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Excel 5 сынып КМЖ 2 токсан

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Short term plan: term 2

Unit: 3 Values

Lesson 25

Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Vocabulary: The family

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

5.4.3.1 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 personal information

Lesson objectives

Learners will be able to:

- present vocabulary for family members

- practise vocabulary for family members and present 's genitive/whose

- practise 's genitive/whose

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.

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?

Hand out the completed Progress Report Cards for the previous module and ask the pupils to file them in their language.

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.

Students say different words from the picture

Learners remember previous lesson vocabulary

Learners answer the questions

What time do you get up every morning?

What time do you go to school?

What do you do after the lesson?

The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- remembers the lesson passed

Point 1

Assessment criteria

make basic statements related to personal information, people and objects on familiar topics and a treasure hunt




Pictures











worksheet





Picture

Middle of the lesson

Presentation part.

30 min












Ex:1 P:33

Play the recording. Ss listen and repeat chorally or individually.

Elicit the L1 equivalents from Ss around the class.


Ex: 2 P: 33

Direct Ss' attention to the family tree and explain the task.

Ss complete the task. Check Ss' answers.

Ss close their books. To present 's genitive/whose, start by pointing to a student and saying: Who's [Bill]? (He's [Mario's] brother/best friend, etc.) Write it on the board. Then point to a student's book and say: Whose book is this? (It's [Paula's].)

Write it on the board. Indicate some desks in the classroom and say: (Whose desks are these? They are the student's desks.) Write it on the board. Say then write: Who's the children's teacher? (I'm the children's teacher.)


Ex: 3 P: 33

Ask two students to read out the example exchange about Sue's family while the rest of the class follow in their books. Ss then ask and answer in pairs about Sue's family, using the pictures and

vocabulary in Exs. 1 and 2 to extend the activity. Monitor the activity around the class and help as necessary.




Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.


Learners listen and repeat.

ANSWERS

Students’ own answer




Learners look at Sue’s family tree. Use the words above tom complete the sentences.

ANSWERS

2 cousin, her cousin

3 son, their son

4 grandma, her grandma

5 aunt, her aunt

6 nephew, his nephew

7 mum, their mum

8 father-in-law, his father-in-law



Learners ask and answer

ANSWERS

A: Who's John?

B: He's Sue's brother. Whose dad is Sam?

A: He's Kate and Claire's dad. Whose sister is Kate?

B: She's Claire's sister. Who's Mark?

A: He's Mary's husband. Who's Ann?

B: She's Steve's wife, etc.


Descriptor:

-Listen and repeat

TShape1

Shape2

otal: 3 point



Self assessment



Differentiation: «Verbal support» method is used to help Ss use new words in the sentences.


Descriptor:

- attention to the family tree

- complete the sentences

Total: 3 point


Descriptor:

- read out the example

- ask and answer in pairs

Total: 3 point



-Make CCQ questions Yes / No


Card

Worksheet




Students book

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



Poster Success









Short term plan: term 2

Unit 3 Values

Lesson 26

Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Reading: family and friends

Learning objectives


5.2.6.1 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics

5.3.4.1 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics

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.

Lesson objectives

Learners will be able to:

- introduce the topic and predict the content of the text

- read for specific information

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?

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

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!

Descriptor:

- know daily routines vocabulary

- know prepositions of place

Point 1

Assessment criteria

- Learners have met the learning objectives if they can talk about numbers and location;





Pictures











worksheet








Student’s book

Middle of the lesson

Presentation part.

30 min











Ex:1 P:34

A)• Direct Ss to the picture and elicit what they know about the Flintstones and ask them to answer the question in the rubric.

Play the recording. Ss listen and follow the text in their books and find out



Ex: 1 P: 34

B)• Draw Ss' attention to the picture again and allow them time to read through the text and use the descriptions in the text to identify the people in the picture.

Check Ss' answers.



Ex: 2 P: 34

Direct Ss to the Word List to look up the meanings of the words in the Check these words box.

Allow Ss time to read the text again if necessary and answer the questions.

Check Ss' answers.










Ex: 3 P: 35

Explain the task and then ask various Ss to present the Flintstones and the Rubbles to the rest of the class.




a• Pupils look at the picture. Answer the question.

ANSWERS

The Flintstone family is not an ordinary family. It is a cartoon family from the Stone Age.


b• Pupils name the people in the picture.

ANSWERS

Left to right - Pebbles, Wilma Flintstone, Fred Flintstone, Pearl Slaghoople, Barney Rubble, Bamm-Bamm, Betty Rubble



Pupils read again and answer the question.

ANSWERS

1 3/Three

2 His favourite sports are bowling and golf

3 (She is) serious and modern.

4 (Her hobby is) baseball

5 (Dino is) Pebble's (pet)

6 He can play the piano and the drums.

7 (Wilma's best friend is) Betty Rubble

8 (He's) Barney and Betty Rubble's son


Pupils use the picture.

ANSWERS

Fred Flintstone is tall and dark. He is noisy and funny. He likes eating, bowling and golf.

Wilma Flintstone is Fred's wife. She has got red hair. She is serious. She likes housework.

Descriptor:

- know about the Flintstones

- to answer the question

Total: 2 point


pupils are evaluated by collecting fish


Descriptor:

- Pupils name the people in the picture

Total: 1 point



Descriptor:

- read again and answer the question

Total: 2 point




Self assessment



-Make CCQ questions Yes / No

Total: 10 point

Card

Worksheet




Students book

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


Poster Success









Short term plan: term 2

Unit 3 Values

Lesson 27

Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Vocabulary: Character adjectives

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

Lesson objectives

Learners will be able to:

- present character adjectives and opposite

- practise character adjectives

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.

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?

revise the vocabulary from the previous

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 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 persons character








Pictures











worksheet








Picture

Middle of the lesson

Presentation part.

30 min












Ex:4 P: 35

Play the recording. Ss listen and repeat chorally or individually.

Read the Study Skills box aloud and explain what an opposite is and give some examples (e.g., tall - short, black-white, big - small, etc).

Allow Ss time to find the opposites and check with their partner, then check answers with the class.


Ex: 5 P: 35

Explain the task and give Ss time to complete it.

Check Ss' answers around the class.



Ex: 6 P: 35

Explain the task and go through the example.

Ss work in pairs and complete the task. Monitor the activity around the class and then choose various Ss to mime adjectives for the class.






Ex: 8 P: 35

Explain the task and allow Ss time to complete it, then check Ss' answer



Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils listen and read. Find opposites.

ANSWERS

funny-serious

clever - silly

quiet-noisy

polite - rude

strong-wear




Pupils complete the sentences

ANSWERS

1 quiet

2 hardworking

3 ugly

4 clever

5 weak

6 rude


Pupils use the adjectives to make sentences about your family and friends. Mime the adjective

ANSWERS

My brother is very silly - mimes silly.

My mum is very quiet - mimes quiet. etc.




Pupils write in the correct order

ANSWERS

1 Jane is very funny.

2 He is a very quiet boy.

3 They are noisy.

S Steve and Mary are very serious.

4 Matt is a clever student.

Descriptor:

- find the opposites

Total: 1 point



Descriptor:

- understand general idea

- complete the sentences

Total: 1 point


Descriptor:

- work in pairs

- use the adjectives to make sentence

Total: 1 point


Descriptor:

-read and understand general idea

- write in the correct order


-Make CCQ questions Yes / No


pupils are evaluated by collecting pencils

Card

Worksheet














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 2

Unit 3: Values

Lesson 28

Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Use of English: Present Simple

Learning objectives


5.2.6.1 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics

5.3.4.1 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics

Lesson objectives

Learners will be able to:

- present the present simple affirmative and understand its use for routines/habits, repeated actions and permanent states

-consolidate the spelling rules of the third person singular in the present simple

-practise using the present simple to talk about daily routines

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.

