Материалдар / EYES OPEN 1 UNIT1 ҚМЖ

EYES OPEN 1 UNIT1 ҚМЖ

Материал туралы қысқаша түсінік

EYES OPEN 1 5 GRAE UNIT 1 Home and away

Омарбекова Айнур Сергеевна

Автор материалды ақылы түрде жариялады. Сатылымнан түскен қаражат авторға автоматты түрде аударылады. Толығырақ

08 Қырқүйек 2024

202

5 рет жүктелген

Шет тілі Сабақ жоспары 5 сынып

250 ₸

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Lesson plan for the 5^th Grades

Module 1 Lesson 1
Teacher’s name:
Date:
Grade: 5		Number of people present			Number of people absent
The Theme of the lesson		Home and away
Objectives according to the Curriculum		5.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups 5.1.2.1 -use speaking and listening skills to provide sensitive feedback to peers
Objectives of the lesson		All learners will be able to: Most learners will be able to: great each other and ask how they are, count from 1 to 50 use greetings, the alphabet, numbers 1–50, time in speech correctly Some learners will be able to:
Evaluation criteria		Read and identify the main idea in the text Identify details in a text with little support
Level of thinking skills		Low order thinking
During the lesson:
The stage of the lesson/timing	Actions of the teacher:		Actions of the pupils:	Student actions with special educational needs		Assessment	Resources
The beginning of the lesson/ min	Greetings (1 min) The teacher greets students; students respond to greeting and take their places. Hello, boys and girls! How are you? Warm up (4 min) • Students can work in pairs to complete gapped conversation. Play the recording for students to check their answers. • Put students in pairs so they can practice reading the conversation.		students respond to greeting and take their places. Students work in pairs and complete the conversation.	students respond to greeting and take their places. Students work in pairs and complete the conversation.
The middle of the lesson – 35 min	Optional activity (2 min) • Students can write a short conversation based on the one in Exercise 1, using their own names. The alphabet (3 min) Say A, B, C, D and then ask: What is this? Elicit the alphabet and write the phrase on the board. • Tell students they are going to listen to the alphabet in English. If any students are confident enough to say it before you play the recording, ask them to do so. • Play the recording for students to repeat the alphabet. Ask two students to read out the example and then spell your name out for the class. • Put students in small groups to ask and answer the question. • To extend this exercise, you could then ask students to work in pairs and test each other on the spelling of some basic words in English, e.g. cat, name. Numbers (5 min) • Before students do the exercise, revise numbers 1–20 and check students’ understanding of the following vocabulary: plus (+), minus (-), divided by (÷) and multiplied by (×). • Students can then work in pairs to do the calculations and write the numbers as words. Fast finishers (5 min) Students can write four calculations like the ones in Exercise 5. Collect these and then put them on the board for further practice after students have checked their answers to Exercise 5. Play the recording for students to check their answers to Exercise 5. Individual work (5 min) Students work alone to order the results of their calculations in Exercise 5. Play the recording for students to check their answers to Exercise 7. Practice (5 min) Read out the question and ask students to repeat it after you. • Put students in pairs to ask and answer the question. • Ask two or three students to report back to the class on what their partner said, e.g. Mario is 12 years old. Time (5 min) • Draw a clock on the board, point to it, and ask: What time is it? • Refer students to the clocks in Exercise 10. Do the first one as an example and then ask students to work in small groups to complete the exercise. • Check answers, then remind students of the difference in meaning between clock and watch. Group work (5 min) Put students into groups of three (A, B and C). • Student A draws a clock face in their notebook showing a particular time. Student B then asks Student C: What’s the time? • Student C says the time he or she can see. • Students continue like this until every member of the group has had a chance to draw a clock face, ask a question and answer a question at least once.		Students write the conversation and complete the task Students listen to the alphabet and repeat it. Students read the examples and test each other Students do a revision and work in pairs to do a calculation Students write four calculations and check their answers Students work alone and order the task. Students read the questions and answer them. Students work with clocks and complete the sentences Students work in groups and complete the task	Students write the conversation and complete the task Students listen to the alphabet and repeat it. Students read the examples and test each other Students do a revision and work in pairs to do a calculation Students write four calculations and check their answers Students work alone and order the task. Students read the questions and answer them. Students work with clocks and complete the sentences Students work in groups and complete the task		1 point for each correct answer Teacher evaluates and guides students 1 point for each correct answer 1 point for each correct answer 1 point for each correct answer 1 point for each correct answer 1 point for each correct answer 1 point for each correct answer	Book Book, slide, audio Book, slide Book, audio Book, audio Book, slide Book, watches, slide Book, slide
The end of the lesson – 5 min	Homework (5 min) Set Exercises 1, 2, on page 3 of the Workbook for homework

