practice (5 minutes)

Distribute worksheets with:

Fill-in-the-blank sentences.

Short paragraphs where students identify and correct incorrect uses of "was" and "were."

Additional Task for SEN Students

Use simplified worksheets with visuals and a word bank for "was" and "were."

Pair them with supportive peers for collaborative activities.

Provide guided sentence completion exercises to build confidence.

Show visual materials (pictures, videos).

Writing tools

End

Write a short paragraph about what you did last weekend, using "was" and "were" at least five times.

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

Differentiation can be achieved through the selection of activities, identification olearning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner).

Organize interactive games during the lesson (e.g., animal descriptions). Provide information about animal conservation to enhance environmental awareness.

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Unit 4

School: 4 school named after Sugir Begendikuly

Date: 17.12.2024

Teacher name: Ondaganova Asem

CLASS: 5

Number present:

absent:

Lesson title

Time for CLIL. American music

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

Students will identify the main denominations of UK currency (pounds and pence).

Students will understand how to calculate simple transactions using UK currency.

Students will enhance vocabulary related to money.

Assessment criteria

Observe students’ participation during activities.

Review completed worksheets for understanding and accuracy.

Use their oral responses to gauge confidence in using "was" and "were."

Level of thinking skills

Remembering: Identifying UK coins and notes by their names and values.

Understanding: Explaining the relationship between pounds and pence.

Applying: Using UK currency in simple shopping role-play or matching tasks.

Duration

40 min

Plan

Planned timings

Planned activities (replace the notes below with your 9planned activities)

Resources

Beginning

Warm-up (5 minutes)

Activity: Ask students what currencies they know and introduce the UK currency (pounds and pence).

Show pictures of UK coins and notes on the board.

Vocabulary focus: pound (£), pence (p), coin, note.

White board

Presentation

Middle

Explain the denominations of UK coins (1p, 2p, 5p, 10p, 20p, 50p) and notes (£5, £10, £20, £50).

Show the conversion: £1 = 100p.

Provide examples: "This costs £2.50. That’s 2 pounds and 50 pence."

Practice

Activity 1 (Matching): Students match pictures of coins/notes to their values on a worksheet.

Activity 2 (Role-play): Set up a "shop" in the classroom. Students take turns being shopkeepers and customers, practicing buying and selling items with toy money.

Wrap-up

Quick Quiz: Ask questions like:

"How many pence are in £1?"

"What coin is worth 50p?"

Summarize the key points: denominations and basic usage.

Additional Task for SEN Students

Match coins to their values

Provide SEN students with large, clear images of UK coins and their values written underneath (e.g., "10p," "50p").

Ask them to match each coin to its value on a simplified worksheet..

Show visual materials (pictures, videos).

Writing tools

End

Research and draw different UK coins and notes, labeling their values.

Practice writing prices (e.g., £3.45, £7.99) and saying them aloud.

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

Differentiation can be achieved through the selection of activities, identification olearning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner).

Organize interactive games during the lesson (e.g., animal descriptions). Provide information about animal conservation to enhance environmental awareness.

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Unit 4

School: 4 school named after Sugir Begendikuly

Date: 10.01.2025

Teacher name: Ondaganova Asem

CLASS: 5

Number present:

absent:

Lesson title

Past times

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

Students will identify the main denominations of UK currency (pounds and pence).

Students will understand how to calculate simple transactions using UK currency.

Students will enhance vocabulary related to money.

Assessment criteria

Observe students’ participation during activities.

Review completed worksheets for understanding and accuracy.

Use their oral responses to gauge confidence in using "was" and "were."

Level of thinking skills

Remembering: Identifying UK coins and notes by their names and values.

Understanding: Explaining the relationship between pounds and pence.

Applying: Using UK currency in simple shopping role-play or matching tasks.

Duration

40 min

Plan

Planned timings

Planned activities (replace the notes below with your 9planned activities)

Resources

Beginning

Warm-up (5 minutes)

Activity: Ask students what currencies they know and introduce the UK currency (pounds and pence).

Show pictures of UK coins and notes on the board.

Vocabulary focus: pound (£), pence (p), coin, note.

White board

Presentation

Middle

Explain the denominations of UK coins (1p, 2p, 5p, 10p, 20p, 50p) and notes (£5, £10, £20, £50).

Show the conversion: £1 = 100p.

Provide examples: "This costs £2.50. That’s 2 pounds and 50 pence."

Practice

Activity 1 (Matching): Students match pictures of coins/notes to their values on a worksheet.

Activity 2 (Role-play): Set up a "shop" in the classroom. Students take turns being shopkeepers and customers, practicing buying and selling items with toy money.

Wrap-up

Quick Quiz: Ask questions like:

"How many pence are in £1?"

"What coin is worth 50p?"

Summarize the key points: denominations and basic usage.

Additional Task for SEN Students

Match coins to their values

Provide SEN students with large, clear images of UK coins and their values written underneath (e.g., "10p," "50p").

Ask them to match each coin to its value on a simplified worksheet..

Show visual materials (pictures, videos).