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?

revise the language from the previous lesson

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 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!

Descriptor:

- talk about daily routines

Point 1


Assessment criteria

- Learners have met the learning objectives if they can talk about natural features




Pictures











worksheet








Student’s book

Middle of the lesson

Presentation part.

30 min













Ex:1 P:36

Present the present simple. Say: I live in Madrid. Write it on the board. Underline live and explain that this verb is in the present simple. Point to a S and say: You live in Madrid. Then write it on the board. Underline live. Point to a male S and say: He lives in Madrid. Then write it on the board. Underline lives. Explain that the third person singular usually takes an -s. Present the other persons in the same way.

Explain the spelling rules of the third person singular by writing the verbs miss, finish, watch, mix, go, cry on the board. Stress the difference between the spelling of play and cry.

Ex: 2 P: 36

Explain the task and any unknown verbs. Alternatively, Ss can look up the verbs in the Word List or in their dictionaries.

Allow Ss a few minutes to complete the task and check Ss' answers on the board.

Ex: 3 P: 36

Explain the task. Draw Ss' attention to the diagram and direct Ss to picture 1 and read the example sentence aloud.

Go through the phrases in the box or ask Ss to look up the meanings of these phrases in the Word List, then tell Ss to make sentences for each of the activities 2-11 in the diagram using these phrases.


Ex: 3 P: 36

Ss work in pairs and tell each other their daily routines. Monitor the activity around the class and then ask some Ss to tell their daily routine to the class. Ask Ss to use then, after that to link their idea.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.


Pupils read the table. Say the examples in your language.

ANSWERS

Students’ own answer


Pupils write the 3rd person singular.

ANSWERS

2 he leaves

3 he watches

4 he runs

5 he says

6 he works

7 he goes

8 he washes

Pupils look at the pictures. What does Kevin do in the morning, afternoon, evening?

ANSWERS

2 Kevin has breakfast in the morning.

3 Kevin goes to school in the morning.

4 Kevin has lunch in the afternoon.

5 Kevin does his homework in the afternoon.

6 Kevin goes to the gym in the afternoon.

7 Kevin plays computer games in the afternoon.

8 Kevin meets his friends in the afternoon.

9 Kevin has dinner in the evening.

10 Kevin watches TV in the evening.

11 Kevin goes to bed in the evening.

Pupils tell your partner. What about you?

ANSWERS

I get up early in the morning. Then, I have breakfast. After that I go to school.

In the afternoon I do my homework and play on my computer.

In the evening I have dinner and then I watch a DVD. Then, I go to bed.


Descriptor:

- read the table

-know the 3rd form

Total: 2 point




Descriptor:

- write the 3rd person singular

Total: 2 point



pupils are evaluated by collecting colour pencils


Descriptor:

- say about Kevin’s daily routine

Total: 3 point


Descriptor:

- tell your partner about you

Total: 3 point



-Make CCQ questions Yes / No


Total: 10 point

Card

Worksheet




Students book

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 2

Unit: 3 Values

Lesson 29

Teacher name:


Date:


Grade:5

Number present:

absent:

Lesson title

Use of English: Present Simple (negative)

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

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

Lesson objectives

Learners will be able to:

- present the present simple negative/interrogative

-practise using the present simple in the negative

-practise like/love/hate + -ing


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.

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?

Revise the vocabulary from the previous lesson

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 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 your last I holidays.




Pictures











worksheet





picture

Middle of the lesson

Presentation part.

30 min












Ex:6 P:37

Ss close their books. Write on the board: I don't like Mondays. She doesn't like Mondays. Underline / don't in the first sentence and She doesn't in the second sentence. Explain that we use I/you/we/they do not/don't and he/she/it does not/doesn't to form the negative of the present simple. Point out that the main verb is the same for all person

Then write on the board: Do I like Mondays? No, I don't. Does she like Mondays? No, she doesn't. Explain that we use Do I/you/we/they and Does he/she/it to form questions in the present simple. Focus Ss' attention on the position of do/does (before the personal pronoun). We answer in the short form with Yes/No, I/you/we/they/do/don't and he/she/it does/doesn't.

Ex: 7 P: 37

Allow Ss time to complete the sentences and check Ss' answers on the board.


Ex: 8 P: 37

Explain the task and allow Ss time to complete the sentences. Check Ss' answers.

Ex: 9 P: 37

Explain the task. Ask a pair of Ss to read the example aloud.

Ss do the task in pairs. Monitor the activity around the class and then ask some pairs to act out their exchanges in front of the class.

Ex: 10 P: 37

Explain the task and read out the example.

Ss complete the task and then check Ss' answers on the board.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils read the table.

ANSWERS

T: Do you like sport?

S1: Yes, I do./ No, I don't.

T: Does your mum work?

$2: Yes, she does./ No, she doesn't.

T: Do you live in Spain?

S3: Yes, we do. etc


Pupils fill in: don’t or doesn’t

ANSWERS

1 doesn't

2 doesn't

3 don't

4 doesn't

S don't

6 doesn't

Pupils fill in: do, does, don’t or doesn’t

ANSWERS

1 Do, do

2 Do, do

3 Does, doesn't

5 Does, doesn't

4 Do, don't


Pupils ask and answer

ANSWERS

2 Do, Yes, I do.

3 Does, Yes, he does.

4 Do, No, I don't.

5 Do, Yes, I do.

6 Do, No, I don't.

7 Does, Yes, she does


Pupils say these sentences in your language

ANSWERS

2 getting up early

3 playing golf

4 doing housework

5 playing baseball

6 going to the gym

7 playing computer games

8 making dinner

Descriptor:

- read the table

Total: 3 point


Descriptor:

-fill the gaps

Total: 2 point

Self assessment


Descriptor:

- fill the gaps

Total: 2 point


Descriptor:

- ask and answer

Total: 2 point



pupils are evaluated by collecting fish


-Make CCQ questions Yes / No


Total: 10 point



Card

Worksheet




Vocabulary card

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 2


Unit 3 Values

Lesson 30

Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Vocabulary: Qualities of a friend

Learning objectives


5.2.8.1 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics

5.3.5.1 keep interaction going in basic exchanges on a growing 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

Lesson objectives

Learners will be able to:

- present and practise vocabulary of qualities in a friend

- listen and read for specific information

- read for specific information

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.

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?

Revise the language of the previous lesson.

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.


Determines the topic and purpose of the lesson


Learners talk about favourite dayprevious lesson vocabulary




Students say different words from the picture and count one to hundred


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about favourite day

Total: 1 point


Assessment criteria

- Learners have met the learning objectives if they can talk about natural wonders.




Pictures











worksheet








Student’s book

Middle of the lesson

Presentation part.

30 min












Ex:1 P:38

Direct Ss attention to the images with words describing qualities in a friend.

Play the recording. Ss listen and repeat chorally or individually.

Elicit meaning of any unknown words.



Ex: 2 P: 38

Draw the Ss attention to the blog, and the question in the rubric.

Play the recording. Ss listen and read to find the specific information.

Check S's answers around the class.





Ex: 3 P: 38

Allow Ss 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.

Check Ss' answers.





Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils listen and repeat

ANSWERS

Student’s own answer








Pupils look at Inkar’s blog entry. What are her best friends like?

ANSWERS

Inkar's best friends are Madina and Diana and they are fun. They also think of exciting things to do. They are kind, too.





Pupils read the text again and mark the sentences T (true), F (false) or Ds (doesn’t say)

ANSWERS

1 DS

2 F

3 T

4 F

5 F

6 T

Descriptor:

- identify meaning of any unknown words.

