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22 Қаңтар 2025
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Excel 5 сынып 3-тоқсан ҚМЖ жинағы
Short term plan: term 3
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Unit: 5 Creativity |
Lesson 49 |
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Teacher name: |
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Date: |
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Grade: 5 |
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Lesson title |
Vocabulary: Mythical creatures |
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Learning objectives |
5.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics; 5.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics; |
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Lesson objectives |
Learners will be able to: - present some mythical creatures - present new vocabulary - relate mythical creatures to animals - describe mythical creatures |
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Value links |
Family – Family values are moral and ethical principles of typical family life, including sacrificing for loved ones, putting your loved ones first, and keeping your loved ones at the centre of your thoughts and actions. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Assessment criteria make basic statements related to personal information, people and objects on familiar topics |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P: 57 • Draw Ss' attention to the pictures and ask various Ss to read out the name of the creature each one shows. Play the recording. Ss listen and repeat chorally or individually. Elicit the L1 equivalents from Ss around the class. Ex: 2 P: 57 • Go through the features in the list and explain/elicit the meanings of any unknown words. Play the recording. Ss listen and repeat chorally or individually and point to each feature as it is mentioned Ex: 3 P: 57 • Elicit which creatures look like the animals in the list.
Ex: 4 P: 57 • Read out the example and ask various Ss around the class to describe the creatures using the phrases given earlier.
Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners look at the pictures. Listen and repeat. Answer the question. ANSWERS Students’ own answer • Learners listen, repeat and point. ANSWERS Students’ own answer • Learners answer the question ANSWERS A hippogriff looks like a horse and an eagle. A phoenix looks like an eagle. The Samruk looks like an eagle. A cyclops looks like a giant. A unicorn looks like a horse. A dragon looks like a huge snake • Learners describe the creatures ANSWERS A phoenix looks like an eagle. It has got a long tail, sharp claws, a beak, big wings and long feathers. A hippogriff looks like a horse and an eagle. It has got a thick mane, a long tail, sharp claws, a beak, big wings and long feathers. A cyclops looks like a giant. It has got a single eye and sharp teeth. A dragon looks like a huge snake. It has got a long tail, sharp claws, big wings and sharp teeth. The Samruk looks like an eagle. It's got a long tail, a beak, big wings and long feathers |
Descriptor: - look at the pictures - listen and repeat. - answer the question. Total: 3 point
self assessment Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - listen, repeat and point. Total: 3 point Descriptor: - ask and answer the question Total: 3 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 3
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Unit 5 Creativity |
Lesson 50 |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Reading: Mythical creatures |
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Learning objectives |
5.3.6.1 communicate meaning clearly at sentence level during, pair, group and whole class exchanges; 5.4.3.1 understand the detail of an argument on a limited range of familiar general and curricular topics 5.5.4.1 write with support a sequence of extended sentences in a paragraph to give basic information about Astana |
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Value links |
Loyalty – Loyalty might be a core personal value to you if you highly prize friends that are reliable and trustworthy. You might put your friends or chosen family first, always being there for them when they need you. |
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Lesson objectives |
Learners will be able to: - introduce the topic - read for specific information/detailed understanding/main ideas |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Ask a few pupils to stand up and stand in a row. Ask the rest of the class questions to revise the ordinals. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Determines the topic and purpose of the lesson •Learners remember previous lesson vocabulary Students say different words from the picture Answer the question. |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Assessment criteria - Learners have met the learning objectives if they can talk about mythical creatures |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:58 • Direct Ss' attention to the pictures and elicit answers to the questions in the rubric. Ex: 2 P: 58 • Read the title aloud and allow Ss one minute to read the introduction to the text. Elicit answers/ guesses to the questions in the rubric and then play the recording. Ss listen and follow the text in their books and find out the answers. Ex: 3 P: 59 • Allow Ss some time to read the text again and mark the sentences T (true) or F (false). Direct Ss to the Word List to look up the meanings of the words in the Check these words box. Check Ss' answers. As an extension ask Ss to correct the false statements. Ex: 4 P: 59 • Allow Ss a couple of minutes to review the text and then ask various Ss around the class to tell the class the differences between the creatures in the Harry Potter books and the same creatures in mythology. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Pupils look at the pictures. Answer the question. ANSWERS The Centaur is half human and half horse and it has got a human head. The Chimera has got three heads. The Phoenix has got a long tail and a sharp beak • Pupils read the title and the introduction to the text. Answer the question ANSWERS Harry Potter is a character in a series of books by J.K. Rowling. The mythical creatures in the pictures are related to Harry Potter because they are in the books about him. • Pupils read the text and mark the sentences. ANSWERS 1 F (They had one head.) 2 F (Only in the Harry Potter books) 3 T 4 F (It was a beautiful bird.) ST 6 F (It had heads from 3 different animals.) 7 T 8 T Pupils tell the class. Answer the question. ANSWERS The Centaurs in mythology were wild dangerous beasts. The Centaurs in the Harry Potter books were intelligent and could see the future. Both types of centaurs lived in the forest and both had one special contour who was a teacher. |
Descriptor: - look at the pictures - answer the question Total: 2 point
Self assessment Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - read the title aloud - answer the question Total: 2 point Descriptor: - read the text - mark the sentences Total: 2 point Descriptor: - tell the class - answer the question Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 3
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Unit 5 Creativity |
Lesson 51 |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Use of English: was / were |
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Learning objectives |
5.3.4.1 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics; 5.6.1.1 use a structure to be going to express intention and plan on a limited range of familiar general and curricular topics; 5.5.3.1 write with support factual descriptions at text level which describe people, places and objects to visit and activities; |
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Lesson objectives |
Learners will be able to: - present the past simple of the verb 'to be' - was/were - practise the past simple of the verb 'to be' in the affirmative was/were - practise the past simple of the verb 'to be' in the negative wasn't/weren't |
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Value links |
Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P: 60 • Explain that was/were is the past simple form of the verb 'to be'. Go through the table with Ss and read out all the persons. Ss fill the gaps and then elicit when we use was/were. Ex: 2 P: 60 • Ss fill in the correct word. Check Ss' answers. Ex: 3 P: 60 • Explain the task and read out the example. Ss complete the task. Check Ss' answers. Ex: 4 P: 60 • Draw Ss' attention to the timetable and then Ss complete the task. Check Ss' answers around the class by asking one S to say a question and another to answer it. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils read the table and complete the gaps. ANSWERS 1 was 2 were 3 weren't 4 Was 5 Were 6 wasn't 7 weren't 8 were •Pupils complete with was or were ANSWERS 1 was 2 were 3 was 4 were 5 was •Pupils write the sentences as in the example. Use wasn’t or weren’t ANSWERS 2 They weren't in Rome last month. 3 Milena wasn't at the party. 4 I wasn't at the gym yesterday. 5 You weren't at Jane's house •Pupils complete with was or were. Answer the question. ANSWERS 2 Were, Yes, they were. 3 Was, No, he wasn't. 5 Were, Yes, they were. 6 Was, No, he wasn't. 7 Were, Yes, they were. 4 Was, Yes, she was |
Descriptor: - read the table - complete the gaps. Total: 2 point
Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - complete with was or were - fill in the correct word Total: 2 point
Descriptor: - write the sentences - use wasn’t or weren’t Total: 2 point Descriptor: - complete with was or were - answer the question. Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5: Creativity |
Lesson 52 |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Use of English: had / could |
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Learning objectives |
5.3.4.1 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics; 5.6.1.1 use a structure to be going to express intention and plan on a limited range of familiar general and curricular topics; 5.5.3.1 write with support factual descriptions at text level which describe people, places and objects to visit and activities; |
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Lesson objectives |
Learners will be able to: - present the past simple form of 'have' had - practise the affirmative and negative forms of had -practise the interrogative form of had with short answers |
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Value links |
Honesty – You may highly value telling people the truth. This one gets tricky when being honest can be hurtful to others. So, a person who really puts honesty first might be the sort of person who will tell the truth even if it hurts to do so. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about daily routines previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:7 P:61 • Go through the table and elicit how we form the negative and interrogative of the verb 'have' in the past simple Ex: 8 P: 61 • Explain the task and draw Ss' attention to the picture. Ss complete the task. Check Ss' answers. Ex: 9 P: 61 • Explain the task. Ss work in pairs and ask and answer questions. Monitor the activity around the class and then ask some pairs to ask and answer in front of the class. Ex: 11 P: 61 • Ss complete the task. Check Ss' answers. Ex: 12 P: 61 • Explain the task. Ss work in pairs and ask and answer using the prompts and could in the interrogative form with short answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils read the table. Answer the question. ANSWERS We form the negative form of had with a personal pronoun + didn't have which is the same in all persons. We form the interrogative form of had with did + a personal pronoun + have which is the same in all persons •Pupils complete the sentences with had / didn’t have ANSWERS 1 didn't have 2 didn't have 3 didn't have 4 had 5 didn't have 6 didn't have 7 didn't have 8 had •Pupils answer the question. Use the phrases to find out. ANSWERS A: Did you have short hair at the age of five? B: Yes, I did./No, I didn't. A: Did you have a dog at the age of five? B: Yes, I did./No, I didn't. •Pupils complete with could or couldn’t ANSWERS 1 couldn't 2 couldn't 3 could 4 couldn't 5 could •Pupils answer the question. Use the phrases to find out. ANSWERS A: Could you read at the age of seven? B: Yes, I could./No, I couldn't. A: Could you swim at the age of seven? B: Yes, I could./No, I couldn't. |
Descriptor: - read the table - answer the question. Total: 2 point
Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - complete the sentences with had / didn’t have Total: 2 point Descriptor: - answer the question. - use the phrases to find out. Total: 3 point
Descriptor: - complete with could or couldn’t Total: 2 point
-Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit: 5 Creativity |
Lesson 53 |
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Teacher name: |