Module 1 Lesson 2
Teacher’s name:
Date:
Grade: 5		Number of people present			Number of people absent
The Theme of the lesson		Diagnostic test
Objectives according to the Curriculum		5.1.9.1- use imagination to express thoughts, ideas, experiences and feelings 5.6.1.1- use some abstract nouns and complex noun phrases on a limited range of familiar general and curricular topics
Objectives of the lesson		All learners will be able to: Most learners will be able to: Some learners will be able to:
Evaluation criteria		• identification of levels for later work • reinforcement of learning and pupil motivation • identification of problem areas
Level of thinking skills		Low order thinking
During the lesson:
The stage of the lesson/timing	Actions of the teacher:		Actions of the pupils:	Student actions with special educational needs		Assessment	Resources
The beginning of the lesson/ min	Greetings (1 min) The teacher greets students; students respond to greeting and take their places. Hello, boys and girls! How are you? Warm up (4 min) • Elicit other phrases that we use when meeting and greeting people and write them on the board, e.g. Good morning, How are you? • Students can work in pairs to complete gapped conversation.		students respond to greeting and take their places.	students respond to greeting and take their places.
The middle of the lesson – 35 min	Diagnostic test (35 min) For identification of levels for later work, reinforcement of learning and pupil motivation, identification of problem areas students have diagnostic test.		Students work individually, they complete the tasks and check each other	Students work individually, they complete the tasks and check each other		1 point for each correct answer	Book, handouts
The end of the lesson – 5 min	Homework (5 min) Set Exercises 3, 4 and 5 on page 3 of the Workbook for homework.

Module 1 Lesson 3
Teacher’s name:
Date:
Grade: 5		Number of people present			Number of people absent
The Theme of the lesson		Prepositions
Objectives according to the Curriculum		5.5.3.1- write with support factual descriptions at text level which describe people, places and objects 5.5.8.1-spell most high-frequency words accurately for a limited range of general topics
Objectives of the lesson		All learners will be able to: Most learners will be able to: ask questions about classroom objects name classroom objects, use this, that, these and those. Some learners will be able to:
Evaluation criteria		write with support factual descriptions at text level spell most high-frequency words accurately
Level of thinking skills		Low order thinking
During the lesson:
The stage of the lesson/timing	Actions of the teacher:		Actions of the pupils:	Student actions with special educational needs		Assessment	Resources
The beginning of the lesson/ min	Greetings (1 min) The teacher greets students; students respond to greeting and take their places. Hello, boys and girls! How are you? Warm up (4 min) 1 Using objects in the classroom, e.g. a book or a pen, elicit the prepositions in the box. Put the object in various places around the room and then ask: Where is it? Students say it’s on the floor, it’s in the bag, it’s next to the window, etc. • Students work in pairs to do the matching exercise. • Check answers.		students respond to greeting and take their places.	students respond to greeting and take their places.
The middle of the lesson – 35 min	Classroom objects (10 min) 2 • Read out the words in the box. Ask students to repeat them after you. • Check that students understand the words. • Ask students to identify the board in the picture and then ask them to work alone to find the remaining objects. (All the words in the box can be found in the picture.) • Students can compare answers in pairs before you check answers with the class. Check answers by pointing to the objects and asking: What is this? Game (10 min) • Play Could you spell that, please? using the words in Exercise 2. • See Games Bank on page 28. Individual work (5 min) 3 • Read out the example question and answer. • Students can work alone to complete the exercise. You could give weaker students the questions and ask them to write the answers. • Check answers. Pair work (5 min) Refer students to the example and then ask them to work in pairs to do the activity. • To extend this exercise, you could ask students to work in pairs to take it in turns to put objects in different places in the classroom and ask where the objects are. this, that, these and those Grammar (5 min) 5 • Write this, that, these and those on the board. • Using objects in the classroom, illustrate the difference between the four words. For example, hold up a pencil and say: This is my pencil. Point to a student’s pencil and say: That is Danuta’s pencil. Hold up some books and say: These are my books. Point to some books belonging to a student and say: Those are Gabriel’s books. • Complete the first sentence with the class as an example and write the sentence on the board. • Model more sentences using this, that, these and those by holding up and pointing to objects in the classroom. • To extend this exercise, you could ask students to work in pairs and take it in turns to point to and describe objects that are both near to and far away from them. • Monitor while students do this. Check they are using the words correctly.		Students repeat the words and complete the task. They compare answers with each other Students follow the instructions and play the game Students read the questions and answers them Students read the example and work in pairs to do an activity. Students work with grammar task and complete the sentences	Students repeat the words and complete the task. They compare answers with each other Students follow the instructions and play the game Students read the questions and answers them Students read the example and work in pairs to do an activity. Students work with grammar task and complete the sentences		1 point for each correct answer 1 point for each correct answer 1 point for each correct answer 1 point for each correct answer 1 point for each correct answer	Book, slide Book Slide, book Slide, book Book, slide, grammar bank
The end of the lesson – 5 min	Bingo (5 min) Play bingo to test students on the /ɪ/ and /i:/ sounds. • Ask students to draw a 3x3 square in their notebooks. • Write the following list of words on the board: this, these, ship, sheep, it, give, eat, leave, bin, hit, sit, seat, his, cheese. • Ask students to choose nine words to write in their square. • Call out words from the list and make sure you keep a note of which words you call out. • If students have their words in their square, they tick them off. A student says Bingo! if he or she thinks you have called out all nine words that he or she has in their square. Hometask Set Exercise 6 on page 3 and Exercises 1 and 2 on page 4 of the Workbook for homework		Students play bingo and follow the instructions.	Students play bingo and follow the instructions.