Total: 2 point

Self assessment


Descriptor:

- find the specific information

Total: 3 point


Descriptor:

- read the text again and mark the sentences

Total: 3 point

pupils are evaluated by collecting colour pencils


-Make CCQ questions Yes / No

Total: 10 point


Card

Worksheet




Students book

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 2


Unit 3: Values

Lesson 31

Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Speaking: Talking about friends

Learning objectives


5.2.8.1 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics

5.3.5.1 keep interaction going in basic exchanges on a growing range of general and curricular topics

5.5.3.1 write with support an e - mail about a special day

Lesson objectives

Learners will be able to:

- personalise a topic by asking about a friend

-present personal information to the class

-listen for specific information

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.

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?

Revise the language of the previous lesson.

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 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 natural features and natural wonders




Pictures











worksheet








Student’s book

Middle of the lesson

Presentation part.

30 min














Ex:4 P:39

Explain the task.

Allow Ss time to fill in the information about a friend.

Ss work in pairs to ask and answer the questions.







Ex: 5 P: 39

Ask Ss to tell the class about their best friend.

Repeat around the class until Ss have all had a chance to present.





Ex: 6 P: 39

Explain the task.

Play the CD.

Ss listen and match the names with the activities.

Check Ss' answers.



Ex: 7 P: 39

Explain the task. Allow Ss time to complete it. Alternatively assign it as HW. Then ask some students to read their blog post aloud to the class.

Evaluate Ss' performance. Check for:

-grammar mistakes

-punctuation

- spelling mistakes

- word order

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.


Pupils complete the sentences about your best friend.

ANSWERS

1 My best friend's name is Anya.

2 She is my best friend because we have a lot of fun together. She is honest and loyal.

3 We like going to the cinema and knowing all about film stars.


Pupils tell the class about your best friend

ANSWERS

My best friend's name is Artyom.

He is my best friend because we like doing things together.

He is friendly and fun.

We like playing football and going to see football matches

Pupils match the people to the activities

ANSWERS

1 E

2 G

3 C

4 B

5 A

Pupils post your comment to Inkar’s blog about your best friend.

ANSWERS

Hi Inkar,

My best friend is Artyom. We are in the same class at school. He's really friendly and fun to be with. He's also very loyal and helps me when I need help and that's great too!

Aldiyar


Descriptor:

- fill in the information about a friend

Total: 2 point


Self assessment


Descriptor:

- tell the class about their best friend.

Total: 3 point


Descriptor:

- match the names with the activities

Total: 2 point


pupils are evaluated by collecting fish


-Make CCQ questions Yes / No


Card

Worksheet




Students book

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 2


Unit 3: Values

Lesson 32

Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Everyday English: Telling the time

Learning objectives


5.2.8.1 understand supported narratives, including some extended talk, on an increasing range of general and curricular

5.3.3.1 give an opinion at sentence level on a limited range of general and curricular topics

5.6.6.1 use prepositions, basic personal and demonstrative pronouns, have to on a limited range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

- practise telling the time

- identify the context of a dialogue

- read for specific information

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?



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 four walls






Pictures











worksheet








Student’s book

Middle of the lesson

Presentation part.

30 min













Ex:1 P:40

Read through the table eliciting/explaining any unknown words.

Choose two Ss to read the example aloud. Allow Ss time to do the task in closed pairs.

Ask some pairs to act out their exchanges



Ex: 2 P: 40

Read the sentences aloud and elicit the L1 equivalents.

(Ss' own answers)

Elicit what the dialogue is about (making plans to play a sport).

Play the recording. Ss listen and follow the text in their books and find out



Ex: 3 P: 40

Allow Ss time to read the dialogue again and answer the questions.

Check Ss' answers



Ex: 4 P: 40

Read the phrases aloud. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class.




Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils use the table and the clock faces to ask each other the time.

ANSWERS

A: What's the time, please?

B: It's four o'clock.

A: Have you got the time, please?

B: It's ten to four.

A: What time is it, please?

B: It's twenty to three.

A: What's the time, please?

B: It's half past eight.


Pupils these sentences are from a dialogue between two friends.

ANSWERS

Student’s own answer


Pupils read the dialogue again and answer these questions

ANSWERS

1 Helen wants to practise basketball.

2 From half past three to seven o'clock.

3 At 4:30/half past four


Pupils find phrases in the dialogue which mean:

ANSWERS

1 Yes, that's fine.

2 I think so.

3 What time does the court open?

4 See you there!

Descriptor:

- use the table

- ask each other the time

Total: 2 point

Descriptor:

- read the sentences aloud

Total: 3 point


Descriptor:

- read the dialogue again

- answer the questions.

Total: 3 point

pupils are evaluated by collecting colour pencils

Descriptor:

- find phrases in the dialogue which mean

-Make CCQ questions Yes / No


Total: 10 point

Card

Worksheet




Students book

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 2


Unit

Lesson 33

Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Across cultures: Women’s day

Learning objectives


5.2.8.1 understand supported narratives, including some extended 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

5.3.3.1 give an opinion at sentence level on a limited range of general and curricular topics

Lesson objectives

Learners will be able to:

- predict the content of a text

-read for specific information

-write about another celebration in your country

Value links

Self-Discipline – If you value self-discipline, you might be a person who wakes up early, exercises daily, and doesn’t get distracted by vices.

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?

Write some of the words from the previous lesson with some letters missing,

Lead – In


The wish lamp” method helps to start the lesson with good wishes to each other.

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 rooms 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 celebration in your country




Pictures











worksheet








Student’s book

Middle of the lesson

Presentation part.

30 min












Ex:1 P:41

Choose various Ss to read the title and the headings.

Elicit Ss' ideas as to what the text is about.


Ex: 2 P: 41

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.

Check Ss' answers.





Ex: 3 P: 41

Allow Ss some time to complete the sentences about themselves then ask various Ss around the class to read their sentences aloud.





Ex: 4 P: 41

Explain the task and allow Ss some time to write about a celebration in their country. Remind Ss to use the texts in Ex. 1 as a model.

Alternatively, assign as HW. Ask various Ss to read their text aloud to the class.








Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils read the title and the headings in the text.

ANSWERS

The text is about special days.


Pupils read the text and mark the sentences T (true) or F (false)

ANSWERS

1 T

2 F

3 F

4 T

8th March is a day off work in Kazakhstan.

Some Canadian children write poems for their fathers on Father's Day.

Pupils complete the sentences about you.

ANSWERS

1 she's very clever

2 he's very strong

3 he's/she's very funny


Pupils collect information about another day in your country.

ANSWERS

The First President Day celebrates the first president of the Republic of Kazakhstan, Nursultan Nazarbayev. On this day, Kazakhstanis have a day off work. It is usually on smal December 1, or the nearest Monday. There are special events to celebrate the achievements of the President and of the country since Independence.

Descriptor:

- read the title

Total: 2 point


Self Assessment


Descriptor:

- read the text again

- answer the questions.

Total: 2 point


Descriptor:

- complete the sentences about themselves

Total: 2 point


pupils are evaluated by collecting places where they live


Descriptor:

- collect information about another day

Total: 2 point


-Make CCQ questions Yes / No

Total: 10 point


Card

Worksheet




Students book

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 2

Unit 3 Values

Lesson 34

Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Across curriculum: literature

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

5.3.5.1 keep interaction going in basic exchanges on a growing range of general and curricular topics

5.5.3.1 write with support factual descriptions at text level which describe a friendship relationship

Lesson objectives

Learners will be able to:

- introduce the topic through pictures-

-listen and read for specific information

-learn about rhyme

Value links

Humility – You might highly value humility if you find yourself disgusted by people who are arrogant or braggadocious, and instead find yourself gravitating to people who are always expressing their gratefulness for the blessings in their life.