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Date: |
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Grade:5 |
Number present: |
absent: |
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Lesson title |
Reading: The Samruk |
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Learning objectives |
5.3.4.1 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics; 5.4.1.1 understand the main points in a limited range of short simple texts on general and curricular topics; 5.6.3.1 use a structure to be going to (questions) to ask about plans. |
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Lesson objectives |
Learners will be able to: - introduce the topic and stimulate interest in the text - read for specific information/detailed understanding/main ideas - make verb/noun phrases and summarise a text |
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Value links |
Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Revise the vocabulary from the previous lesson Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about days of the week previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - talk about days of the we Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about the Samruk |
Pictures worksheet picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:62 • Direct Ss' attention to the picture and ask if they know anything about the Samruk. Elicit a variety of questions and write three of them on the board. Ex: 2 P: 62 •Allow Ss some time to read the texts and mark the sentences T (true) or F (false) or DS (doesn't say). Direct Ss to the Word List to look up the meanings of the words in the Check these words box. Check Ss' answers. Ss should justify their answers. Ex: 3 P: 62 • Ss match the verbs to the nouns, then ask various Ss around the class to give a summary of the text using the phrases. Ex: 4 P: 63 • Read the Study Skills box aloud and write the examples on the board, underlining the years. Say the years aloud and direct Ss to repeat. Direct Ss' attention to the pictures and ask various Ss around the class who the people are. Ask various Ss to read out the captions under the pictures. Choose a pair of Ss to read out the example. Ex: 5 P: 63 • Explain the task and play the recording. Ss listen and complete the fact file. Check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes ofthe students and by their abilities. |
• Pupils answer the question. Think of three question. ANSWERS Where did the Samruk go every summer? To the Tree of Life out on the steppe. What is the name of the Tree of Life? The Baiterek. What is the name of the dragon who lives at the bottom of the tree? Ajdahar. • Pupils read the text again and mark the sentences. ANSWERS 1 DS 2 F (The Samruk had a nest high in the branches of the tree. In the spring a golden egg appeared in the nest.) 3 DS 4 T (He swallowed the golden egg and crawled back down to the underworld.) • Pupils match the words in the two columns. Use the phrases ANSWERS 1 e 2 c 3 f 4 b 5 g 6 d 7h 8 a • Pupils look at the pictures. Ask and answer as in the example. ANSWERS A: Who was James Joyce? B: A famous Irish writer. A: When was he born? B: In 1882. A: When did he die? B: In 1941 • Pupils listen and complete the fact file in your notebook. ANSWERS 1 1915 2 miner 3 Kazakhstan 5 October 4 steppe |
Descriptor: - answer the question. - write three question. Total: 2 point
Self assessment Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - read the text - mark the sentences Total: 2 point Descriptor: - match the words - use the phrases Total: 2 point Descriptor: - look at the pictures. - ask and answer as in the example Total: 2 point Descriptor: - listen and complete the fact Total: 1 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Vocabulary card |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5 Creativity |
Lesson 54 |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Use of English: past Simple |
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Learning objectives |
5.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics 5.5.6.1 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics 5.4.1.1 understand the main points in a limited range of short simple texts on general and curricular topics |
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Lesson objectives |
Learners will be able to: - present the past simple affirmative for regular verbs - practise the past simple affirmative - present the past simple negative. |
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Value links |
Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Revise the language of the previous lesson. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Determines the topic and purpose of the lesson • Learners talk about favourite dayprevious lesson vocabulary |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:64 • Ss close their books. Present the past simple. Say: I worked hard yesterday. Write it on the board. Underline worked and explain that this verb is in the past simple. Point to a S and say: You worked hard yesterday. Then write it on the board. Underline worked. Point to a male S and say: He worked hard yesterday. Then write it on the board. Underline Ex: 2 P: 64 • Explain the task and allow Ss some time to complete it. Check Ss' answers by reading the text aloud and eliciting the missing verb forms from various Ss around the class. Check correct spelling on the board. Ex: 3 P: 64 • Ss close their books. Write on the board: I didn't work yesterday and She didn't work yesterday. Underline I didn't in the first sentence and She didn't in the second sentence. Explain that we use didn't in all persons to form the negative of the past simple. Point out that the main verb is also the same for all persons and is used in its base form. Ex: 4 P: 64 • Explain the task. Allow Ss two minutes to read the text in Ex. 2 again and then read out the example. Ss complete the task. Ask various Ss to read out the answers to the class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the table and complete the rule. ANSWERS -ed Pupils put the verbs in brackets into the past simple. ANSWERS 2 called 3 started 4 joined 5 invaded 6 hated 7 liked 8 died 9 buried Pupils read the table and complete the rule. ANSWERS didn't Pupils read the text and correct the false statements ANSWERS 2 He didn't live in Europe. He lived in Asia. 3 He didn't start the British Empire. He started the Mongol Empire. 4 He didn't join only two tribes together. He joined many tribes together. 5 He didn't invade many parts of Australia. He invaded many parts of China and Central Asia. 6 His men didn't bury him in Italy. They buried him somewhere in Mongolia |
Descriptor: - read the table - complete the rule Total: 2 point
Self assessment Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - put the verbs in brackets into the past simple. Total: 3 point Descriptor: - read the table - complete the rule Total: 2 point Descriptor: - read the text - correct the false statements Total: 2 point -Make CCQ questions Yes / No Total: 1point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success |
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Short term plan: term 3
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Unit 5: Creativity |
Lesson 56 |
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Teacher name: Askarova A |
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Date: 28.01 |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Reading and Listening; The lost Island of Atlantis. |
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Learning objectives |
5.2.6.1 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics; 5.4.2.1 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; |
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Lesson objectives |
Learners will be able to: - introduce the topic and predict the content of the text - read for comprehension - practise the past simple and revise question words |
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Value links |
Integrity – Integrity is the quality of having strong moral principles. So, a person with integrity will always act with honesty and adhere to their own moral code regardless of what others do. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Revise the language of the previous lesson. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners write the numbers from previous lesson Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can: To talk about lost Island of Atlantis |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:66 • Elicit what Ss know about Atlantis. Read out the title and subheadings in the text as well as the words in the list. Play the recording. Ss listen and follow the text in their books to find out how the words are related to Atlantis. Ex: 2 P: 67 •Draw Ss attention to the Study Skill box and read it aloud. Give an example of key words and then explain the task. Allow Ss some time to read the text and answer the questions. Then direct Ss to the Word List to look up the meanings of the words in the Check these words box. Check Ss' answers around the class. Ex: 3 P: 67 • Explain the task and ask two Ss to read the example exchange aloud. Ss do the task in closed pairs, then ask some pairs to ask and answer in front of the class. Ex: 4 P: 67 • Allow Ss two minutes to read the text again and then ask various Ss to give their summary to the class using as many of the verbs in the list as they can. Evaluate Ss' performance. Check for: inclusion of all points, correct word order, spelling mistakes (if written), grammar (syntax mistakes), pace (if spoken), rapport (if spoken) Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils answer the question. ANSWERS I know there is a story about Atlantis being a lost island. No one knows for sure where it was or what happened to it. Plato - described Atlantis in 'Timaeus' Poseidon - A Greek god who created and protected Atlantis the Mediterranean - possible location of Atlantis the Azores-Atlantis could be near here Sardinia - Atlantis could be near here Malta - Atlantis could be near here Santorini - Atlantis could be near here Pupils read the text and answer the question. ANSWERS 1 A Greek philosopher. 2 In 355 BC. 3 The Greek god of the sea who created and protected Atlantis. 4 It was amazing. In the centre there was a temple dedicated to Poseidon. 5 A gold statue of Poseidon driving six horses. 6 Most of them were sailors and traders. They sailed around the world. Some were farmers. They worked in the fields and raised cows and sheep. 7 In beautiful palaces. 8 An earthquake caused it to sink into the ocean. 9 It could be near the Azores, or near Sardinia, Crete, Malta or Santorini in the Mediterranean Sea. 10 An earthquake destroyed it at the same time Atlantis sank Pupils ask and answer questions based on the text. ANSWERS A: He was from ancient Greece. What is 'Timaeus'? B: A book by Plato. Where was Atlantis? A: In the Atlantic Ocean. Who created it? |
Descriptor: - answer the question. Total: 2 point
Self assessment Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - read the text - answer the question Total: 2 point Descriptor: - ask and answer questions Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5: Creativity |
Lesson 57 |
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Teacher name: Askarova A |
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Date: 29.01 |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Use of English: Past simple (irregular verbs) |
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Learning objectives |
5.2.8.1 Understand supported narratives, including some extended talk, on an increasing range of general and curricular topics; 5.3.3.1 Give an opinion at sentence level on a limited range of general and curricular topics; 5.4.2.1 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; |
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Lesson objectives |
Learners will be able to: - present the past simple for irregular verbs - practise the past simple of irregular verbs - practise the past simple interrogative and affirmatives of irregular verbs |
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Value links |