Module 1 Lesson 4
Teacher’s name:
Date:
Grade: 5		Number of people present			Number of people absent
The Theme of the lesson		Possessive adjectives and pronouns
Objectives according to the Curriculum		5.6.6.1- use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics 5.6.3.1 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics
Objectives of the lesson		All learners will be able to: Most learners will be able to: use possessive adjectives and possessive pronouns, personal possessions and adjectives, possessive ’s correctly Some learners will be able to:
Evaluation criteria		Differentiate between personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing, anything Apply the rule for comparative and superlative adjectives
Level of thinking skills		Low order thinking
During the lesson:
The stage of the lesson/timing	Actions of the teacher:		Actions of the pupils:	Student actions with special educational needs		Assessment	Resources
The beginning of the lesson/ min	Greetings (1 min) The teacher greets students; students respond to greeting and take their places. Hello, boys and girls! How are you? Warm up (4 min) Books closed. Pick up objects in the classroom belonging to both you and the students, and describe them in the following way: This is my pencil. It’s mine. This is her bag. It’s hers. This is his notebook. It’s his. Write these sentences on the board and highlight the possessive adjectives and possessive pronouns. Elicit or introduce the idea of possession (use L1 if necessary) and point out that we use the highlighted words to talk about possession. • Ask students to open their books at page 6. • Students can work in pairs to complete the chart. • For further information and additional exercises, ask students to turn to page 108 of the Grammar reference section		students respond to greeting and take their places. Students work with the object around the class. They make sentences and complete the chart in pairs.	students respond to greeting and take their places. Students work with the object around the class. They make sentences and complete the chart in pairs.		1 point for each correct answer	Book, slide
The middle of the lesson – 35 min	Practice (15 min) Read out the example. • Do this exercise with the class as a whole, asking students to identify whether the correct words in each sentence are subject pronouns, possessive adjectives or possessive pronouns. • Alternatively, ask students to work in small groups to complete the exercise. Encourage weaker students to check their answers against the information in the chart in Exercise 1. • Check answers and then ask students to look at sentence 7. Focus on the difference between you’re and your. Explain that native speakers regularly mistake the two forms when they write. Ask students to write four sentences, two with the subject pronoun you and two with the possessive adjective your. Match one thing in the box with a picture as an example. • Students can then work alone to complete the exercise. • Allow weaker students to check the meanings of the words by using their phones to look for images of the objects online. Possessive ’s (10 min) • Read out the information in the box about the possessive ’s. Point to various objects belonging to the students. Say something about the objects using the possessive ’s, e.g. This is Andres’s ruler. • Ask two or three students to volunteer similar sentences of their own. • For further information and additional exercises, ask students to turn to page 108 of the Grammar reference section. • Refer students to the pictures and sentences in Exercise 4. Ask students to describe the objects in the pictures, e.g. a new bike. • Read out the example and then ask students to work in pairs to write the remaining sentences Practice (10 min) • Check answers by pointing to the pictures in turn and saying: What’s this? This is a good activity to do with stronger students. • Write some sentences on the board, e.g. Liam’s my best friend. That’s Liam’s new skateboard. • Ask students if all three ’s are possessive ’s. • Point out that the third one is the possessive ’s, but that the first two are a contracted form of the verb be. • Ask students to work in pairs to write four sentences including both possessive ’s and the contracted form of is. • Students swap sentences with another pair for peer checking.		Students identify the correct words and check answers in pairs. Students read the information about possessives and make sentences. They may use grammar section to complete other tasks. Students work with pictures and identify them. They use and practice possessives.	Students identify the correct words and check answers in pairs. Students read the information about possessives and make sentences. They may use grammar section to complete other tasks. Students work with pictures and identify them. They use and practice possessives		1 point for each correct answer 1 point for each correct answer 1 point for each correct answer	Book, slide Book, slide, grammar box Book, slide
The end of the lesson – 5 min	Homework (5 min) Set Exercises 3 and 4 on page 4 and Exercises 1 and 2 on page 5 of the Workbook for homework.

