р/

Тақырыбы

Барлық саны

теориясы

практикасы

І term

1

Lesson 1

Personal Identification

What’s your name?

A friendly family

2

1

1

2

Lesson 2

Where are you from?

Present Tense of “to be”

2

1

1

3

Lesson 3

How old are you?

Pronoun “you” prepositions “in,from”

2

1

1

4

Lesson 4

What’s your address?

Questions: “ how,which,how oid”

2

1

1

5

Lesson 5

Free Time

Leisure

2

1

1

6

Lesson 6

Hobbies

Revision

2

1

1

7

Lesson 7

My hobby

2

1

1

8

Lesson 8

So many countries so many customs

Continents and countries

English speaking countries

2

1

1

9

Lesson 9

More about English and Kazakh Traditions

Kazakhstan is my Motherland

2

1

1

II term

10

Lesson 1

World around us

The Earth is an danger I

Ecology

2

1

1

11

Lesson 2

The Earth is an danger I

Save the nature

2

1

1

12

Lesson 3

The Earth is an danger I

Ecology in Kazakhstan and its problems

2

1

1

13

Lesson 4

Sports and games

The popular British Sports and Games

2

1

1

14

Lesson 5

Sport in Kazakhstan and in my lifу

Sports and games

2

1

1

15

Lesson 6

My favourite sport

Present Indefinite Tense

2

1

1

16

Lesson 7

Kazakh national games

Future Indefinite Tense

2

1

1

III term

17

Lesson 1

Health and Body Care

Parts of the body

2

1

1

18

Lesson 2

At the doctor’s

Adjectives

2

1

1

19

Lesson 3

Health is above wealth

Ronald is really ill

2

1

1

20

Lesson 4

What we should do to keep fit

Adjectives/ question “what”

2

1

1

21

Lesson 5

Illnesses

Smoking habits

2

1

1

22

Lesson 6

He was only wrong by two!

Revision

2

1

1

23

Lesson 7

Shopping

Shopping in London

2

1

1

24

Lesson 8

At the Butcher’s

Countable/Uncountable nouns

2

1

1

25

Lesson 9

At Selfridge’s

British money

2

1

1

26

Lesson 10

A trip to Britain

2

1

1

IV term

27

London

Trains Lesson 1

Travelling

Transport in

2

1

1

28

Lesson 2

Sightseeing tour around London

My friend is an Alien

2

1

1

29

Lesson 3

The United kingdom / Kazakhstan . Geography

The land and the people of Great Britain

2

1

1

30

Lesson 4

The Queen and the Parliament

The members of the Royal Family

2

1

1

31

Lesson 5

Independent Kazakhstan

Present Continuous

2

1

1

32

Lesson 6

The British ways of life

“She wanted to show off”

2

1

1

33

Lesson 7

Kazakhstan and the United Kingdom

Ordinal numbers

2

1

1

34

Lesson 8

I love of my Motherland

Revision lesson

2

1

1

Unit of a long term plan: Personal Identification. Lesson 1

School:

Teacher name:

Date:

Grade: 5

Number present:

absent:

Lesson title

What’s your name? A friendly family

Learning objectives

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.

Lesson objectives

Learners will be able to:

Introduce themselves and family members using "My name is..." and "This is my...".

Use family vocabulary (mother, father, siblings, grandparents) correctly.

Value links

Family Values: Promoting love, respect, and support within the family unit. Understanding that a "friendly family" is the foundation of a happy life.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

1. Greeting.

2. Warm-up: Teacher passes a ball. When a student catches it, they must say: "My name is [Name] and I am happy."

3. Lead-in: Show a photo of a large family. Ask: "Who are these people?"

1. Respond to greeting.

2. Participate in the name-sharing game.

3. Identify basic family roles (mom, dad).

Teacher uses "The praise" method:

“Good job! Well done!”

Formative Assessment

Good job!

CD 1

Pictures

PPT

Middle of the lesson

Presentation part.

35 min

Presentation part:

1. Vocabulary: Parents, siblings, daughter, son, aunt, uncle, cousins.

2. Possessive 's: Explain how to show belonging (e.g., Tom's father).

3. Differentiation:

• Support: Provide a family tree template with labels.

• Challenge: Ask students to describe their family using 2-3 adjectives (e.g., "My family is big and friendly").

Speaking Activity:

Teacher asks: "What makes a family friendly?"

Introduce phrases: Helping each other, playing together, being kind.

1. Vocabulary Work: Repeat words and match labels to a family tree diagram.

2. Grammar Task: Write 5 sentences about a fictional family using possessive 's.

3. Role Play: "Meeting a friend's family." Students use cards to introduce "family members" to each other.

Project:

Students draw a simple "Friendly Family House" and write the names of their family members inside.

- Correctly identify 6+ family members.

- Use possessive 's accurately in sentences.

Descriptor:

- Completes the family tree labels correctly.