Perseverance – People who value perseverance will work through adversity and be determined to get a result. This is a great treat for employees and entrepreneurs alike. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead - in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:68 • Explain that irregular verbs don't take -ed in the past simple but they all change differently and Ss must learn the forms. Refer Ss to the irregular verbs list at the back of their books and advise them to study it and learn the irregular forms. Read out the table and elicit the L1 equivalents for the examples. Ex: 2 P: 68 • Allow Ss some time to complete the task. Check Ss' answers. Ex: 3 P: 68 • Give Ss time to read the biography and fill in the gaps. Check Ss' answers and then elicit the irregular verbs. Ex: 4 P: 69 • Give Ss some time to complete the gaps then check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the table ANSWERS Students own answer Pupils match the verbs to their past forms ANSWERS 1 k 2 f 3 j 4 l 5 I 6 b 7 e 8 g 9 0 10 p 11 d 12 a 13 h 14 n 15 m 16 q 17 c Pupils read the biography and put the verbs into the past simple. ANSWERS 1 was - irregular 2 went - irregular 3 created began-irregular 4 fought-irregular 5 married 6 had - irregular 7 became - irregular 8 began-irregular 9 made-irregular 10 wrote irregular 11 took-irregular 12 died Pupils write questions and answer them as in the example. ANSWERS 2 How many fantasy languages did Tolkien create? He created 15 fantasy languages. 3 Which war did he fight in? He fought in World War I. 4 Who did he marry? He married Edith Brott. 5 When did he marry her? He married her in 1916 |
Descriptor: - read the table - learn the irregular forms. Total: 2 point
Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - match the verbs - complete the task Total: 2 point Descriptor: - read the biography - put the verbs into the past simple. Total: 2 point Descriptor: - write answer them as in the example Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5: Creativity |
Lesson 58 |
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Teacher name: Askarova a |
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Date: 30.01 |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Use of English: Talking about the past |
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Learning objectives |
5.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics; 5.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 5.4.3.1 understand the detail of an argument on a limited range of familiar general and curricular topics; 5.6.3.1 use a structure to be going to to ask about plans. |
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Lesson objectives |
Learners will be able to: - To consolidate information in a text and further practise the past simple of irregular verbs (negative and affirmative) - To practise the past simple of irregular verbs (interrogative) and short answers |
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Value links |
Perseverance – People who value perseverance will work through adversity and be determined to get a result. This is a great treat for employees and entrepreneurs alike. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead - in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture What did you do yesterday? |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about the past |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:5 P:69 • Explain the task and read out the example. Ss complete the task. Check Ss' answers. Ex: 6 P: 69 • Ss work in pairs and ask and answer, as in the example. Monitor the activity around the class and then ask some pairs to share their answers with the class.y Ex: 7 P: 69 • To practise using time expressions with the past simple Explain the task and read out the example. Elicit a variety of personal sentences from Ss around the class Ex: 8 P: 69 • To practise the past simple (regular + irregular verbs) interrogative and short answers Ss ask and answer in pairs, as in the example. Monitor the activity around the class and then ask some pairs to ask and answer in front of the rest of the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the text again and correct the false statements. ANSWERS 2 The English didn't build Sauran. The Arabs built it. 3 Kamila and her family didn't spend the whole day there. They spent the whole morning. 4 They didn't speak to any tour guides. They spoke to some archaeologists. 5 They didn't eat their lunch inside. They ate it outside. 6 They didn't see many people exploring the city. They saw eagles, horses, lizards and cute tortoises exploring the city. Pupils ask and answer, as in the example. ANSWERS 2 A: Did your dad read a book last week? B: Yes, he did./No, he didn't. 3 A: Did you listen to music yesterday? B: Yes, I did./No, I didn't. 4 A: Did you buy a DVD last month? B: Yes, I did./No, I didn't. 5 A: Did your family visit a castle last year? B: Yes, they did./No, they didn't. Pupils use the time expressions to write or say sentences about yourself, as in the example. ANSWERS I watched TV last night. I ate fish last Sunday. I got up late yesterday morning. I visited a castle two years ago Pupils use these verbs to find out what your partner did last weekend ANSWERS A: Did you eat fish? B: No, I didn't. A: Did you study English? B: No, I didn't. A: Did you go out? B: Yes, I did. A: Did you read a book? B: No, I didn't, etc. |
Descriptor: - read the text - correct the false statements Total: 2 point
Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - ask and answer Total: 2 point Descriptor: - use the time expressions - write or say sentences about yourself Total: 2 point Descriptor: - use these verbs - find out what your partner did Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5: Creativity |
Lesson 59 |
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Teacher name: Askarova A |
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Date: 4.02 |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Everyday English: Describing a past event |
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Learning objectives |
5.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics 5.4.3.1 understand the detail of an argument on a limited range of familiar general and curricular topics; 5.6.1.1 use Past Simple to tell a story. |
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Lesson objectives |
Learners will be able to: -To practise pronunciation of situational language -To identify the context of a dialogue and predict the content |
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Value links |
Perseverance – People who value perseverance will work through adversity and be determined to get a result. This is a great treat for employees and entrepreneurs alike. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead - in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture What did they do yesterday? |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about the past |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:70 • To practise pronunciation of situational language Play the recording. Ss listen and repeat. Pay attention to Ss' pronunciation and intonation and correct as necessary Ex: 2 P: 70 • To identify the context of a dialogue and predict the content Elicit what Ss think the dialogue is about. Ss listen and follow the text in their books and check. Ex: 3 P: 70 • To read for specific information Allow Ss time to read the dialogue again and complete the task. Check Ss' answers. Ex: 4 P: 70 • To learn synonymous phrases Read out the phrases. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class. Ex: 5 P: 70 • Draw Ss' attention to the Study Skills box at the side. Read it, or have one of the Ss read it aloud, and remind Ss to be aware of intonation patterns as they practise the dialogues. Play the recording again. Then ask Ss to work in pairs and take roles and read out the dialogue. Monitor the activity around the class and ask some pairs to read out the dialogue in front of the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils listen and repeat. ANSWERS Students own answer Pupils listen, read and check ANSWERS The dialogue is about a party. Pupils read the dialogue. Answer the question. ANSWERS Bob had a nice time at Mark's party at the weekend. Pupils find the sentences in the dialogue. ANSWERS I'm sorry you weren't there. - It's a pity you couldn't make it. Was it fun? - Did you have a nice time? You must be kidding! - I don't believe it! Pupils listen to the dialogue. Take roles and read it out. ANSWERS Students own answer |
Descriptor: - listen and repeat Total: 2 point
Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - listen, read and check Total: 2 point Descriptor: - find the sentences in the dialogue. Total: 2 point Descriptor: - listen to the dialogue - take roles and read it out. Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5: Creativity |
Lesson 60 |
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Teacher name: Askarova A |
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Date: 5.02 |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Across cultures: Pablo Picasso Summative assessment for the unit ” Creativity” |
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Learning objectives |
5.4.3.1 understand the detail of an argument on a limited range of familiar general and curricular topics; 5.5.1.1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics; 5.3.3.1 Give an opinion at sentence level on a limited range of general and curricular topics; |
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Lesson objectives |
Learners will be able to: - To introduce the topic - To predict the content of a text - To use specific vocabulary to write sentences |
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Value links |
Perseverance – People who value perseverance will work through adversity and be determined to get a result. This is a great treat for employees and entrepreneurs alike. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead - in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture What did they do yesterday? |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about art |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:71 • Explain what the word 'profession' means (a type of job that needs a high level of training or education) and read out the examples. Then allow Ss one minute to write down as many as they can think of. Ss check their list with their partner and then ask some Ss to read out their list to the class. Ex: 2 P: 71 • Direct Ss' attention to the pictures and elicit what, if anything, they know about the people in them. Read the questions in the rubric aloud and elicit guesses from Ss' in answer to them. Draw Ss' attention to the Check these words box. Elicit the meanings of the words or allow Ss time to look up the words and check meanings around the class. Ex: 3 P: 71 • Explain the task and elicit the meaning of any unknown words in the list. Allow Ss time to write their sentences. Check Ss' answers around the class. Ex: 4 P: 71 • Draw Ss attention to the Did you know? box. initiate a discussion about well-known painters or elicit names of Kazakhstani artists. Ask Ss to look up information on the internet or look in encyclopaedias/other reference books. Allow Ss time to collect the information and prepare their presentations. Alternatively, assign the task as HW. Ask Ss to present their work to the class. • Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils write as many professions as you can think of. Check with your partner. ANSWERS lawyer, doctor, photographer, actor, dancer, scientist, musician etc Pupils read the questions in the rubric. Answer the question ANSWERS C.S. Lewis was a writer from Northern Ireland. His most famous work is 'The Chronicles of Narnia.' Pablo Picasso was a painter from Spain. His most famous work is a painting called 'Guernica.' Pupils use these words to write sentences about C. S. Lewis and Pablo Picasso. ANSWERS When C.S. Lewis was a child, he was an eager reader. He had a great imagination and he was a skilful writer. C.S. Lewis is best known for his children's books but he also wrote science fiction and poetry for adults. Pablo Picasso is the 20th century's most famous painter. He is also famous as a sculptor and poet. 'Guernica' is his most well-known painting. Pupils think of a famous artist in your country. In groups, collect information using her/his name as the key words. ANSWERS Students own answer. |
Descriptor: - write as many professions - check with your partner. Total: 2 point
Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - read the questions in the rubric - answer the question Total: 2 point Descriptor: - use these words - write sentences Total: 2 point Descriptor: - think of a famous artist in your country - collect information Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5: Creativity |
Lesson 61 |
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Teacher name: Askarova A |
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Date: 6.0.2 |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Across the curriculum: Music |
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Learning objectives |
5.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics 5.5.3.1 write with support factual descriptions at text level which describe people, places and objects; 5.4.2.1 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; |
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Lesson objectives |
Learners will be able to: - To introduce the topic and present musical instruments - To present types of music - To listen for specific information |
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Value links |