Module 1 Lesson 5
Teacher’s name:
Date:
Grade: 5		Number of people present			Number of people absent
The Theme of the lesson		The verb to be
Objectives according to the Curriculum		5.1.4.1-evaluate and respond constructively to feedback from others 5.1.7.1-develop and sustain a consistent argument when speaking or writing 5.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics
Objectives of the lesson		All learners will be able to: Most learners will be able to: revise be: affirmative, negative and questions, days of the week, months and dates. Some learners will be able to:
Evaluation criteria		Analyze given feedback and give constructive answers to feedback Make an argument and reason it Give basic information about themselves and others at sentence level
Level of thinking skills		Low order thinking
During the lesson:
The stage of the lesson/timing	Actions of the teacher:		Actions of the pupils:	Student actions with special educational needs		Assessment	Resources
The beginning of the lesson/ min	Greetings (1 min) The teacher greets students; students respond to greeting and take their places. Hello, boys and girls! How are you? Warm up (4 min) Books closed. Put students into small groups and give them 30 seconds to write down as many present forms (affirmative, negative and question) of be as they can. • Say Stop! when the time is up and then find out how many forms each group came up with		students respond to greeting and take their places. Students work in small groups and work with the present form of the verbs.	students respond to greeting and take their places. Students work in small groups and work with the present form of the verbs.		1 point for each correct answer	Book, slide
The middle of the lesson – 35 min	Pair work (5 min) • Ask students to open their books on page 7 and work in pairs to complete the chart with the correct forms of be. • For further information and exercises, ask students to turn to page 108 of the Grammar reference section Practice (5 min) Read out the example and then ask students to work alone to complete the remaining sentences. • Check answers. Game (5 min) • Play Fill the Blanks using the affirmative forms of be. • See Games Bank on page 28. 3 • Refer students to the example and then ask them to work in pairs to make the sentences in Exercise 2 negative. • Check answers. Individual work (10 min) • Ask a student to read out the example sentence. • Ask students to work alone to complete the questions. Encourage weaker students to check their answers against the box on page 108 of the Grammar reference section. Pair work (10 min) Put students in pairs to do this activity. • Monitor and check that students are both forming questions and using the short answers correctly. Read out the four questions. • Put students into pairs to ask and answer the questions.		Students work in pairs and complete the chart. Students practice their reading skills and complete the sentences Students follow the instructions and play a game Students read the examples and complete the questions. Students work in pairs and complete the activity. They ask and answer the questions in pairs	Students work in pairs and complete the chart. Students practice their reading skills and complete the sentences Students follow the instructions and play a game Students read the examples and complete the questions. Students work in pairs and complete the activity. They ask and answer the questions in pairs		1 point for each correct answer 1 point for each correct answer 1 point for each correct answer 1 point for each correct answer Students evaluate each other	Book, slide Book, slide Book, slide Book, slide
The end of the lesson – 5 min	Homework (5 min) Set Exercises 3, 4 and 5 on page 5 and Exercises 1, 2, 3 and 4 on page 6 of the Workbook for homework.