Peer assessment:

Students show their drawings and say: "This is my mother. Her name is..." Partners check for "s" usage.

End of the lesson

5 min

Reflection:

1. Teacher asks: "What is your brother's/sister's name?"

2. Homework:

Write a short paragraph (4-5 sentences) titled "My Friendly Family."

1. Self-assessment: Place a sticker on the Poster Success (Roof = I know all family words, Floor = I need more practice).

2. Say goodbye.

Poster Success

Unit of a long term plan: Personal Identification

Lesson 2

School:

Teacher name:

Date:

Grade: 5

Number present:

absent:

Lesson title

Where are you from? Present Tense of “to be”

Learning objectives

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.

Lesson objectives

Learners will be able to:

Use the verb "to be" (am, is, are) in positive, negative, and question forms.

Ask and answer the question "Where are you from?" correctly.

Value links

Intercultural Awareness: Developing respect for people from different countries and understanding global diversity.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment:

1. Greeting.

2. Warm-up: Teacher shows a world map and points to Kazakhstan. Ask: "Where are we now?"

3. Lead-in: Show flags of different countries (UK, USA, China, Turkey). Ask: "Do you know these countries?

1. Respond to the teacher.

2. Point to Kazakhstan and other known countries.

3. Identify flags and name countries in English if possible

Oral praise:

“Excellent! Well done!”

CD 1

Pictures

PPT

Middle of the lesson

Presentation part.

35 min

Presentation part:

1. Vocabulary: The UK, the USA, Italy, France, Japan, Nationality.

2. Grammar Focus: Explain the conjugation of the verb "to be".

3. Differentiation:

• Support: Matching country flags to names.

• Challenge: Writing short sentences about famous people's origins (e.g., "Cristiano Ronaldo is from Portugal").

Active Learning:

"The Interview" activity. Teacher models: "I am from Kazakhstan. Where are you from?"

1. Vocabulary Work: Repeat country names and nationalities after the teacher.

2. Grammar Practice: Complete sentences on the board using am, is, are.

3. Task 1: Work on a worksheet matching countries to nationalities (e.g., Kazakhstan - Kazakh).

Pair Work:

Students use "Identity Cards" with different countries. They ask each other:

- Hi! What is your name?

- Where are you from?

- I am from...

- Identify 5+ countries.

- Conjugate "to be" correctly for all pronouns.

Descriptor:

- Correctly matches countries to nationalities.

Peer assessment:

Students check if their partner used the correct form of "to be" in their answer.

Student’s book, Cards, Worksheets

End of the lesson

5 min

Reflection:

1. Teacher asks: "Is he from London? Are they from Astana?" to check comprehension.

2. Homework: Ex: Write 5 sentences about where your friends or favorite characters are from.

Poster Success

Unit of a long term plan: Personal Identification Lesson 3

School:

Teacher name:

Date:

Grade: 5

Number present:

absent:

Lesson title

How old are you?

Pronoun “you” prepositions “in,from”

Learning objectives

5.L3 Understand an increasing range of unsupported basic questions on general topics.

5.S1 Provide basic information about themselves and others at sentence level.

Lesson objectives

Ask and answer questions about age using the verb "to be". Use the personal pronoun "you" correctly in sentences. Apply prepositions "in" and "from" to describe location and origin.

Value links

Respect and Communication: Encouraging students to be polite when asking personal questions and to value diversity in their classroom community.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

rganization moment: 1. Greeting.

2. Warm-up: "The Number Ball". Teacher throws a ball and says a number (1-100), student catches and says the next number.

3. Lead-in: Ask "How old are you?" to several students to introduce the topic.

. Respond to greeting.

2. Participate in the number game.

3. Answer: "I am eleven years old" or "I am ten."

Formative Assessment: Teacher’s feedback:

“Good job! Excellent pronunciation

Good job!

Ball, Pictures of birthdays

Middle of the lesson

Presentation part.

35 min

Presentation part:

1. Grammar: Explain the pronoun "you" (singular/plural) and the verb "are".

2. Prepositions: Explain "from" (origin: I am from Kazakhstan) and "in" (location: I am in the 5th grade).

3. Differentiation:

Support: Give a worksheet with "Fill in the gaps" (am/is/are).

Challenge: Write a short dialogue between two new friends meeting for the first time.

Group Work:

Give cards with famous characters (e.g., Harry Potter, Alpamys Batyr). Students must pretend to be them.

1. Grammar Work: Listen and repeat the structures "How old are you?" / "Where are you from?".

2. Writing: Complete the worksheet using "in" or "from" correctly.

3. Speaking: Interview 3 classmates about their age and where they live

Role Play: Students go around the class:

- "Who are you?"

- "I am Alpamys Batyr."

- "How old are you?"

- "I am fourteen."

- Correctly uses "you are" in questions.

- Distinguishes between "in" and "from".

Descriptor:

- Accurately answers 4/5 questions on the worksheet.