Perseverance – People who value perseverance will work through adversity and be determined to get a result. This is a great treat for employees and entrepreneurs alike. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead - in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture What did they do yesterday? |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about musical instruments |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:72 • To introduce the topic and present musical instruments Draw Ss' attention to the musical instruments in the pictures. Play the recording. Ss listen and repeat chorally or individually. Elicit the L1 equivalents from Ss around the class. Ex: 2 P: 72 • To present types of music Go through the names and types of music in the lists. Play the recording. Ss listen and match. Check Ss' answers. Ex: 3 P: 72 • To listen for specific information 10 Go through the instruments in the list A-H. Play the recording. Ss listen and match the items. Explain to them there are two extra instruments they do not need to use. Check Ss' answers. . Summative assessment for the unit ” Creativity” • Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils listen and repeat. Answer the question. ANSWERS Students own answer. Pupils listen and match the types of music to the musical instruments in the pictures. ANSWERS A/8 rock-electric guitar B/10 jazz-saxophone C/2 classical-harp D/4 ethnic-accordion E/6 folk-violin F/3 heavy metal - drums G/11 disco-synthesiser H/11 pop-synthesiser Pupils listen and match the people to the instruments they play. ANSWERS 2 G 3 F 4 H 5 E 6 C |
Descriptor: - listen and repeat - answer the question Total: 2 point
Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - present types of music - listen and match the types of music Total: 2 point Descriptor: - listen for specific information - match the people to the instruments Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5: Creativity |
Lesson 62 |
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Teacher name: Askarova A |
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Date: 11.02 |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Writing: An email about an event you attended |
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Learning objectives |
5.2.8.1 Understand supported narratives, including some extended talk, on an increasing range of general and curricular topics; 5.3.3.1 Give an opinion at sentence level on a limited range of general and curricular topics; 5.4.2.1 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; |
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Lesson objectives |
Learners will be able to: - To read for lexico-grammatical structure - To use descriptive language - To talk about an event you attended |
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Value links |
Perseverance – People who value perseverance will work through adversity and be determined to get a result. This is a great treat for employees and entrepreneurs alike. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead - in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture What did they do yesterday? |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about an event you attended |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:73 • Explain the task. Allow Ss time to complete the gaps with the correct adjectives. Direct Ss to the Word List to look up the meanings of the words in the Check these words box. Ss compare their answers with their partner, then check Ss' answers around the class. Ex: 2 P: 73 • Read the Study Skills box aloud. To consolidate Ss' understanding, write the words good, bad and nice on the board. Elicit various adjectives from Ss around the class that mean the same as these words and write them under each one. Ss may copy the lists into their notebooks. Explain the task and explain/elicit the meanings of any unknown adjectives in the list. Ss complete the task. Check Ss' answers. Ex: 3 P: 73 • Ss ask and answer the questions in pairs about their events. Monitor the activity around the class and then ask some pairs to report back to the rest of the class on the event their partner attended. Ex: 4 P: 73 • Explain the task and allow Ss time to complete it in class. Ask various Ss to read out their emails to the class. Alternatively, assign as HW and check Ss answers in the next lesson. • Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils use these adjectives to complete the email. Check with your partner. ANSWERS 1 upset 2 perfect 3 fantastic 4 excellent 5 delicious Pupils replace the adjectives in bold with adjectives from the list. ANSWERS 1 disappointing/terrible 2 great 3 delicious 4 amazing 5 terrible/disappointing Pupils answer the question and talk about an event you attended. ANSWERS A: Where were you? B: I was at a concert. A: Who were you with? B: I was with my friends Irzhu and Aruzhan. A: What was the weather like? B: It was perfect. A: Was there any food or music? B: Yes, the music was excellent and we had hot dogs. They were delicious. A: Did you have a nice time? B: Yes, we had a great time. Pupils write an email to your English pen – friend about an event you attended. ANSWERS Hi Bill, I hope you're well. Guess where I was last weekend! I was at a concert. I was with my friends Irzhu and Aruzhan. The weather was perfect and there were many people there. Everyone had a fantastic time. The music was excellent and we ate some delicious baursaks (a sort of doughnut). Anyway, we had a great time and it's a pity you weren't there. Write to me and let me know how you are. Yours, Nurai |
Descriptor: - use these adjectives - complete the email. Total: 2 point
Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - replace the adjectives in bold - complete the task Total: 2 point Descriptor: - answer the question - talk about an event Total: 2 point Descriptor: - write an email Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6: Reading for pleasure |
Lesson 63 |
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Teacher name: Askarova A |
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Date: 12.02 |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Vocabulary: Types of literature |
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Learning objectives |
5.3.6.1 communicate meaning clearly at sentence level during, pair, group and whole class exchanges; 5.5.3.1 write with support factual descriptions at text level which 5.L4 understand the main points of supported extended talk on a range of general and curricular topics; 5.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics. |
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Lesson objectives |
Learners will be able to: -To present and categorise types of literature - present new vocabulary |
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Value links |
Perseverance – People who value perseverance will work through adversity and be determined to get a result. This is a great treat for employees and entrepreneurs alike. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead - in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture What kind of literature do you like to read? |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about types of literature |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:75 • Explain that in literature non-fiction refers to texts that discuss the real world and fiction refers to texts from the world of imagination. Explain the task. Allow Ss time to look at the pictures and choose which type each is. Check Ss' answers.
Ex: 2 P: 75 • Explain the tasks. Ss explore the books in the school library or at home and report back to the teacher on which types of books they find. Ss present answers to the class. • Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils listen and repeat. Answer the question ANSWERS Fiction: action & adventure, fairy tale, science fiction, mystery & suspense, horror, fables, legends Non-fiction: biography, articles in newspapers/magazines Pupils look at some books in the school library or at your house. Answer the question. ANSWERS Students own answer. |
Descriptor: - listen and repeat - answer the question Total: 2 point
Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - look at some books in the school library or at your house. - answer the question Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success |
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Short term plan: term 3
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Unit 6: Reading for pleasure |
Lesson 64 |
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Teacher name: Askarova A |
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Date: 13.02 |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
The fisherman and fish |
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Learning objectives |
5.4.6.1 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics; 5.2.8.1 Understand supported narratives, including some extended talk, on an increasing range of general and curricular topics; 5.3.3.1 Give an opinion at sentence level on a limited range of general and curricular topics. |
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Lesson objectives |
Learners will be able to: -To introduce the topic and stimulate interest in the text -To present vocabulary for a story |
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Value links |
Perseverance – People who value perseverance will work through adversity and be determined to get a result. This is a great treat for employees and entrepreneurs alike. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead - in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Do you read a story about Golden fish? |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about gold fish |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:76 • Explain the task. Allow Ss time to read through the text in order to answer the questions. Check answers around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 76 • Explain the task. Allow time for Ss to look at the pictures and choose the descriptions from the list. Check answers. Ex: 3 P: 77 • Play the recording. Ss listen and read the text. Allow Ss time to put the pictures in the correct order. Check Ss answers. Ex: 4 P: 77 • Allow Ss time to prepare their answers. Ss can work in closed pairs. Check Ss answers. • Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the biography to find out. Answer the question. ANSWERS Alexander Pushkin was a poet, novelist and playwright. He was from Russia Pupils look at the pictures. choose the descriptions from the list ANSWERS 1 F 2 D 3 A 4 B 5 C 6 E Pupils listen to and read the story and put them in the correct order ANSWERS D-B-F-C-E-A Pupils read the story again and complete the sentences. ANSWERS 1 let it go 2 want anything 3 fool 6 a small house and the old bucket 4 new house 5 Land and Sea |
Descriptor: - read the biography - answer the question Total: 2 point
Descriptor: - look at the pictures - choose the descriptions Total: 2 point Descriptor: - listen to and read the story - put them in the correct order Total: 2 point Descriptor: - read the story - complete the sentences. Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
|
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Short term plan: term 3
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Unit 6: Reading for pleasure |
Lesson 65 |
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Teacher name: Askarova A |
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Date: 18.02 |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
The fisherman and fish_2 |
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Learning objectives |
5.1.4.1 evaluate and respond constructively to feedback from others; 5.6.5.1 use numbers to complete the fact file of a country; 5.4.1.1 understand the main points in a limited range of short simple texts on general and curricular topics. |
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Lesson objectives |
Learners will be able to: - To personalise the topic -To practise adjectives |
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Value links |
Perseverance – People who value perseverance will work through adversity and be determined to get a result. This is a great treat for employees and entrepreneurs alike. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead - in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture What do you do if you catch a golden fish? |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about gold fish |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:5 P:77 • Elicit answers from the Ss around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 6 P: 77 • Draw Ss' attention to the Study Skills box. Have one student read aloud the content of the box. Elicit more examples from the class. Allow Ss time to complete the task. Check Ss' answer Ex: 7 P: 77 • Explain the task. Allow Ss to work in closed pairs and come up with their own ideas. Elicit answers from around the class. Ex: 8 P: 77 • Explain the task. Allow Ss to work in closed pairs and choose an answer. Elicit answers from around the class. • Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils answer the question. ANSWERS Maybe the sea changes as the fisherman asks for more wishes because the fish is angry and his anger makes the sea change. Pupils use the adjectives to complete the summary. ANSWERS 1 small 2 golden 3 kind 4 new 5 rich 6 huge Pupils imagine you met the golden fish. Answer the question. ANSWERS I would only ask the fish for one thing, a new house, etc Pupils answer the question. Explain your choice. ANSWERS I think the message is to be happy with what you have got because the woman in the story wanted more every time. She was never happy with what she got. And this caused her to lose everything. |