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?

Ask a pupil to mime an action associated with one of the places from the previous lesson. Ask the rest of the class to guess which place it is. Demonstrate this yourself first

Teacher: (mimes posting a letter)

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 find mime an action associated with one of the places

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 literature




Pictures











worksheet








Student’s book

Middle of the lesson

Presentation part.

30 min












Ex:1a P:42

Direct Ss' attention to the pictures and read the headings aloud. Elaborate on each type of family and ask various Ss to say what sort of family theirs is.


Ex: 1b P: 42

Play the recording. Ss listen and follow the text in their books and answer the question in the rubric.

Direct Ss to the Word List to look up the meanings of the words in the Check these words box.

Check Ss' answers.


Ex: 2 P: 42

Explain the task and test Ss' understanding of rhyme by saying a word e.g., day and asking Ss to say a rhyming word e.g., say.

Elicit the rhyming words in the second verse and an answer to the question in the rubric. Check Ss' answers.

As an extension ask Ss to recite the poem.




Ex: 3 P: 42

Ask Ss to think of reasons their family is important to them. Invite them to use vocabulary from the module, Ss read their sentences to the class.


Pupils look at the pictures.

ANSWERS

Student’s own answer

.



Pupils listen to and read the poem.

ANSWERS

the speaker - nuclear family the girl next door to the speaker - single-parent family the boy living up the street - extended family


Pupils find the rhyming words.

ANSWERS

dad, glad, door, more


The first verse hasn't got any rhyming words







Pupils complete the sentences.

ANSWERS

Family' means the people who live in your heart.


...we look after each other.

Descriptor:

- and read the headings aloud

Total: 2 point

Descriptor:

- listen to and read the poem

Total: 2 point


Descriptor:

- find the rhyming words.

Total: 2 point


Descriptor:

- complete the sentences.

Total: 2 point


pupils are evaluated by collecting colour pencils

-Make CCQ questions Yes / No

Card

Worksheet




Students book

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 2

Unit 3 Values

Lesson 35

Teacher name:


Date:


Grade:5

Number present:

absent:

Lesson title

Writing: An email about your best friend

Summative assessment for the unit ”Values”

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

5.5.3.1 write with support factual descriptions at text level which describe a friendship relationship

5.3.4.1 respond with limited flexibility at sentence level to unexpected comments on an increasing range of 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

Lesson objectives

Learners will be able to:

- listen for specific information

-read for specific information

-understand the use of also

Value links

Kindness – If you value kindness, you’ll likely always be respectful of people around you, be gentle with criticism, and always willing to welcome people with open arms.

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?

Revise the language of the previous lesson

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 find mime an action associated with one of the places




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 means of transport;

Descriptor:

-know key phrases

- can make sentence

- know vocabulary of previous lesson

Total: 1 point




Pictures











worksheet








Student’s book

Middle of the lesson

Presentation part.

30 min












Ex:1 P:43

Explain the task. Allow Ss time to fill in the gaps with the appropriate word.

Play the CD. Ss listen and check that they have chosen the correct word.

Check Ss' answers.


Ex: 2 P: 43

Allow Ss time to read and answer the questions.

Checks Ss' answers.


Ex: 3 P: 43

Read the Study Skills box aloud. Ask Ss to provide other examples of the use of also.

Explain the task and allow Ss time to complete it. Check Ss' answers on the board.



Summative assessment for the unit « Values»




Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils complete the text with words from the list

ANSWERS

1 name

2 class

3 funny

4 free


Pupils read the email and answer the question

ANSWERS

1 It's about Sezim's best friend.

2 Sofia

3 They are in the same class at school.

4 She is clever and funny.

5 They like watching films.

6 To write about her best friend



Pupils write the sentences in the correct order

ANSWERS

1 Her name is Diana.

2 She is 13 years old.

3 We are in the same class at school.

4 She's helpful and friendly.

5 We like going for walks together and listening to music

Descriptor:

- complete the text

Total: 2 point


pupils are evaluated by collecting fish

Descriptor:

- read the email

- answer the question

Total: 2 point

Self assessment


Descriptor:

- write the sentences in the correct order

Total: 2point


-Make CCQ questions Yes / No

Card

Worksheet




Students book

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 2

Unit 3 Values

Lesson 36

Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Edutainment: True friends

Learning objectives


5.2.8.1 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics

5.3.5.1 keep interaction going in basic exchanges on a growing 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

Lesson objectives

Learners will be able to:

- practise reading for specific information

- write a sentence about values

- test knowledge learnt in this module

Value links

Gratitude – You value gratitude if you find yourself respecting people who say please and thank you. If you’re a religious person who values gratitude, you may always insist on praying before eating your dinner.

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?

Ask the pupils questions about their daily routine. Elicit their answers

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 answer the question


Determines the topic and purpose of the lesson


Students say different words from the picture


What are there around your house?

Is there a post office?

Is there a school near your house?


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Assessment criteria

- To revise school rules; to write about classroom rules; to develop the pupils’ listening skills through a song.

Descriptor:

-can speak fluently on theme

-can follow the structure

Total: 2point





Pictures











worksheet




Student’s book

Middle of the lesson

Presentation part.

30 min












Ex:1 P:44

Ss read the poster. Discuss the values of friendship around the class




Ex: 2 P: 44

Explain the task. Allow Ss time to write their sentences. Monitor the activity around the class. Ask some Ss to share their sentences.




Ex: 4 P: 44

Explain the task. Allow Ss some time to read the questions and think of the correct information to answer the questions.

Alternatively, you may allow Ss to review the module and find the relevant information to answer the questions. Check Ss' answers.




Ex: 5 P: 44

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., What is the word for your mother's brother? (uncle).

Ss swap their quizzes with another pair and do it and then report back to the class

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils read Nurlan’s poster.

ANSWERS

Student’s own answer





Pupils complete the sentences.

ANSWERS

Student’s own answer



Pupils do the quiz. Answer the question

ANSWERS

1 Wilma

2 Yes, he can.

3 grandma

4 Dino, a dinosaur

5 It has two parents and children.

6 The third Sunday of June

7 8th March


Pupils look at the module 3 and write a questions and answers quiz of your own.

ANSWERS

1 Does Fred Flintstone like golf? (Yes, he does.)

2 What pet has Bamm-Bamm got? (A kangaroo.)

3 What is the opposite of quiet? (noisy)

4 What is the name of a family with parents, grandparents and children? (Extended)

5 What's the word for someone who doesn't tell lies? (Honest)

6 What's the opposite of rude? (Polite)

7 What time of day do you have breakfast? (Morning)

Descriptor:

- read the poster

- discuss the values of friendship

Total: 1 point


pupils are evaluated by collecting fish


Descriptor:

- complete the sentences.


Descriptor:

- read the questions

- do the quiz



Descriptor:

- write a questions and answers quiz

Total: 1 point


-Make CCQ questions Yes / No

Card

Worksheet




Students book

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 2

Unit 4 The world of work

Lesson 37

Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Vocabulary: Jobs

Learning objectives


5.2.6.1 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics

5.3.3.1 give an opinion at sentence level on a limited range of general and curricular topics (I think - I don't think)

Lesson objectives

Learners will be able to:

- present vocabulary for jobs

-match descriptions to jobs

-present/practise new vocabulary


Value links

Patience – A person who has patience as a core personal value is going to prioritize giving their time to others. They will sit down and be calm while waiting for others. This is a great trait for a teacher.

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?

Revise the vocabulary of the previous lesson

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.



Determines the topic and purpose of the lesson


Students say different words from the picture


Is there a café in your town?


Is there a circus in your town?