Cards

Student’s book

End of the lesson

5 min

1. Teacher asks: "Are you from London?" to check negative answers.

2. Homework:

Write 3 sentences about your family members' ages using "He/She is...".

1. Self-assessment: Place a sticker on the Poster Success.

Poster Success

Unit of a long term plan: Personal Identification Lesson 4

School:

Teacher name:

Date:

Grade: 5

Number present:

absent:

Lesson title

What’s your address?

Questions: “ how,which,how oid”

Learning objectives

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.

Lesson objectives

Learners will be able to: Ask and answer questions about addresses and personal details.

Correct use of question words "how," "which," and "how old" in context.

Value links

Civic Responsibility and Literacy: Understanding the importance of knowing personal identification details and appreciating cultural literature like the novel Ulpan Is Her Name.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

1. Greeting.

2. Warm-up: Ask students "How are you?" and "How old are you?" to review Lesson 3.

3. Lead-in: Show a picture of an envelope. Ask: "What information do we need to send this?"

1. Respond to the teacher.

2. Answer questions using "I am..." and "I am [number] years old".

3. Identify that an "address" is needed.

Formative Assessment: Teacher uses "The praise" method to encourage participation.

Good job!

PPT, Family photos,

Middle of the lesson

Presentation part.

35 min

Presentation part:

1. Vocabulary: Street, house number, city, address.

2. Grammar: Introduce "Which house is yours?" and "How do you spell your street name?".

3. Reading Link: Read a short text about Ulpan. Describe her as "clever, generous, courageous, and fair".

Speaking Activity:

"The Postman Game." One student is the postman and asks "Which street do you live on?" and "What is your house number?"

1. Practice: Repeat and write new address-related vocabulary.

2. Task 1: Match question words to answers:

* How old? -> 11.

* Which? -> The blue house.

* How? -> By bus.

3. Character Study: Write 2 sentences about Ulpan's character.

Pair Work:

Students fill out a "Personal ID Card" for their partner, including name, age, and address.

- Uses "how old" and "which" correctly.

- Correctly spells their own address.

Descriptor:

- Student identifies Ulpan’s traits correctly.

Peer assessment:

Students check their partner's ID card for correct "to be" usage and spelling.

Cards

Student’s book

End of the lesson

5 min

1. Ask: "Which question word do we use for age?"

2. Homework:

Write down the address of a famous place in your city (e.g., a museum or park).

Poster Success

Unit of a long term plan: Free Time. Lesson 5

School:

Teacher name:

Date:

Grade: 5

Number present:

absent:

Lesson title

Leisure

Learning objectives

5.L1 Understand a sequence of supported classroom instructions. 5.S7 Use appropriate subject-specific vocabulary to talk about a limited range of general topics. 5.UE3 Use a growing variety of adjectives on a limited range of familiar general and curricular topics.

Lesson objectives

Learners will be able to: Identify at least 5 leisure activities (swimming, reading, etc.).

Use adjectives to describe leisure activities (fun, boring, exciting).

Value links

Family: Encouraging students to spend quality free time with family members to strengthen bonds and show appreciation for loved ones.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment:

1. Greeting.

2. Warm-up: Ask: "What do you do when you are not at school?"

3. Lead-in: Show flashcards of various hobbies. Ask: "Do you like these?"

1. Respond to the teacher.

2. Name hobbies they know in English (e.g., football, music).

3. Identify activities from the flashcards.

Teacher uses "The praise" method:

“Good job! Well done!”

Formative Assessment

Good job!

Energetic music), Hobbies Flashcards, PPT

Middle of the lesson

Presentation part.

35 min

Presentation part:

1. Introduce new vocabulary: cycling, photography, painting, playing chess, gardening. 2. Introduce descriptive adjectives: fun, interesting, relaxing, difficult.

3. Differentiation:

• Support: Matching worksheet (picture to word).

• Challenge: Use "because" (e.g., "I like swimming because it is relaxing").

Family Value Activity:

Teacher asks: "What does your family do together on weekends?"

Emphasizes: "Spending leisure time with family is a precious gift."

1. Vocabulary Work: Repeat words after the teacher and copy them into notebooks.

2. Task 1: Match leisure activities with adjectives that describe them.

3. Pair Work: Ask and answer:

- "What is your favorite leisure activity?"

- "Is it fun or difficult?"

Group Work:

Students create a small "Family Leisure Poster" showing 3 things they do with their parents/siblings.

- Pronounce leisure words correctly.

- Use adjectives to describe activities.

Descriptor:

- Correctly identifies 5 leisure activities.

- Uses at least 2 adjectives

Peer assessment:

Groups present posters and others use "Two stars and a wish" to evaluate.

Cards

Student’s book

Workshets

End of the lesson

5 min

Reflection: 1. Teacher asks: "Is photography boring or interesting?"

2. Homework: Write 5 sentences about your family’s favorite leisure activities.