Descriptor: - answer the question Total: 2 point
Descriptor: - use the adjectives - complete the summary Total: 2 point Descriptor: - imagine you met the golden fish - answer the question. Total: 2 point Descriptor: - answer the question. - Explain your choice. Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
|
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Short term plan: term 3
|
Unit 6: Reading for pleasure |
Lesson 66 |
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Teacher name: Askarova A |
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Date: 19.02 |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Robin Hood |
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Learning objectives |
5.1.7.1 develop and sustain a consistent argument when speaking or writing; 5.6.1.14 use prepositions to talk about time and location and some/ any/no; 5.4.5.1 deduce meaning from context in short texts on a limited range of familiar general and curricular topics. |
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Lesson objectives |
Learners will be able to: - To introduce the topic and stimulate interest in the text - To read for specific information |
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Value links |
Perseverance – People who value perseverance will work through adversity and be determined to get a result. This is a great treat for employees and entrepreneurs alike. |
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|
Plan |
|||
|
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead - in
|
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about Robin Hood |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:78 • Explain the task. Allow Ss time to read through the text in order to answer the questions. Check answers around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 78 • Explain the task. Allow Ss time to match the pictures with the captions. Check answers. Ex: 3 P: 78 • Explain the task. Play the recording. Ss listen and read the text. Allow time for the Ss to identify the people in the pictures. Check Ss' answers aloud around the class. Ex: 4 P: 79 • Explain the task. Allow Ss time to put the pictures in the correct order. Check Ss' answers. Ex: 5 P: 79 • Draw Ss attention to the Check these words box. Elicit meaning of the words or allow Ss time to look up the words and check meanings around the class. Explain the task. Allow Ss time to complete the sentences. Check Ss' answers. • Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the background information to find out. Answer the question. ANSWERS Robin Hood is a character from an English legend. He lived in Sherwood Forest with the Merry Men. He was loyal to the real king and a brilliant archer, etc Pupils look at the picture. Match the pictures with the captions. ANSWERS 1 E 2 C 3 A 4 D 5 B 6 B Pupils listen and read to find out. Answer the question. ANSWERS Picture A - Robert, Earl of Huntingdon (Robin Hood) and the Sheriff of Nottingham Picture B - Robin Hood, and the Merry Men Picture C - Marian, Robert, Earl of Huntingdon (Robin Hood), the Sheriff of Nottingham and his men Picture D - Robert, Earl of Huntingdon (Robin Hood) and a group of outlaws Picture E-Marian and Robert, Earl of Huntingdon (Robin Hood) Pupils read again and put the pictures in the correct order. ANSWERS Correct Order -, C, A, D, B Pupils read again and complete the sentences. ANSWERS 1 the door burst open 2 to arrest Robin 3 rode away 4 a group of men 5 outlaws 6 title or castle 7 a bow and arrow and a green hood 8 Robin Hood |
Descriptor: - read the background - answer the question. Total: 2 point
Descriptor: - look at the picture - match the pictures with the captions. Total: 2 point Descriptor: - Pupils listen and read - answer the question. Total: 2 point Descriptor: - read again - put the pictures in the correct order Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success |
|
Short term plan: term 3
|
Unit 6: Reading for pleasure |
Lesson 67 |
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Teacher name: Askarova A |
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Date: 20.02 |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Robin Hood_2 |
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Learning objectives |
5.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics; 5.3.6.1 communicate meaning clearly at sentence level during, pair, group and whole class exchanges |
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Lesson objectives |
Learners will be able to: -To consolidate vocabulary learnt in this module -To practise sequence of events -To read for specific information |
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Value links |
Perseverance – People who value perseverance will work through adversity and be determined to get a result. This is a great treat for employees and entrepreneurs alike. |
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Plan |
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|
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead - in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about Robin Hood |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:6 P:79 • Explain the task. Allow Ss time to complete the sentences. Check Ss' answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 7 P: 79 • Explain the task. Ask Ss to work in pairs and find alternatives to said. Ex: 8 P: 79 • Explain the task. Ask Ss to work individually or in pairs to put the sentences in the order the happened in the story. • Allow time for Ss to complete the task and check Ss' answers. Ex: 9 a P: 79 • Explain the task. Allow Ss time to complete the table. Check Ss answers. Ex: 9 b P: 79 • Ss work in pairs and tell each other the difference between the two characters. Explain that Ss need to use but when they compare the two characters since they don't share similar characteristics. Monitor the activity around the class. Ask some students to present to the class. • Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils complete the sentences ANSWERS 1 ordered 2 stopped 3 escaped 4 gathered 5 presented Pupils in pairs, find seven verbs in the text that mean said ANSWERS 1 shouted 2 answered 3 told 4 ordered 5 explained 6 suggested 7 cheered Pupils put the events in the order they happened. ANSWERS 2 d 3 g 4f 5 h 6 a 7 c 8 b Pupils complete the table using the words. ANSWERS Robin Hood loyal to King Richard honest lives in Sherwood Forest the Sheriff of Nottingham loyal to Prince John evil lives in Nottingham Castle Pupils answer the question. ANSWERS Robin Hood is loyal to King Richard, but the Sheriff of Nottingham is loyal to Prince John. Robin Hood is honest but the Sheriff of Nottingham is evil. Robin Hood lives in Sherwood Forest, but the Sheriff of Nottingham lives in Nottingham Castle. |
Descriptor: - complete the sentences Total: 2 point
Descriptor: - work in pairs - find seven verbs Total: 2 point Descriptor: - put the events in the order - to complete the task Total: 2 point Descriptor: - complete the table Total: 2 point Descriptor: - answer the question. Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
|
|
Short term plan: term 3
|
Unit 6: Reading for pleasure |
Lesson 67 |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
The pearl of Kazakhstan |
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Learning objectives |
5.2.6.1 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5.3.6.1 communicate meaning clearly at sentence level during, pair, group and whole class exchanges; 5.4.1.1 understand the main points in a limited range of short simple texts on general and curricular topics. |
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Lesson objectives |
Learners will be able to: - To stimulate interest in the topic and read for specific information - To listen and read for gist and specific information |
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Value links |
Perseverance – People who value perseverance will work through adversity and be determined to get a result. This is a great treat for employees and entrepreneurs alike. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead - in
|
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about Burabay |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:80 • Explain the task. Elicit answers from Ss. Allow Ss time to read the text for answers. Check answers around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 80 • Explain the task. Play the recording. Students read and listen to find the information. Check Ss' answers. Ex: 3 P: 71 • Explain the task. Allow Ss time to answer the questions working in pairs. • Check the answers by asking individual Ss around the class. . Ex: 4 P: 81 • Explain the task. Allow Ss time to complete the questions. Ex: 5 P: 81 • Explain the task Allow Ss time to complete the lists. Check answers around the class • Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the text to find out. Answer the question. ANSWERS Myths are stories that contain the traditional beliefs of different cultures. Pupils listen and read to find out. Answer the question. ANSWERS 'The Pearl of Kazakhstan' is Burabai National Park. It came to be because Aldar-Kosse made a hole in the Creator's sack and the mountains, lakes, forests, rivers, fish and wild animals all fell out there. Pupils read the text and answer the question. ANSWERS 1 They were sad because they had no mountains, lakes, forests, etc. 2 Aldar-Kosse was very kind and didn't like to see the Kazakhstani people so miserable. 3 He asked for some mountains. 4 The Creator kept his treasures in a sack. 5 He made a hole in the sack Pupils complete the sentences ANSWERS 1 watched 2 stretched 3 fell, landed 4 kept 5 made Pupils complete the graphic organiser with the adjectives. The writer uses in the story. ANSWERS
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Descriptor: - read the text - answer the question. Total: 2 point
Descriptor: - listen and read - aanswer the question. Total: 2 point Descriptor: - read the text - answer the question Total: 2 point Descriptor: - complete the table Total: 2 point Descriptor: - complete the graphic organiser Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
|
Poster Success
|
|
Short term plan: term 3
|
Unit 6: Reading for pleasure |
Lesson 68 |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
The two Giants |
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Learning objectives |
5.3.7.1 use appropriate subject-specific vocabulary to talk about a limited range of general topics; 5.4.5.1 deduce meaning from context in short texts on a limited range of familiar general and curricular topics. 5.5.8.1 spell most high-frequency words accurately for a limited range of general topics; |
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Lesson objectives |
Learners will be able to: - To introduce the topic and stimulate interest in the text - To predict content of a text and read for specific information - To read for specific information |
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|
Value links |
Perseverance – People who value perseverance will work through adversity and be determined to get a result. This is a great treat for employees and entrepreneurs alike. |
||
|
Plan |
|||
|
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead - in
|
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about two giants |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:82 • Play the music extract. Elicit which musical instrument it is from the Ss. Elicit further information. Allow Ss time to read the text. Ss check their answers. Ex: 2 P: 82 • Explain the task. Ask Ss to read the title and the first sentence of each paragraph. Elicit Ss' answers. Ss listen to and read the text of the story to check their answers Ex: 3 P: 83 • Explain the task. Allow Ss time to fill in the answers. • Check Ss' answers. Ex: 4 P: 83 • Explain the task Allow the Ss time to complete the sentences. • Check Ss' answers around the class. Ex: 5 P: 83 • Explain the task. Allow Ss time to complete the questions. Check Ss' answers. • Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils listen to the music extract. Read the text to find out. ANSWERS It's a dombra. It has a wooden body with a long neck and two strings. Pupils read the title of the story and the first sentence in each paragraph. Listen and read to find out. Answer the question. ANSWERS The story tells how people discovered the dombra, after a giant smashed the shape of one into a rock. Pupils read the text. ANSWERS 1 Y 2 0 3 0 4 Y S Y 6 0 Pupils complete the sentences. ANSWERS 1 brothers 2 the Altai Mountains 3 happy 4 on enormous stone bridge 5 the mountain 6 didn't help him/played music all day 7 smashed it against a rock 8 found the shape in the rock and used it to make a musical instrument Pupils complete the sentences. ANSWERS 1 smashed 2 played 3 carried 4 made 5 snatched 6 gave |