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: explore other subject areas (Geography) talk about places around the house





Pictures











worksheet








Student’s book

Middle of the lesson

Presentation part.

30 min












Ex:1a P:45

Elicit the L1 equivalents from Ss around the class.

Go through the list of jobs A-H and play the recording. Ss listen and repeat chorally and/or individually.



Ex: 1b P: 45

Go through the job descriptions 1-8 and explain/ elicit the meanings of any unknown words.

Give Ss time to match the descriptions to the pictures and then check Ss' answers.






Ex: 2 P: 45

Explain/Elicit the meanings of any unknown words and read out the example.

Then elicit answers from Ss around the class.






Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils look at the jobs in the pictures.

ANSWERS

Students own answer





Pupils work in pairs. Match the sentences

ANSWERS

1 A

2 D

3 B

4 H

5 F

6 E

7 C

8 G



Pupils tell the class. Answer the question

ANSWERS

An accountant and a cashier work 9-5. A doctor and a police officer work shifts. A doctor, a baker, an accountant and a police officer work long hours. A gardener, a pizza delivery boy and a theme park mascot work part-time. A gardener, a baker, an accountant, a police officer and a cashier work full-time.

Descriptor:

- look at the jobs

- repeat chorally and/or individually

Total: 2 point



Self assessment


Descriptor:

- work in pairs

- match the sentences

Total: 3 point


Descriptor:

- answer the question

Total: 3 point


pupils are evaluated by collecting places

-Make CCQ questions Yes / No

Total: 10 point


Card

Worksheet




Students book

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 2

Unit 4 The world of work

Lesson 38

Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Reading: My fun job

Learning objectives


5.2.1.1 understand a sequence of supported classroom instructions

5.3.4.1 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics

5.4.6.1 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics

Lesson objectives

Learners will be able to:

- predict the content of a text

- listen and read for specific information

- read for specific information

Value links

Open-Mindedness – An open-minded person is someone who is always willing to hear new points of view and even change their own point of view if new arguments are highly convincing. It’s the opposite of stubbornness.

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

Ask pupils to present their posters from the previous lesson.

The wish lamp” method helps to start the lesson with good wishes to each other.

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 analyze the given pictures in pairs.


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

Identify the main points of short texts using contextual clues on familiar topics




Pictures











worksheet








Student’s book

Middle of the lesson

Presentation part.

30 min












Ex: 1 P: 46

Direct Ss to the pictures and the headings and elicit Ss' guesses in answer to the question.

Play the recording. Ss listen and follow the texts in their books and find out if their guesses were correct.



Ex: 2a P: 46

Give Ss time to look up the words in the Check these words box.

Ask Ss to read the texts again and complete the sentences.

Check Ss' answers.









Ex: 2b P: 46

Ask Ss to discuss which job they would/ wouldn't like to do and why with their partner and then ask some Ss to share their answers with the class.











Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils look at the pictures and the headings.

ANSWERS

Steven is a basketball mascot and Mark is a waterslide tester





Pupils read the text again and complete the sentences.

ANSWERS

1 basketball mascot

2 a red owl costume

3 speak a word

4 tiring

S waterslide tester

6 water parks in places like Turkey, Egypt and Jamaica

7 always easy

8 careful, hardworking and brave


Pupils tell your partner. Which job would you like / not like to do?

ANSWERS

I would like to be a waterslide tester because I like travelling and working to keep people safe. I don't mind the cold!

I wouldn't like to be a basketball mascot because I don't want to wear a costume and work in one place. Also, I don't like basketball!

Play the video for the Ss and elicit their comments at the end.

Descriptor:

- look at the pictures and the headings.

Total: 3 point











Descriptor:

- read the text again and complete the sentences

Total: 4 point










Descriptor:

- tell your partner

-answer the question

Total: 3 point



Card

Worksheet




Students book

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 2

Unit 4 The world of work

Lesson 39

Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Vocabulary: Job qualities

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

5.4.6.1 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics

5.5.8.1 spell most high-frequency words accurately for a limited range of general topics

Lesson objectives

Learners will be able to:

- match job qualities to jobs

-practise new vocabulary

-present information about job

Value links

Open-Mindedness – An open-minded person is someone who is always willing to hear new points of view and even change their own point of view if new arguments are highly convincing. It’s the opposite of stubbornness.

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.



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 people with uniforms from the UK, Mexico and Kazakhstan and their jobs




Pictures











worksheet



Student’s book

Middle of the lesson

Presentation part.

30 min













Ex:3 P:47

Play the recording with pauses for Ss to repeat the job qualities chorally and/or individually.

Check Ss' intonation and pronunciation.


Ex: 4a P: 47

Explain the task and ask Ss to write the headings into their notebooks.

Give Ss a one-minute time limit to think whether the jobs on p. 45 are indoors or outdoors.

Check Ss' answers.




Ex: 4b P: 47

Explain the task and read out the example.

Give Ss time to write sentences and then ask various Ss around the class to read out the












Ex: 5 P: 47

Explain the task. Give Ss time to complete it.

Check Ss answers



Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils listen and repeat.

ANSWERS

Student’s own answer


Pupils add more words to the list

ANSWERS

indoors

doctor

accountant

cashier

baker

outdoors

police officer

gardener

theme park mascot

pizza delivery boy


Pupils write sentences

ANSWERS

A police officer needs to be brave, fit and polite.

A gardener needs to be hardworking and patient.

A theme park mascot needs to be friendly, enthusiastic and patient.

An accountant needs to be hardworking and careful.

A baker needs to be careful and creative.

A pizza delivery boy needs to be friendly and fit.

A cashier needs to be careful, calm and polite

Pupils write sentences

ANSWERS

1 matches

2 holiday

3 team

4 well-paid

5 freezing

6 mascot

7 scores

8 tiring

Descriptor:

- listen and repeat.

Total: 3 point




pupils are evaluated by collecting vitamins


Descriptor:

- add more words

Total: 3 point


Descriptor:

- write sentences

Total: 3 point


-Make CCQ questions Yes / No


Total: 10 point


Card

Worksheet




Students book

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 2

Unit 4 The world of work

Lesson 40

Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Use of English: Subject/object pronouns

Learning objectives


5.2.6.1 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics

5.3.2.1 ask simple questions to get information about a limited range of general topics;

5.4.4.1 read with some support a limited range of short fiction and non-fiction texts

Lesson objectives

Learners will be able to:

- present subject/object pronouns

- practise using subject/object pronouns

- present question words through translation

Value links

Thoughtfulness – You may highly value people who are thoughtful. If this is you, then you might find yourself rolling your eyes at people who are full of bluster and never stop to reflect on their own actions.

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.


Students analyze the given pictures in pairs.


Determines the topic and purpose of the lesson


Students say different words from the picture


At the organization moment T tries to award active pupils.

«The praise» method is used to evaluate pupils with phrases like:

Good job!

Well done!”

Formative Assessment



Good job!

Assessment criteria

- Learners have met the learning objectives if they can: practise reading for pleasure; listen to and read about a lazy girl.




Pictures











worksheet








Student’s book

Middle of the lesson

Presentation part.

30 min












Ex:1 P:48

Ss close their books. Present the subject pronouns. Point to yourself and say: I, then write it on the board. Point to a S and say: you, then write it on the board. Point to a male S and say: he. Then write it on the board. Explain that we use he for a boy or a man. Continue for the rest of the subject pronouns. Present the object pronouns. Say, then write on the board: I am a teacher. Look at me. Underline the words I and me. Explain that me is an object pronoun. Present the other pronouns in the same way. e.g., Look at him. He's a student. Look at her. She's a student. Look at it. It's a desk, etc.