Writing tools

End

Research and draw different UK coins and notes, labeling their values.

Practice writing prices (e.g., £3.45, £7.99) and saying them aloud.

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

Differentiation can be achieved through the selection of activities, identification olearning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner).

Organize interactive games during the lesson (e.g., animal descriptions). Provide information about animal conservation to enhance environmental awareness.

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Unit 5

School: 4 school named after Sugir Begendikuly

Date: 15. 01.2025

Teacher name: Ondaganova Asem

CLASS: 5

Number present:

absent:

Lesson title

Reading for pleasure. Robert the Bruce and the spider

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

To develop students’ reading skills in English.

To understand the main idea of the story and express their thoughts.

To encourage students to reflect on motivation, persistence, and overcoming challenges.

Assessment criteria

Observe students’ participation during activities.

Review completed worksheets for understanding and accuracy.

Use their oral responses to gauge confidence in using "was" and "were."

Level of thinking skills

Remembering: Recall basic facts and details from the story

Understanding: Explain the main idea or summarize the story

Duration

40 min

Plan

Planned timings

Planned activities (replace the notes below with your 9planned activities)

Resources

Beginning

Warm-Up

Activity: Ask students:

“Do you like stories? What is your favorite story?”

“Have you ever heard about Robert the Bruce?”

Show a picture of a spider and ask:

“What do you know about spiders?”

White board

Presentation

Middle

Pre-Reading

Activity: Introduce new vocabulary with flashcards or pictures.

Practice pronunciation and meaning through a quick matching game.

Give students a short context:

“Robert the Bruce was a king in Scotland. One day, he saw a spider, and it changed his life. Let’s read to find out how.”

While-Reading (15 minutes)

Activity: Distribute the story Robert the Bruce and the Spider (simplified version for 5th grade).

Read the story together (teacher reads the first part, students take turns).

Questions to guide understanding:

“Why was Robert the Bruce sad?”

“What did the spider do?”

“How did this inspire the king?”

4. Post-Reading (8 minutes)

Activity 1: Discuss the moral of the story. Ask:

“What can we learn from the spider?”

“Have you ever faced a challenge and succeeded?”

Activity 2: Pair students to create a short dialogue:

“Imagine you are Robert the Bruce talking to the spider. What would you say?”

Additional Task for SEN Students

Match the Words to Pictures

Provide 4-5 pictures (e.g., spider, king, web).

Ask students to match each picture with the correct word.

Draw and Share

Ask students to draw a spider and say one sentence about it:

“The spider is brave.”

Show visual materials (pictures, videos).

Writing tools

End

Ask students:

“Did you enjoy the story? Why or why not?”

“Will you remember the spider’s lesson in your life?”

Homework: Write 3 sentences about a time you learned from nature or an animal.

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

Differentiation can be achieved through the selection of activities, identification olearning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner).

Organize interactive games during the lesson (e.g., animal descriptions). Provide information about animal conservation to enhance environmental awareness.

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Unit 5

School: 4 school named after Sugir Begendikuly

Date: 20. 01.2025

Teacher name: Ondaganova Asem

CLASS: 5

Number present:

absent:

Lesson title

Grammar track

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

Identify and use the past simple tense in positive, negative, and interrogative sentences.

Write short sentences about past events using the past simple tense.

Assessment criteria

Observe students’ participation during activities.

Review completed worksheets for understanding and accuracy.

Use their oral responses to gauge confidence in using "was" and "were."

Level of thinking skills

Remembering: Identifying verb forms.

Understanding: Using the past simple form in context.

Duration

40 min

Plan

Planned timings

Planned activities (replace the notes below with your 9planned activities)

Resources

Beginning

Warm-Up

Activity: "What did I do yesterday?" (Teacher's Story)

Teacher tells a short, engaging story about their day yesterday, using actions in the past simple (e.g., "I woke up early, ate breakfast, and went to the park.").

Ask students to guess what the teacher might have done by asking: "Did I...?"

White board

Presentation

Middle

Introduce the past simple tense with examples (regular and irregular verbs).

Regular verbs: Add "-ed" (e.g., play → played).

Irregular verbs: Learn them as they are (e.g., go → went).

Highlight sentence structures:

Positive: Subject + Verb (past) + Object.

Negative: Subject + did not + Verb (base form).

Question: Did + Subject + Verb (base form)?

Show examples on the board and use visuals like a timeline.

Activity 1: Sentence Transformation

Provide students with sentences in the present tense. Students will rewrite them in the past tense.

Example: "I play football." → "I played football."

Use regular and irregular verbs.

Activity 2: Find the Mistake (8 minutes)

Present sentences with errors (e.g., "He goed to the park.").

Students identify and correct the mistakes.

Activity: "My Weekend in 3 Sentences"

Students write three sentences about what they did last weekend using the past simple tense.

Encourage sharing with a partner or the class.

Additional Task for SEN Students

Students match the base form with its corresponding past simple form.

Once matched, they say a sentence aloud using the verb in the past simple tense (e.g., "I played football yesterday.").