Descriptor: - listen to the music extract - read the text to find out. Total: 2 point
Descriptor: - read the title - answer the question. Total: 2 point Descriptor: - read the text Total: 2 point Descriptor: - complete the sentences. Total: 2 point Descriptor: - complete the sentences Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6: Reading for pleasure |
Lesson 69 |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Edutainment |
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Learning objectives |
5.1.7.1 develop and sustain a consistent argument when speaking or writing; 5.5.8.1 spell most high-frequency words accurately for a limited range of general topics; |
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Lesson objectives |
Learners will be able to: - To develop values and talk about reading -To personalise the topic -To test knowledge learnt in this module |
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Value links |
Perseverance – People who value perseverance will work through adversity and be determined to get a result. This is a great treat for employees and entrepreneurs alike. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead - in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1a P:84 • Explain the task. Ask the Ss to work in pairs and read the sentences. Allow Ss time to discuss the reasons for reading. Monitor the activity around the class. Ss present answers in pairs. Ex:1b P:84 Elicit Ss' reasons why they like reading from around the class. Ex: 2 P: 84 • Explain the task. Allow Ss some time to read the questions and mark the sentences as true or false. • Alternatively, you may allow Ss to review the module and find the relevant information to complete the statements correctly. Check Ss' answers. Ex: 3 P: 84 • Explain the task and allow Ss time to look through the module and think of quiz questions in pairs Tell Ss they can use the quiz in the previous task as a model. Offer an example (e.g. The older brother of the giants liked to play music. (F)) Ss swap their quizzes with another pair and do it and then report back to the class. Ex: 4 P: 85 • Explain the task. Play the recording for Ss to fill in the missing words. Check answers. Play recording again for Ss to sing along. • Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the sentences. Answer the question. Decide in pairs. ANSWERS A: To me, reading fiction/non fiction is important because I learn new words and can write better. B: I love reading because I like seeing how characters solve their problems. This helps me, too. A: That's true. I also learn new words and can write better. B: That's correct. Another reason I love reading is that I learn about other people's lives and culture. Pupils complete the sentences. ANSWERS I like reading because stories teach me about other ways of solving my problems. I often get good ideas when I am reading that I wouldn't think of myself Pupils do the quiz. Mark sentences. ANSWERS 1T 2 F 3 F 4 T 5 F 6 T 7 F 8 T Pupils look at the module 6 and write quiz of your own. ANSWERS 1 The Fisherman's wife wanted to be the Queen of the Land and the Sea! (T) 2 Will Scarlett recognised Robert, Earl of Huntingdon. (T) 3 The Sheriff of Nottingham supported King Richard. (F - Prince John) 4 Burabai National Park is the 'diamond' of Kazakhstan. (F-pearl) 5 The older giant brother wanted to build a bridge. (T) 6 The guitar is a national symbol of Kazakhstan. (F- the dombra) Pupils listen and fill in the missing words. Then listen again and sing along. ANSWERS 1 young 2 walk 3 stream 4 woods 5 fairy 6 told 7 believed 8 never |
Descriptor: - read the sentences - answer the question. Total: 2 point
Descriptor: - complete the sentences Total: 2 point Descriptor: - do the quiz - mark sentences. Total: 2 point Descriptor: - look at the module 6 - write quiz of your own. Total: 2 point Descriptor: - listen to the song - fill in the missing words Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 7: Fantasy world |
Lesson 70 |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Vocabulary: Animals |
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Learning objectives |
5.3.7.1 use appropriate subject-specific vocabulary to talk about a limited range of general topics; 5.1.7.1 develop and sustain a consistent argument when speaking or writing; 5.4.5.1 deduce meaning from context in short texts on a limited range of familiar general and curricular topics; |
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Lesson objectives |
Learners will be able to: - To introduce the topic; to assess prior knowledge -To present vocabulary about animals -To consolidate vocabulary; to draw on existing knowledge |
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Value links |
Perseverance – People who value perseverance will work through adversity and be determined to get a result. This is a great treat for employees and entrepreneurs alike. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead - in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about animals |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:85 • Ask Ss to write down all the animals they know English names for. Suggest they think of: animals on land, air and sea, big and small, pets and wild. Give Ss time to complete the task. Elicit answers from Ss around the class. Ex: 2 P: 85 • Play the recording with pauses for Ss to repeat chorally and or individually. Check Ss' pronunciation and intonation. Students say the names of the animals in Kazakhstani. Ex: 3 P: 85 •Ask Ss to think of famous films with animals. Remind Ss of the difference between films with animals talking and interacting (like The Jungle Book) and films about humans and an animal, (e.g. Jaws, Lassie, etc.) • Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils in a minute write down as many animals as you can think of. Compare with your partner. ANSWERS cat, dog, bird, fish, mouse, lion, insect, sheep, cow, pig, rabbit, etc Pupils look at the film poster. Listen and repeat. ANSWERS Students own answer. Pupils answer the question. ANSWERS 'Animal Farm' (1954) - farm animals, "Watership Down' (1978) - rabbits; 'Finding Nemo' (2003) - fish; 'Madagascar' (2005) - lots of animals |
Descriptor: - down as many animals - compare with your partner Total: 2 point
Descriptor: - look at the film poster. - say the names of the animals in Kazakhstani Total: 2 point Descriptor: - answer the question Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 7: Fantasy world |
Lesson 71 |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Reading: The ghost of the Mountains |
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Learning objectives |
5.6.14.1 use prepositions to talk about time and location and some/ any/no; 5.4.5.1 deduce meaning from context in short texts on a limited range of familiar general and curricular topics; 5.5.3.1 write with support factual descriptions at text level which describe people, places and objects |
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Lesson objectives |
Learners will be able to: - To introduce the topic and stimulate interest in the text - To read for specific information - To consolidate new vocabulary in a text |
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Value links |
Perseverance – People who value perseverance will work through adversity and be determined to get a result. This is a great treat for employees and entrepreneurs alike. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead - in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about animals |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:86 • Direct Ss' attention to the picture and ask if they know the name of this animal or anything about it. Elicit a variety of questions about it and write three of them on the board. Play the recording. Ss listen and follow the text in their books and check if their questions were answered. Ex: 2 P: 86 • Allow Ss some time to read the text again and answer the questions. Direct Ss to the Word List to look up the meanings of the words in the Check these words box and draw Ss' attention to the Did you know? box. Check Ss' answers. Ex: 3 P: 86 • Explain the task and give Ss time to complete it. Then check Ss' answers around the class. Ex:4 P: 87 • Allow Ss a minute to go through the text. Ss close their books. Ss work in pairs and talk about the text and say what they remember. • Ask various pairs to report back to the class. • Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils answer the question. Write three questions. Listen and see if you can answer them. ANSWERS It looks like a big cat, like a tiger or leopard. It lives in places where it is cold and snowy. What time of day does it come out? (Usually at night) Do they attack people? (Rarely) How many of these animals are there in the world? (Between 4,080 and 6,590) Pupils read the text and answer the question. ANSWERS 1 Snow leopards live in the mountains and forests of central Asia. 2 Snow leopards have black spots on their head, body and long tail. They also have big paws. 3 Their thick fur keep them warm. 4 Snow leopards eat wild sheep and goats. 5 They can jump up to 50 feet. 6 They rarely attack humans. 7 There are fewer than 200 snow leopards in Kazakhstan Pupils complete the sentences with the words from the box. ANSWERS 1 ghost 2 hide 3 wild 4 species 5 hope Pupils write three facts you remember from the text. Tell your partner. ANSWERS People call the snow leopard 'the ghost of the mountain'. Its big paws help it walk on the snow. They can kill animals that are three times bigger than them. |
Descriptor: - answer the question - write three questions. Total: 2 point
Descriptor: - read the text - answer the question Total: 2 point Descriptor: - complete the sentences Total: 2 point Descriptor: - write three facts you remember - Tell your partner Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 7: Fantasy world |
Lesson 72 |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Vocabulary: Parts of animals |
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Learning objectives |
5.2.6.1 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5.4.2.1 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 5.3.6.1 communicate meaning clearly at sentence level during, pair, group and whole class exchanges |
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Lesson objectives |
Learners will be able to: - To present vocabulary for parts of animals - To use adjectives in descriptions - To ask and answer about animals |
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Value links |
Perseverance – People who value perseverance will work through adversity and be determined to get a result. This is a great treat for employees and entrepreneurs alike. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead - in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about animals |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:5 P:87 • Play the recording. Ss listen and repeat chorally or individually and then elicit the L1 equivalents. Ex: 6a P: 87 • Explain the task. Explain/Elicit the meaning of the adjectives. Direct Ss to the Word List or their dictionaries to look up any unknown words. Ss complete the descriptions. Check Ss' answers on the board. Ex: 6b P: 87 • Explain the task and read the example aloud. Ss work in pairs and ask and answer questions to guess the animals. Remind Ss to use their answers from Ex. 5a to help them. • Monitor the activity around the class and then ask some pairs to ask and answer in front of the class Ex: 7 P: 87 • Ask Ss to read through the fact file and think about what type of information is missing from each gap. Play the recording. Ss listen and fill the gaps. Check Ss' answers • Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils listen and repeat. Answer the question. ANSWERS Students own answer. Pupils use the adjectives to complete the descriptions. ANSWERS Parrot 1 sharp beak 2 small body 3 sharp claws 4 long tail Bear 1 wide mouth 2 big nose 3 small ears 4 sharp teeth Giraffe 1 long neck 2 thin tail 3 small head 4 long legs Pupils choose an animal. Your partner asks questions to find out which it is. ANSWERS B: Yes, it has. A: Has it got a wide mouth? B: Yes, it has. A: Is it a bear? B: Yes, it is, etc. Pupils listen and complete the fact file about the bald eagle in your notebook. ANSWERS 1 black 2 beak 3 (very) sharp 4 wings 5 65 6 fish 7 20-30 |