Ex: 2 P: 48

Read the example. Allow time for Ss to write the questions, then check Ss' answers on the board.


Ex: 3 P: 48

Ss close their books. Write all the question words on the board. Give an example for each question word and explain when each word is used. Who is that man? He's Mr Jones. (people) What is it? It's a pencil. (thing) Where are my keys? They're here. (place) How old are you? I'm 10 years old. (age) When is your birthday? In June. (time) What kind of food do you like? I like pizza. (thing)

Ss open their books and read the box.

Elicit the L1 equivalents for the highlighted question words.


Ex: 4 P: 48

Read the example. Allow time for Ss to write the questions, then check Ss' answers on the board.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils read the box. What are these words in your language?

ANSWERS

Student’s on answer











Pupils replace the words in bold with the correct pronoun

ANSWERS

2 them, They

3 they

4 We

S him, He


Pupils read the box. Say the highlighted words in your language.

ANSWERS

Students own answer










Pupils read the answers. Write the questions.

ANSWERS

2 How old are you?

3 Where are you from?

4 What's your dad's name?

5 Who's Damir?


Descriptor:

- read the box

Total: 1 point







Descriptor:

- replace the words in bold with the correct pronoun


Total: 1 point


pupils are evaluated by collecting vitamins


Descriptor:

- Say the highlighted words in your language.

Total: 1 point


Descriptor:

- read the answers and write the questions.

Total: 1 point



-Make CCQ questions Yes / No


Card

Worksheet




Students book

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 2

Unit 4 The world of work

Lesson 41

Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Use of English: have to, don’t have to

Learning objectives


5.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

5.4.4.1 read with some support a limited range of short fiction and non-fiction texts

5.4.7.1 recognise typical features at word, sentence and text level in a limited range of written genres

Lesson objectives

Learners will be able to:

- present have to/don't have to (rules)

-practise have to/don't have to

-practise have to/don't have to in the interrogative

Value links

Humility – You might highly value humility if you find yourself disgusted by people who are arrogant or braggadocious, and instead find yourself gravitating to people who are always expressing their gratefulness for the blessings in their life.

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?

Ask a pupil to mime an action associated with one of the places from the previous lesson. Ask the rest of the class to guess which place it is. Demonstrate this yourself first

Teacher: (mimes posting a letter)

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 find mime an action associated with one of the places

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 and compare means of transport




Pictures











worksheet








Student’s book

Middle of the lesson

Presentation part.

30 min












Ex:7 P:49

Ss close their books. Say then write on the board: / have to work late today. Underline have to, and explain that it means I need to do it because it is the rule.

Point to one student and say, He has to do his homework. Write it on the board, and underline has to.

Point to a female student - Say: She has to do her homework. Write on the board and underline. Everyone in the class has to do homework. Repeat with negatives and interrogatives. They don't have to stay late. Do you have to stay late? etc..

Ex: 8 P: 49

Explain the task. Give Ss time to fill in the correct form of the verb for the jobs.

Check Ss' answers.


Ex: 9 P: 49

Explain the task and ask a pair of Ss to read the example aloud for the class. Allow Ss time to complete the sentences.

Check Ss' answers.


Ex: 10 P: 49

Explain the task. Read the example. Ss work individually or in pairs. Allow Ss time to complete the list.

Monitor the activity around the class.

Check Ss' answers. Ask some Ss to present the lists in front of the class.

Pupils read the table.

ANSWERS

Student’s own answer


Pupils Max and Amy have got new jobs.

ANSWERS


Pupils match the opposites. Then rearrange the letters to complete the texts.

ANSWERS

1 has to

2 has to

3 have to

4 doesn't have to

5 doesn't have to

6 have to




Pupils complete the exchanges as in the example.

ANSWERS

2 A Do, have to

3 A Do, have to

4 A Does, have to

5 A Do, have to

B don't

B do

B doesn't

B don't


Pupils read the list of rules for a pizza delivery boy and then write.

ANSWERS

Mark has to have his own transport.

Mark has to be polite.

Mark doesn't have to wear a suit and tie.

Mark doesn't have to work 9-5.

Descriptor:

- read the table

Total: 2 point


Descriptor:

- read the table

Total: 2 point


Descriptor:

- match the opposites

- rearrange the letters

Total: 2 point


Descriptor:

- complete the exchanges as in the example.

Total: 2 point


Descriptor:

- read the list of rules

Total: 1 point



pupils are evaluated by collecting colour pencils

-Make CCQ questions Yes / No

Card

Worksheet




Students book

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 2

Unit 4 The world of work

Lesson 42

Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Reading: A professional look – alike

Learning objectives


- 5.5.3.1 write with support factual descriptions at text level which describe people and animals

5.6.14.1 use Present Simple (question form) to ask and answer questions on a limited range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

- introduce the topic

- predict the content of a text

- read for specific information

Value links

Humility – You might highly value humility if you find yourself disgusted by people who are arrogant or braggadocious, and instead find yourself gravitating to people who are always expressing their gratefulness for the blessings in their life.

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?

Ask a pupil to mime an action associated with one of the places from the previous lesson. Ask the rest of the class to guess which place it is. Demonstrate this yourself first

Teacher: (mimes posting a letter)

Lead – In

Divide the class into two teams, A and B. Write a word from the previous lesson on the board. A pupil from each team comes to the board and writes another word using one of the letters. Each correct answer gets one point. The team with the most points is the winner.

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 find mime an action associated with one of the places

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 and compare means of transport




Pictures











worksheet








Student’s book

Middle of the lesson

Presentation part.

30 min












Ex:1 P:50

Direct Ss' attention to the pictures and elicit answers to the questions in the rubric.






Ex: 2 P: 50

Read the Study Skills box aloud and then ask Ss to read the title of the text and the first and last sentence in each paragraph. Elicit what they think the text is about.

Play the recording. Ss listen and follow the text in their books and check if their guesses were correct.



Ex: 3 P: 50

Explain the activity. Go through the texts and elicit/explain any unknown words. Allow the pupils some time to complete the activity. Check their answers.


Pupils look at the pictures.

ANSWERS

The pictures show David Beckham. He is a famous footballe




Pupils read the title of the text. What is the text about?

ANSWERS

The text is about man who looks like Beckham and whose job is to double for David Beckham.




Pupils read the text again mark the sentences T (true) or F (false)

ANSWERS

1 DS

2 F

3 T

4 T

SF

6 T



Descriptor:

- look at the pictures.

- answers to the questions

Total: 2 point



Descriptor:

- read the title of the text.

Total: 2 point


Descriptor:

- read the text again

Total: 2 point




pupils are evaluated by collecting colour pencils

-Make CCQ questions Yes / No


Card

Worksheet




Students book

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 2

Unit 4 The world of work

Lesson 43

Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Speaking: Talking about people’s job

Summative assessment for the unit “The world of work”

Learning objectives


5.5.1.1 Understand the main points in a limited range of short simple texts on general and curricular topics.

5.5.4.1. Write with support a sequence of extended sentences in a paragraph to give basic personal information.

5.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

Lesson objectives

Learners will be able to:

- practise new vocabulary

- present and practise vocabulary for jobs.

Value links

Humility – You might highly value humility if you find yourself disgusted by people who are arrogant or braggadocious, and instead find yourself gravitating to people who are always expressing their gratefulness for the blessings in their life.

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?

Ask a pupil to mime an action associated with one of the places from the previous lesson.

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 find mime an action associated with one of the places

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 and compare means of transport




Pictures











worksheet








Student’s book

Middle of the lesson

Presentation part.

30 min












Ex:4 P:51

Explain the task and give Ss time to complete it, then check Ss' answers.




Ex: 5 P: 51

Explain the task and read the example aloud.