Module 1 Lesson 6
Teacher’s name:
Date:
Grade: 5		Number of people present			Number of people absent
The Theme of the lesson		Days of the week
Objectives according to the Curriculum		5.2.3.1- understand an increasing range of unsupported basic questions on general and curricular topics 5.2.5.1 -understand most specific information and detail of short, supported talk on a wide range of familiar topics
Objectives of the lesson		All learners will be able to: Most learners will be able to: revise days of the week, months and dates. Some learners will be able to:
Evaluation criteria		Recognize basic general questions without support Recognize detailed information in a short conversation with some support
Level of thinking skills		Low order thinking
During the lesson:
The stage of the lesson/timing	Actions of the teacher:		Actions of the pupils:	Student actions with special educational needs		Assessment	Resources
The beginning of the lesson/ min	Greetings (1 min) The teacher greets students; students respond to greeting and take their places. Hello, boys and girls! How are you? Warm up (4 min) • Ask: What are the days of the week? • Invite students to call them out in order and write the words on the board. Do not accept or reject the accuracy of the order.		students respond to greeting and take their places. Students answer the questions and order the months	students respond to greeting and take their places. Students answer the questions and order the months
The middle of the lesson – 35 min	Listening (5 min) 1.06 Play the recording for students to check their answers to Exercise 6. • You could then play the recording again for students to listen and repeat the words. Months and dates (5 min) • Students can work alone to complete the months. • Allow weaker students to use dictionaries. • Students can compare answers in pairs. 1.07 Play the recording for students to check their answers to Exercise 8. Explanation (5 min) Write 1, 2, 3 on the board. Explain that these are ‘cardinal numbers’ and that they tell us about quantity: e.g. I’ve got three video games. • Write first, second, third on the board. Explain that they are ‘ordinal numbers’ and that we use them to talk about the order of things: e.g. September 6th. Listening (10 min) • Read out the example and then ask students to work in pairs to complete the matching exercise. 1.08 Play the recording for students to check their answers to Exercise 10. Practice (10 min) Read out the four questions. • Put students into pairs to ask and answer the questions.		Students listen to the recorder and check their answers. Students work individually and complete the months Students listen to the rule and make notes Students do listening task and complete the matching exercise. Students develop their speaking skills by asking and answering questions.	Students listen to the recorder and check their answers. Students work individually and complete the months Students listen to the rule and make notes Students do listening task and complete the matching exercise. Students develop their speaking skills by asking and answering questions.		1 point for each correct answer 1 point for each correct answer 1 point for each correct answer 1 point for each correct answer	Book, audio Book, slide, audio Book, slide, audio Book
The end of the lesson – 5 min	Homework (5 min) Set Exercises 3, 4 and 5 on page 5 and Exercise 1, 2, 3 and 4 on page 6 of the Workbook for homework

Module 1 Lesson 7
Teacher’s name:
Date:
Grade: 5		Number of people present			Number of people absent
The Theme of the lesson		Countries, nationalities and languages
Objectives according to the Curriculum		5.3.3.1 provide basic information about themselves and others at sentence level on an increasing range of general topics 5.3.2.1ask simple questions to get information about a limited range of general topics
Objectives of the lesson		All learners will be able to: Most learners will be able to: revise countries, nationalities and languages Some learners will be able to:
Evaluation criteria		Make up basic interrogative sentences and get information about the topic Provide a point of view in connected sentences
Level of thinking skills		Low order thinking
During the lesson:
The stage of the lesson/timing	Actions of the teacher:		Actions of the pupils:	Student actions with special educational needs		Assessment	Resources
The beginning of the lesson/ min	Greetings (1 min) The teacher greets students; students respond to greeting and take their places. Hello, boys and girls! How are you? Warm up (4 min) Books closed. Write the following words on the board: country, nationality, language. • Explain or elicit the meanings of the words. • Elicit examples of countries, nationalities and languages and write these on the board. • Ask students to open their books at page 8. • Students can work in pairs to label the map.		students respond to greeting and take their places. Students work in pairs and label a map.	students respond to greeting and take their places. Students work in pairs and label a map
The middle of the lesson – 35 min	Listening (10 min) 1.09 Play the recording for students to check their answers to Exercise 1. • Play the recording a second time for students to repeat the words. Listening (5 min) Refer students to the information in the chart and them ask them to complete the gaps in pairs. 1.10 Play the recording for students to check their answers to Exercise 3. Play it a second time for students to repeat the words. Encourage students to notice the way the word stress changes, e.g. Canada – Canadian. • To extend the work on nationalities, you could ask students to make a note in their notebooks of the common endings we use to make nationality adjectives, e.g. -an/-ian/-ish. Students group the nationalities they know under these headings and add more with the same endings. Reading (10 min) • Read out the examples and then ask students to work alone to complete the remaining sentences. • Check answers. Ask students to work in pairs to ask and answer the question. • To extend this, you could ask students to ask one another the same question about famous people, e.g. Where is Neymar from? Pair work (10 min) • Put students into pairs (A and B). • Student B closes his or her book. • Student A reads out the name of a country from the chart in Exercise 3. • Student B says the appropriate nationality adjective. • Students swap roles		Students answer the questions and listen to the audio Students do listening task and complete the sentences. Students read the text and complete the sentences. They then check the answers and make a dialogue on a topic. Students work in pairs and make a dialogue.	Students answer the questions and listen to the audio Students do listening task and complete the sentences. Students read the text and complete the sentences. They then check the answers and make a dialogue on a topic. Students work in pairs and make a dialogue.		1 point for each correct answer 1 point for each correct answer 1 point for each correct answer 1 point for each correct answer	Book, slide Book, slide, audio Book, slide Book, slide
The end of the lesson – 5 min	Homework (5 min) Set Exercises 5,6 and 7 on page 6 of the Workbook for homework.