Descriptor: - listen and repeat - answer the question Total: 2 point
Descriptor: - use the adjectives - complete the descriptions Total: 2 point Descriptor: - choose an animal. - asks questions to find out Total: 2 point Descriptor: - listen and complete the fact file - Tell your partner Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 7: Fantasy world |
Lesson 73 |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Use of English: Adverbs of frequency |
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Learning objectives |
5.4.2.1 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 5.3.6.1 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.5.8.1 spell most high-frequency words accurately for a limited range of general topics; |
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Lesson objectives |
Learners will be able to: - learn and understand the position of adverbs of frequency in sentences - practise using adverbs of frequency - talk about habits using adverbs of frequency |
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Value links |
Perseverance – People who value perseverance will work through adversity and be determined to get a result. This is a great treat for employees and entrepreneurs alike. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead - in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about animals |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:88 • Ask questions to elicit the information to complete the rule (e.g., Which word is the verb in the first sentence? (are) Which is the adverb of frequency? (always) Where is the adverb of frequency in the first sentence before or after the verb? (after). Which word is the verb in the second sentence? (eat) Which is the adverb of frequency? (usually) Where is the adverb of frequency in the first sentence before or after the verb? (before). Continue with all the sentences. Ss complete the rule in pairs. Check Ss' answers. Ex: 2 P: 88 • Explain the task and allow Ss some time to complete the sentences about themselves. • Check Ss' answers. Ex: 3 P: 88 • Explain the task. Choose two Ss to read the example aloud. Ss work in pairs and complete the task. Monitor the activity around the class and then ask some pairs to ask and answer in front of the class. Ex: 4 P: 88 • Practise using adverbs of frequency Allow Ss time to complete the sentences and elicit answers from Ss around the class. • Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the sentences. Complete the rule ANSWERS Adverbs of frequency usually go before the main verb but after the verb 'to be'. .Pupils complete the sentences with adverbs of frequency. ANSWERS 1 I often walk to school. 2 My friend sometimes watches TV in the afternoon. 3 My parents never go to the cinema. 4 I usually meet my friends after school. 5 My mum always cooks dinner. 6 I often have a shower in the morning Pupils work in pairs. Make true sentences. ANSWERS A: How often do you go swimming? B: I usually go swimming on Saturdays. A: How often do you watch TV? B: I sometimes watch TV in the evening. A: How often do you play tennis? B: I never play tennis. A: How often do you tidy your room? B: I always tidy my room on Saturdays. A: How often do you go to the theatre? B: I never go to the theatre.. Pupils use adverbs of frequency to write sentences about yourself. ANSWERS 1 I usually get up at 7 in the morning. 2 I never walk to school. 3 I often watch TV in the evening. 4 I sometimes go to the cinema with my friends. 5 I never go jogging in the evening |
Descriptor: - read the sentences - momplete the rule Total: 2 point
Descriptor: - complete the sentences Total: 2 point Descriptor: - work in pairs - make true sentences Total: 2 point Descriptor: - use adverbs of frequency - write sentences about yourself. Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 7: Fantasy world |
Lesson 74 |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Use of English: Adverb of degree |
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Learning objectives |
5.5.6.1 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics; 5.6.3.1 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives and prepositions of time and key phrases on a limited range of familiar general and curricular topic; 5.2.6.1 deduce meaning from context in short, supported talk on an increasing range of general |
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Lesson objectives |
Learners will be able to: - present comparatives and superlatives - practise comparative forms |
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Value links |
Perseverance – People who value perseverance will work through adversity and be determined to get a result. This is a great treat for employees and entrepreneurs alike. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead - in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about animals |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:7 P:89 • Ss close their books. Explain that we use the comparative form to compare two people, things, places, etc. We usually use than with comparative adjectives. Janet is taller than Paul. We use the superlative form to compare one person/thing, etc with the entire group. Danny is the tallest boy in the class. Ex: 8 P: 89 • Explain the task and allow Ss some time to complete it. Check Ss' answers around the class. Ex: 9 P: 89 • Explain the task and give Ss some time to complete it. Check Ss' answers. Ex: 10 P: 89 •Go through the table and explain that we use adverbs of degree to give more information about the extent or degree of a quality/feature that the person/animal/object etc has. Read out the table. Explain the task and read out the example sentence. Ss complete the task, using the key in the table. Check Ss' answers. • Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the table. Complete the rule. ANSWERS Students own answer. .Pupils put the adjectives in brackets into the comparative. ANSWERS 1 faster 2 more 3 heavier 4 longer 5 stronger 6 more powerful Pupils put the adjectives in the superlative. ANSWERS 1 biggest 2 heaviest 3 largest 4 strongest 5 most unusual 6 most aggressive Pupils look at the table and form sentences. ANSWERS 2 Rabbits have got quite small bodies. 3 Pigeons have not got very long tails./Pigeons' tails are not very long. 4 Goats have got very big horns. 5 Elephants have got extremely big ears |
Descriptor: - read the table - complete the rule Total: 2 point
Descriptor: - put the adjectives in brackets into the comparative. Total: 2 point Descriptor: - put the adjectives in the superlative Total: 2 point Descriptor: - look at the table and form sentences. Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
|
Unit 7: Fantasy world |
Lesson 75 |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Reading and Speaking: Narnia |
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Learning objectives |
5.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics; 5.4.2.1 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics; 5.5.6.1 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics |
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Lesson objectives |
Learners will be able to: - present vocabulary to do with mythical/magical creatures - read for specific information - consolidate vocabulary about a fantasy world |
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Value links |
Perseverance – People who value perseverance will work through adversity and be determined to get a result. This is a great treat for employees and entrepreneurs alike. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead - in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about animals |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:90 • Ask Ss to look at the pictures. Explain that they may know some of the animals from the real world, while others are mythical. Explain that mythical creatures do not and have never existed, except in stories. Give Ss time to complete the task. Get answers from Ss around the class. Ex: 2 P: 90 • Explain the task to the Ss. Give them time to complete it. Check answers around the class. Evaluate Ss' answers Ex: 4 P: 90 • Explain the exercise to the Ss. Give them time to complete the task. • Check Ss' answers around the class. Ex: 5 P: 91 • Read the box about the wolf with Ss. Ss say the sentences in their own language. Explain that Ss should use the words in bold to complete the sentences in the box about the lion. Suggest that they look for certain verbs and quantities as clues. Give Ss time to do the exercise. • Check Ss' answers around the class. Ex: 6 P: 91 • Ss copy the fact file into their books. Play the recording. Ss fill in the missing information. Check answers around the class. |
Pupils look at the pictures. Answer the question. ANSWERS 1 lion 2 mouse 3 minotaur 4 wolf 5 centaur .Pupils read the text and complete the sentences ANSWERS 1 C.S. Lewis 2 Aslan 3 fight very well with a sword 4 fly high in the sky 5 half man and half horse 6 Aslan Pupils compete the sentences ANSWERS 1 army 2 fight 3 enemies 4 creatures 5 wise 6 cruel Pupils read the examples in the box. Say them in your language. ANSWERS 1 How much 2 How long 3 How fast 4 How many 5 How long Pupils listen and complete the fact file. ANSWERS 1 mountain 2 wings 3 teeth 4 fly |
Descriptor: - look at the pictures - answer the question. Total: 2 point
Descriptor: - read the text - complete the sentences Total: 2 point Descriptor: - compete the sentences Total: 2 point Descriptor: - read the examples in the box - say them in your language Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 7: Fantasy world |
Lesson 76 |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Everyday English: Expressing fear |
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Learning objectives |
5.4.6.1 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics; 5.5.6.1 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics 5.6.3.1 use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics; |
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Lesson objectives |
Learners will be able to: - identify the context of a dialogue and practise pronunciation - learn synonymous phrases - read for specific information |
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Value links |
Perseverance – People who value perseverance will work through adversity and be determined to get a result. This is a great treat for employees and entrepreneurs alike. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead - in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about animals |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:92 • Explain the task. Ss read the sentences and say what they think the dialogue is about (a strange pet sb has that frightens their friend). Play the recording. Ss listen and follow the text in their books. • Ask various Ss to say the L1 equivalents for the phrases. Ex: 2 P: 92 • Read the phrases aloud. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class. Ex: 3 P: 92 • Allow Ss time to read the dialogue again and answer the questions. Ex: 4 P: 92 • Ask Ss to work in pairs and take roles to read the dialogue aloud. Monitor the activity around the class and ask some groups to read the dialogue aloud in front of the class. |
Pupils look at the sentences from a dialogue between two friends. ANSWERS The dialogue is about Frank's new pet spider .Pupils read the dialogue again and answer the question. ANSWERS 1 Oh my goodness! 2 What's wrong? 3 I'm afraid of spiders. Would you like to try? Pupils find parts of the dialogue ANSWERS 1 a baby wolf spider 2 three months old 3 He thinks it's cute. 4 No, she doesn't. She's afraid of spiders./ She thinks it's dangerous. Pupils listen to the dialogue again, then take roles. ANSWERS. Students own answer. |
Descriptor: - look at the sentences - answer the question. Total: 2 point
Descriptor: - read the dialogue - answer the question. Total: 2 point Descriptor: - find parts of the dialogue - complete the task Total: 2 point Descriptor: - listen to the dialogue - take roles. Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 7: Fantasy world |
Lesson 77 |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Across culture Summative assessment for the unit ”Fantasy world” |
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Learning objectives |
5.2.6.1 Deduce meaning from context in short, supported talk on an increasing range of general and curricular topics; 5.4.1.1 Understand the main points in a limited range of short simple texts on general and curricular topics; 5.5.2.1 Write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics; |
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Lesson objectives |
Learners will be able to: - introduce the topic - read for specific information |
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Value links |