Ss work in pairs. Ask Ss to prepare their questions based on the text in Ex. 2. Ss take roles and act out their interviews. Remind Ss to refer back to the text for ideas.

Monitor the activity around the class and then ask some pairs to act out their interviews in front of the class.



Ex: 6a P: 51

Play the recording. Ss listen and repeat chorally or individually. Elicit the L1 equivalents.

Ex: 6b P: 51

Go through the phrases and explain/elicit the meaning of any unknown words. Alternatively, ask Ss to look up the meanings of any words they do not know in the Word List or in their dictionaries.

Explain the task and read the example aloud. Ss then make sentences using the phrases. Ask various Ss around the class to say their sentences aloud.


Summative assessment for the unit “The world of work”

Pupils complete the sentences

ANSWERS

1 crowd

2 make

3 similar

4 keep

5 copy

Pupils interview Andy Harmer. Use the text for ideas.

ANSWERS

A: Who do you look like?

B: I look like David Beckham.

A: What do you do?

B: I double for David on TV commercials and films.

A: Do you sound like David Beckham?

B: Yes, I do.

A: Do you like your job?

B: Yes, I do.


Pupils listen and repeat.

ANSWERS

Pupils own answer


Pupils use the phrases to write or say sentences

ANSWERS

A vet looks after sick animals.

A photographer takes photographs.

A mechanic repairs cars.

A pilot flies planes.

A nurse looks after sick people.

A footballer plays football.

A secretary types letters.

A teacher teaches children.



Descriptor:

- complete the sentences

Total: 2 point



Descriptor:

- interview Andy Harmer

Total: 2 point


Descriptor:

- use the phrases to write or say sentences

Total: 2 point




pupils are evaluated by collecting colour pencils

-Make CCQ questions Yes / No

Card

Worksheet




Students book

End of the lesson

5 min

FEEDBACK

Learners povide feedback on what they have learned at the lesson.

Ex:

Home task:


Poster Success

















Short term plan: term 2

Unit 4 The world of work

Lesson 44

Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Everyday English: Asking for / Giving personal information

Learning objectives


5.4.5.1 deduce meaning from context in short texts on a limited range of familiar 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

Lesson objectives

Learners will be able to:

- present the situational language of job adverts

- present the situational language of job applications and for specific information

- practise question words in a situational dialogue

Value links

Humility – You might highly value humility if you find yourself disgusted by people who are arrogant or braggadocious, and instead find yourself gravitating to people who are always expressing their gratefulness for the blessings in their life.

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?

Ask a pupil to mime an action associated with one of the places from the previous lesson. Ask the rest of the class to guess which place it is. Demonstrate this yourself first

Teacher: (mimes posting a letter)

Lead – In

Divide the class into two teams, A and B. Write a word from the previous lesson on the board. A pupil from each team comes to the board and writes another word using one of the letters. Each correct answer gets one point. The team with the most points is the winner.

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 find mime an action associated with one of the places

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 and compare means of transport




Pictures











worksheet








Student’s book

Middle of the lesson

Presentation part.

30 min












Ex:1 P:52

Explain the task. Draw Ss' attention to the two job adverts. Elicit/Explain any unknown words. Give Ss time to read and find the answers to the questions.

Check answers.



Ex: 2 P: 52

Explain the task. Allow Ss time to read through the dialogue to find the answer.

Check answers.


Ex: 3 P: 52

Explain the task. Allow Ss time to fill in the question words into the dialogue.

Play the recording for Ss to check their answers.





Ex: 5 P: 53

Explain the situation. Ask Ss to read the oth advert, and to work together in pairs to prepare dialogues based on the second advert

To help Ss, draw the following diagram on the board:

Pupils look at the job adverts. Answer the question.

ANSWERS

A Cashier Friendly, Hardworking, Enthusiastic

B Gardener Fit, Careful, Hardworking


Pupils look t the dialogue. Read through and check

ANSWERS

It's about Advert A.


Pupils read the dialogue again. Fill the gaps.

ANSWERS

1 What

2 How

3 Where

5 What

4 What

6 When


Pupils act out a dialogue for this job. Similar to the one in ex 2

ANSWERS

A: How old are you?

B: I'm 16.

A: Where do you live?

B: 23 Mountain View.

A: What's your phone number?

B: 08554724435.

A: What qualities do you have for this job?

B: I'm fit, careful and hardworking.

A: You have to work Saturdays. Is that OK?

B: Yes, that's fine.

A: Wh can you start?

B: This Saturday.

A: OK. Come in at 8:30 in the morning.

Descriptor:

- Elicit any unknown word

- and find the answers to the questions.

Total: 2 point


Descriptor:

- read through the dialogue

Total: 2 point


Descriptor:

- read the dialogue

- fill the gaps

Total: 2 point


Descriptor:

- act out a dialogue

Total: 2 point



pupils are evaluated by collecting colour pencils

-Make CCQ questions Yes / No

Card

Worksheet




Students book

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 2

Unit 4 The world of work

Lesson 45

Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Across curriculum: Amazing ants

Learning objectives


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

5.1.8.1 develop intercultural awareness through reading and discussion

5.5.3.1 write with support factual descriptions at text level which describe famous Kazakh artists

Lesson objectives

Learners will be able to:

- introduce a topic through pictures and listen and read for specific information

- read for specific information

- consolidate information from the text

Value links

Humility – You might highly value humility if you find yourself disgusted by people who are arrogant or braggadocious, and instead find yourself gravitating to people who are always expressing their gratefulness for the blessings in their life.

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?

Ask a pupil to mime an action associated with one of the places from the previous lesson.

Lead – In

Divide the class into two teams, A and B. Write a word from the previous lesson on the board. A pupil from each team comes to the board and writes another word using one of the letters. Each correct answer gets one point. The team with the most points is the winner.

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 find mime an action associated with one of the places

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 and compare means of transport




Pictures











worksheet








Student’s book

Middle of the lesson

Presentation part.

30 min












Ex:1 P:54

Direct Ss' attention to the pictures and read the headings aloud.

Elicit answers to why they think ants are amazing. (accept all answers)

Play the recording, and Ss listen and read the text. Check answers.




Ex: 2 P: 54

Draw Ss' attention to the Check these words box and have them look up the meanings of any words they don't know.

Explain the task. Ss go through the text again and replace the words.

Check Ss' answers.




Ex: 3 P: 54

Draw Ss attention to the Did you know box on the page. Read it aloud.

Explain the task. Ask Ss to write down three facts they find interesting.

Allow Ss time to prepare their answers.

Monitor the activity and help Ss with vocabulary and sentence structure.

Ask several Ss to present their answers to the class.



Pupils look at the pictures and read the title.

ANSWERS

Ants are amazing because they are very organised and have different jobs.







Pupils read again and replace the words in bold

ANSWERS

1 soldier ant

2 drones

3 worker ant

4 queen ant



Pupils write three facts from the text that you find interesting

ANSWERS

Queen ants are much bigger than the other ants in the colony.

Worker ants are all female.

Drones have wings and they all fly away on warm days in summer to mat


Descriptor:

- read the headings aloud

Total: 2 point



Descriptor:

- replace the words in bold

Total: 2 point


Descriptor:

- write three facts from the text

Total: 2 point



pupils are evaluated by collecting colour pencils

-Make CCQ questions Yes / No


Card

Worksheet




Students book

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

Unit of a long term plan: World of work

Lesson 46

Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Summative control work for the 2nd term

Learning objectives


5.L8 Understand supported narratives, including some extended talk, on an increasing range of general and curricular topics

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

5.W5 Link without support sentences using basic coordinating connectors

5.S7 Use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics.

Lesson objectives

Learners will be able to:

Learners listen to the recording twice and complete the sentences with suitable words from the box.