Show visual materials (pictures, videos).

Writing tools

End

Teacher gives verbs in base form, and students say or write the past form (e.g., "eat → ate").

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

Differentiation can be achieved through the selection of activities, identification olearning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner).

Organize interactive games during the lesson (e.g., animal descriptions). Provide information about animal conservation to enhance environmental awareness.

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Unit 5

School: 4 school named after Sugir Begendikuly

Date: 21. 01.2025

Teacher name: Ondaganova Asem

CLASS: 5

Number present:

absent:

Lesson title

Sound track

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

5.1.4.2: Understand the use of the past simple tense to talk about completed actions in the past.

5.S3: Communicate about familiar topics using a range of simple sentences in the past simple tense.

Assessment criteria

Observe students’ participation during activities.

Review completed worksheets for understanding and accuracy.

Use their oral responses to gauge confidence in using "was" and "were."

Level of thinking skills

Remembering: Identifying verb forms.

Understanding: Using the past simple form in context.

Duration

40 min

Plan

Planned timings

Planned activities (replace the notes below with your 9planned activities)

Resources

Beginning

Warm-Up

Activity: "What did I do yesterday?" (Teacher's Story)

Teacher tells a short, engaging story about their day yesterday, using actions in the past simple (e.g., "I woke up early, ate breakfast, and went to the park.").

Ask students to guess what the teacher might have done by asking: "Did I...?"

White board

Presentation

Middle

Introduce the past simple tense with examples (regular and irregular verbs).

Regular verbs: Add "-ed" (e.g., play → played).

Irregular verbs: Learn them as they are (e.g., go → went).

Highlight sentence structures:

Positive: Subject + Verb (past) + Object.

Negative: Subject + did not + Verb (base form).

Question: Did + Subject + Verb (base form)?

Show examples on the board and use visuals like a timeline.

Activity 1: Sentence Transformation

Provide students with sentences in the present tense. Students will rewrite them in the past tense.

Example: "I play football." → "I played football."

Use regular and irregular verbs.

Activity 2: Find the Mistake (8 minutes)

Present sentences with errors (e.g., "He goed to the park.").

Students identify and correct the mistakes.

Activity: "My Weekend in 3 Sentences"

Students write three sentences about what they did last weekend using the past simple tense.

Encourage sharing with a partner or the class.

Additional Task for SEN Students

Students match the base form with its corresponding past simple form.

Once matched, they say a sentence aloud using the verb in the past simple tense (e.g., "I played football yesterday.").

Show visual materials (pictures, videos).

Writing tools

End

Teacher gives verbs in base form, and students say or write the past form (e.g., "eat → ate").

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

Differentiation can be achieved through the selection of activities, identification olearning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner).

Organize interactive games during the lesson (e.g., animal descriptions). Provide information about animal conservation to enhance environmental awareness.

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Unit 5

School: 4 school named after Sugir Begendikuly

Date: 22. 01.2025

Teacher name: Ondaganova Asem

CLASS: 5

Number present:

absent:

Lesson title

Culture time. Kilts and tartans

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

5.1.4.1: Understand a limited range of short supported questions about familiar topics.

5.3.3.1: Use a range of basic vocabulary to communicate on familiar topics.

5.5.1.1: Plan, write, and check sentences with support.

Assessment criteria

Listening and Understanding: Students recognize key vocabulary in context.

Speaking: Students use new vocabulary in guided questions.

Writing: Students write sentences about their tartan design.

Level of thinking skills

Remembering: recognize tartan patterns and recall colors used in their tartan.

Understanding: match tartan pieces to clan names with visual support and explain the connection between tartans and clans in simple terms.

Duration

40 min

Plan

Planned timings

Planned activities (replace the notes below with your 9planned activities)

Resources

Beginning

Warm-Up

Objective: Activate prior knowledge and engage learners.

Activity: Show pictures of kilts and tartans. Ask students what they know about Scotland or kilts.

Instruction: “These are kilts, traditional Scottish clothing. Do you know any other traditions from Scotland?”

White board

Presentation

Middle

Activity:

Present a short story or video (2–3 minutes) about the history of kilts and tartans.

Teach key vocabulary: "kilt," "tartan," "plaid," "clan," "heritage."

Instruction: Discuss the significance of tartans for Scottish clans and how each design represents a family or region.

Objective: Practice using new vocabulary.

Activity:

Group Work: Students match pictures of tartans with their descriptions (e.g., "This is a red and green tartan from Clan MacDonald.").

Pair Work: Students ask and answer questions like:

"What color is this tartan?"

"Which clan does this tartan belong to?

Creative Task

Objective: Encourage creativity and synthesis.

Activity:

Students design their own tartan using crayons or colored pencils.

Write 2–3 sentences about what their tartan represents (e.g., "This is my family tartan. It has blue for the sky and yellow for the sun.").

Additional Task for SEN Students

Provide pre-cut paper pieces with tartan patterns and clan names.

Students match the tartan pieces to the corresponding clan names (with pictures or color-coded hints).

Show visual materials (pictures, videos).

Writing tools

End