Perseverance – People who value perseverance will work through adversity and be determined to get a result. This is a great treat for employees and entrepreneurs alike. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead - in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about animals |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:93 • Direct Ss' attention to the creatures in the pictures and the countries and elicit how they may be related (the creatures are the mythical creatures of the countries). Play the recording. Ss listen and follow the text in their books and check. Ex: 2 P: 93 • Elicit/Explain the meaning of the words in the Check these words box. Allow Ss four minutes time to read the text again and do the task. Check Ss' answers and elicit corrections for the false statements. Ex: 3 P: 93 • Explain the task. Ss work in pairs and complete it. Monitor the activity around the class. Summative assessment for the unit ”Fantasy world |
Pupils listen and read to find out. Answer the question. ANSWERS The Bunyip can eat people. The Tulpar can fly really fast and help people. .Pupils read the text and mark the sentences. ANSWERS 1 F (The Bunyip eats people) 2T 3 F (The Bunyip is on some Australian stamps) 4 F (The Tulpar has the body of a horse) 5 F (They are very big) 6 T Pupils use the phrases to say or write sentences about each mythical creature. ANSWERS 1 rivers and lakes 2 scales 3 tusks 4 snake, mane 5 horse, wings 6 strong 7 fly 8 to people |
Descriptor: - listen and read - answer the question. Total: 2 point
Descriptor: - read the text- - mark the sentences. Total: 2 point Descriptor: - use the phrases - write sentences about each mythical creature. Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 7: Fantasy world |
Lesson 78 |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Summative control work for the 3rd term |
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Learning objectives |
5.2.4.1 Understand the main points of supported extended talk on a range of general and curricular topics. 5.4.2.1 Understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics. 5.5.6.1 Link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics. 5.3.1.1 Provide basic information about themselves and others at sentence level on an increasing range of general topics. |
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Lesson objectives |
Learners will be able to: - summarize the main idea with the limited support of details they hear or write down -identify the details of a text - use simple transitional phrases (firstly, secondly…, in conclusion, then, but) -convey ideas and basic information (age, hobbies, interests, family and educational background) |
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Plan |
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Short term plan: term 3
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Unit 7: Fantasy world |
Lesson 79 |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Across the curriculum: Science |
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Learning objectives |
5.4.1.1 understand the main points in a limited range of short simple texts (a poem) on general and curricular topics; 5.2.8.1 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics; 5.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics; |
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Lesson objectives |
Learners will be able to: - present new vocabulary and improve pronunciation skills - recognise bird sounds and match them to birds |
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Value links |
Perseverance – People who value perseverance will work through adversity and be determined to get a result. This is a great treat for employees and entrepreneurs alike. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead - in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about animals |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:94 • Draw Ss' attention to the pictures. Play the recording. Ss listen and repeat, either chorally or individually. • Explain/Elicit the meanings of forest, city, mountain, coast, lake and initiate a class discussion to match the birds to the places they live. Ex: 2 P: 94 • Explain the task and play the recording. Ss listen and match the sounds to the birds. Check Ss' answers. Ex: 3 P: 94 • Read the questions aloud one at a time and elicit answers from the class. Play the recording. Ss listen and follow the text in their books and check their answers. Ex: 4 P: 94 • Allow Ss two minutes to prepare their answers. Monitor the activity and help Ss with vocabulary and sentence structure. Ask several Ss to tell the class their answers. |
Pupils listen and repeat. Answer the question. ANSWERS In the forest: parrot, ow, bluebird In the city: pigeon In the mountains: howk On the coast: pelicon At a lake: swan .Pupils listen and number the birds in the order you hear them. ANSWERS 1 pigeon 2 owl 3 parrot 4 hawk Not heard: pelican, bluebird, swan Pupils try to answer the questions. Listen and read then text and check your answers. ANSWERS 1 Ten thousand. 2 They live in different places - in forests, at the top of mountains, in gardens or near water. 3 Many eat insects, but some eat small animals, fish or other birds or plants, fruit and nuts. 4 Birds keep insects under control and help plants by spreading seeds around. Pupils in two minutes, write three facts from the text. ANSWERS There are ten thousand types of birds in the world. Birds keep insects under control. Some birds can't fly. |
Descriptor: - listen and repeat - answer the question. Total: 2 point
Descriptor: - listen and number the birds - match the sounds to the birds. Total: 2 point Descriptor: - try to answer - listen and read then tex Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 7: Fantasy world |
Lesson 80 |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Writing: a review of a film. |
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Learning objectives |
5.2.8.1 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics; 5.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics; 5.5.6.1 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics; |
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Lesson objectives |
Learners will be able to: -brainstorm for films with animals - read for specific information - answer questions about a fantasy film with animals |
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Value links |
Perseverance – People who value perseverance will work through adversity and be determined to get a result. This is a great treat for employees and entrepreneurs alike. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead - in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about animals |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:95 • Allow Ss one minute to write down as many films with animals they can think of and then compare with their partner. Write Ss' answers on the board. Ex: 2a P: 95 • Read the first sentence of the text aloud and then play the recording for Ss to listen and follow the text in their books. Elicit answers from around the class. Ex: 2b P: 95 • Explain the task to the Ss. Ask Ss to read the text again. Give them time to complete the exercise. Elicit answers around the class. Ex: 3 P: 95 • Explain the task to the Ss. Give them time to complete the exercise. Check answers around the class. Ex: 4 P: 95 • Ask Ss to get into small groups. Ask Ss to think of a fantasy film with animals. Refer them to the answers in Ex. 1 Allow them time to research the details online, if necessary. Elicit answers around the clas |
Pupils in one minute, write down as many films with animals as possible. ANSWERS 'Watership Down' (1978) rabbits; 'Finding Nemo' (2003)-fish; 'Madagascar' (2005) - lots of animals .Pupils answer the question. Listen and read to find out. ANSWERS 'The Jungle Book' is an adventure story about a young boy, Mowgli, who lives in a jungle with animals. Some of them want to kill him and others want to protect him Pupils answer the question. ANSWERS 1 The Jungle Book 2 Jon Favreau 3 Bill Murray and Scarlett Johansson 4 Mowgli, Shere Khan, Baloo and Bagheera 5 It's really exciting and very funny . Pupils put the words in the correct order. Mind the punctuation. ANSWERS 1 This film is fantastic. 2 It is about pets. 3 Don't miss it. 4 It is the story of a fox. 5. It is a very funny film. Pupils in groups, think about fantasy film with animals. Choose one and answer the question. ANSWERS 1 The name of the film is Watership Down. 2 The director of the film is Martin Rosen. 3 The actors in the film are John Hurt, Richard Briers and Nigel Hawthorne. 4 A group of rabbits must leave their home and travel to find a new place to live. They face many dangers and enemies. 5 There are rabbits called Fiver, Hazel and Bigwig. There is a seagull called Keehar. 6 I think the film is very exciting, sad and beautiful |
Descriptor: - write down as many films with animals - compare with their partner. Total: 2 point
Descriptor: - answer the question - listen and read to find out Total: 2 point Descriptor: - answer the question. Total: 2 point Descriptor: - put the words in the correct order - mind the punctuation. Total: 2 point Descriptor: - Choose one and answer the question Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 7: Fantasy world |
Lesson 81 |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Edutainment |
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Learning objectives |
5.1.4.1 evaluate and respond constructively to feedback from others; 5.1.7.1 develop and sustain a consistent argument when speaking or writing; 5.3.6.1 communicate meaning clearly at sentence level during, pair, group and whole class exchanges |
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Lesson objectives |
Learners will be able to: -discuss a quotation; to develop values -express reasons for respect and love for animals -develop creative skills |
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Value links |
Perseverance – People who value perseverance will work through adversity and be determined to get a result. This is a great treat for employees and entrepreneurs alike. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead - in
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about animals |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:96 • Ask Ss to get into pairs. Refer Ss to the quotation. How might animals' eyes be different from humans' eyes? How can eyes 'speak a language'? Allow Ss time to discuss the quotation. Elicit answers from around the class. Ex: 2a P: 96 • Read through the list of words with Ss. Ask if they agree that animals have these qualities. Think of examples. Ask them to take turns telling their partner. Monitor the activity around the class. Ex: 2b P: 96 • Encourage the students to find pictures of animals as examples of the qualities in the list in Ex. 2a. Ss write a sentence beside each picture. Remind Ss to use their answers to Ex. 2a to help them create their poster. Allow Ss some time to create the poster, or assign the task as HW Ex: 3 P: 96 • Explain the task to the Ss. Allow Ss some time to read the questions and mark the sentences true or false. Alternatively, you may choose to allow them to look back through the module and find the answers. Check answers around the class. |
Pupils in pairs discuss the quotation. ANSWERS The eyes are the window of the soul, they say. They can tell us what the mind is thinking, more honestly than words. A human's eyes show a mind that has selfish ideas and plans, but an animal's eyes look on the world with patience and without judgment. Perhaps by looking at an animal's eyes, we can help us to see the things as they are, not as we want them to be. .Pupils use the words/phrases below to tell your partner why we should love animals. ANSWERS B: They are beautiful, too. Think of an eagle or a deer. A: Animals can be loyal, too. Dogs are often very loyal to their owners. B: Many animals are special. I can't believe the size of the blue whale. A: Other animals are unique. There's no other bird like the peacock! B: An animal can be your best friend, too. Many riders feel like this about their horses. A: Some animals help each other. Even little ants work as a team to bring food to their nests. B: Do you think animals show respect for each other - or humans? A: I don't know about that. Some people say animals are 'full of love', but I think respect and love are human emotions. B: Yes. We should show respect and be full of love for animals, etc. Pupils work in groups. Design a poster with the title I love animals. ANSWERS Students own answer. . Pupils do the quiz. ANSWERS 1 f 2 f 3 t 4 t 5 f 6 f 7 |
Descriptor: - in pairs discuss the quotation. Total: 2 point
Descriptor: - use the words/phrases - tell your partner why we should love animals. Total: 2 point Descriptor: - work in groups - design a poster Total: 2 point Descriptor: - do the quiz Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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22 Қаңтар 2025 268