Learners read the text on topic

Learners write a short letter using appropriate grammar structures

Value links

Open-Mindedness – An open-minded person is someone who is always willing to hear new points of view and even change their own point of view if new arguments are highly convincing. It’s the opposite of stubbornness.

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.

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



Tasks for the Summative Assessment for the term 2

LISTENING

Task. Listen to the recording twice and fill in the blanks with suitable words from the box.

CD3. Tapescript 2.


READING

Task. Read the text about Molly’s job.


The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By telling the wishes they show their appreciations .


Students listen and fill in the blanks with suitable words

ANSWERS:

1 lives

2 large

3 flowers

4 married

5 works


At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

Good job!

Well done!”

Formative Assessment


Good job!

Assessment criteria

- Learners listen to the recording twice and complete the sentences with suitable words from the box.




Pictures











Student’s book




Middle of the lesson

Presentation part.

30 min














Example: Molly works at a garage. False.

1) She looks after the big animals.

2)Her favorite animals are the tigers.

3)There are four elephants at the zoo.

4)Molly gets up at 6 o’clock.

5)The lions eat salad.


WRITING

Task. Write a letter to your friend about your new friends. The sample letter will help you to write a reply.


Write your answer to Miras.


SPEAKING

Task. Choose ONE of the pictures and describe it. Answer the questions:


Who is on the picture?

What does he/she do?

Where does he/she work?

Who does he/she work with?

Do you like this profession? Why? / Why not?


Students read the text about Molly’s job and write to the sentence True or False

1 true

2 false

3 false

4 true

5 false












Students write a letter to your friend

ANSWERS:

Students own answer

Students choose one pictures and describe

ANSWERS:

Students own answer



Descriptor:

- listen and fill in the blanks with suitable words


Descriptor:

- read the text about Molly’s job and write to the sentence True or False




Descriptor:

- write a letter to your friend

Make CCQ questions

Yes / No




Cards





Worksheets




End of the lesson

5 min




Home task:

Ex: 1 P: 47 WB

Students use their stickers to show their knowledge according to the lesson.

Poster

KWL chart


















Short term plan: term 2

Unit 4 The world of work

Lesson 47

Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title


Writing: A blog entry about your favourite singer

Learning objectives


5.2.5.1 understand most specific information and detail of short, supported talk on a wide range of familiar 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

Lesson objectives

Learners will be able to:

- identify a text type

- read for specific information

- understand subject/verb order

Value links

Humility – You might highly value humility if you find yourself disgusted by people who are arrogant or braggadocious, and instead find yourself gravitating to people who are always expressing their gratefulness for the blessings in their life.

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?

Ask a pupil to mime an action associated with one of the places from the previous lesson.

Lead – In

Divide the class into two teams, A and B. Write a word from the previous lesson on the board. A pupil from each team comes to the board and writes another word using one of the letters. Each correct answer gets one point. The team with the most points is the winner.

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 find mime an action associated with one of the places

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 and compare means of transport




Pictures











worksheet








Student’s book

Middle of the lesson

Presentation part.

30 min












Ex:1 P:55

Direct Ss' attention to the text and elicit what type of text Ss think it is.

Play the recording. Ss listen and follow the text in their books. Elicit what the text is about.

Direct Ss to the Word List to look up the meanings of the words in the Check these words box.


Ex: 2 P: 55

Allow Ss some time to read the text again and answer the questions.

Check Ss' answers.





Ex: 3 P: 55

Read the Study Skills box aloud and give further examples if necessary.

Explain the task and allow Ss time to complete it.

Check Ss' answers on the board.









Ex: 4 P: 55

Ask Ss to look up information on the Internet or look in encyclopaedias/other reference books.

Allow time for Ss to collect information and prepare their presentations. Alternatively, assign the task as HW.

Ask Ss to present their work to the class.

Pupils look at the text. Answer the question.

ANSWERS

The text is a blog.

It is about Naulan's favourite singer, Aykin Tolepbergen.


Pupils read the email and answer the question.

ANSWERS

1 He is from Kazakhstan.

2 He sings pop music.

3 He lives with his parents.

4 He has a brother and a sister.

5 He likes Jennifer Lopez's music.


Pupils write the sentences in the correct order.

ANSWERS

1 Jenny is American.

2 She doesn't like football.

3 Do they play the guitar?

4 He can't play the piano.

5 Has he got a pet?

6 Are they Chinese?

7 He doesn't like vegetables.

8 Her mum is a teacher


Pupils collect information about your favourite singer. Answer the question

ANSWERS

1 Shakira is my favourite singer.

2 She's from Colombia.

3 She can sing very well. She can write songs.

4 She's got five brothers and three sisters.

5 She has got a pet dog (golden retriever).

6 'Hips Don't Lie' is my favourite song.

Descriptor:

- answer the question

Total: 2 point



Descriptor:

- read the email

- answer the question

Total: 2 point




Descriptor:

- write the sentences in the correct order.

Total: 2 point




pupils are evaluated by collecting fish



Descriptor:

- collect information about your favourite singer.

Total: 2 point



-Make CCQ questions Yes / No


Card

Worksheet




Students book

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 2

Unit 4 The world of work

Lesson 48

Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Edutainment

Learning objectives


5.2.5.1 understand most specific information and detail of short, supported talk on a wide range of familiar 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

Lesson objectives

Learners will be able to:

- practise reading for specific information

- test knowledge learnt in this module

- listen and read for specific information

Value links

Humility – You might highly value humility if you find yourself disgusted by people who are arrogant or braggadocious, and instead find yourself gravitating to people who are always expressing their gratefulness for the blessings in their life.

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?

Ask a pupil to mime an action associated with one of the places from the previous lesson.

Lead – In

Divide the class into two teams, A and B. Write a word from the previous lesson on the board. A pupil from each team comes to the board and writes another word using one of the letters. Each correct answer gets one point. The team with the most points is the winner.

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 find mime an action associated with one of the places

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

Shape3

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 and compare means of transport




Pictures











worksheet








Student’s book

Middle of the lesson

Presentation part.

30 min












Ex:1 P:56

Explain the task. Ss read and choose which they think are important.

Ss compare their answers with a partner.

Check answers around the class by asking several students







Ex: 2 P: 56

Explain the task. Allow Ss some time to read the questions and think of the correct information to answer the questions.

Alternatively, you may allow Ss to review the module and find the relevant information to answer the questions. Check Ss' answers




Ex: 3 P: 56

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., What is the word for your mother's brother? (uncle).

Ss swap their quizzes with another pair and do it and then report back to the class.


Pupils read the list below.

ANSWERS

1 work hard

2 work quickly

3 be polite

4 help others

5 be on time

6 be fit

7 dress well

8 say thank you

9 be quiet

10 have fun


Pupils do the quiz. Mark the sentences T (true) or F (false)

ANSWERS

1 F

2 T

3 T

4 F

5 F

6 F

7 F


Pupils listen and read to find out

ANSWERS

1 David Beckham is a singer. - F (He is a footballer.)

2 Andy Harmer is a professional footballer. - F (He is Beckham's look-alike)

3 Queen ants can live to 30 years. – T

4 The singer Aykin Tolepbergen is from Norway. - F (He's from Kazakhstan.)

5 A pizza delivery boy has to be polite. - T

6 A secretary repairs cars. - F (A secretary types letters) 7 Teenagers in the UK can work when they are 13. - T

Descriptor:

- read the list

Total: 2 point




Descriptor:

- do the quiz

Total: 2 point





Descriptor:

- listen and read to find out

Total: 2 point



pupils are evaluated by collecting colour pencils

-Make CCQ questions Yes / No


Card

Worksheet




Students book

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:


Poster Success


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