Module 1 Lesson 8
Teacher’s name:
Date:
Grade: 5		Number of people present			Number of people absent
The Theme of the lesson		Let’s do the quiz
Objectives according to the Curriculum		5.5.5.1-link without support sentences using basic coordinating connectors 5.5.6.1-link, with some support, sentences into a coherent paragraph using basic connectors on a limited range of familiar general topics
Objectives of the lesson		All learners will be able to: Most learners will be able to: read and talk about countries, nationalities and languages Some learners will be able to:
Evaluation criteria		link sentences using basic coordinating connectors link, with some support, sentences into a coherent paragraph
Level of thinking skills		Low order thinking
During the lesson:
The stage of the lesson/timing	Actions of the teacher:		Actions of the pupils:	Student actions with special educational needs		Assessment	Resources
The beginning of the lesson/ min	Greetings (1 min) The teacher greets students; students respond to greeting and take their places. Hello, boys and girls! How are you? Warm up (4 min) Background Discuss the background information Harry Styles, born in 1994, is a British singer in the band One Direction. He entered the TV talent show The X-Factor in 2010. Despite failing to make his mark as a solo act, he was put together with other contestants who had entered the show to form One Direction. Kangaroos are marsupials (mammals which are born completely developed and which are carried in a pouch on the female’s belly) found in Australia and New Guinea. Moscow /ˈmɒskəʊ/ is the capital of Russia. It has a population of over 11 million and its Red Square, in the centre of this city, is one of the most famous open spaces in the world. Beijing /ˈbeɪˈdʒɪŋ/ is the capital of China. Located in the northeast of the country, the city held the Olympic Games in 2008. Popular sights with visitors are the Great Wall of China and the Forbidden City, the vast palace compound that was home to China’s former emperors.		students respond to greeting and take their places. Students read the information and answer the questions.	students respond to greeting and take their places. Students read the information and answer the questions.
The middle of the lesson – 35 min	Reading and quiz. (10 min) Ask students to describe who and what they can see in the pictures, e.g. a famous singer, an animal, a city. • Students then work alone to answer the quiz questions Pair work (10 min) Ask students to work in pairs to compare their answers to the quiz. • Check answers to the quiz with the whole class. Group work (15 min) • Put students into small groups of three or four. • Read out a country from Exercise 3 and then give students one minute to name its capital and think of a fact about the country. • Each team gets a point for correctly naming the capital and two points if they can say the capital in English. Teams also get a point for an accurate fact and two points for a particularly interesting fact. • The team with the most points at the end of the game wins.		Students read the information and describe the pictures. Then students work individually to answer the quiz. Students work in pairs and compare their answers. Students work in groups and work with the task. They follow the instructions and play a game	Students read the information and describe the pictures. Then students work individually to answer the quiz. Students work in pairs and compare their answers. Students work in groups and work with the task. They follow the instructions and play a game		1 point for each correct answer 1 point for each correct answer 1 point for each correct answer	Book, slide Book, slide Book, slide
The end of the lesson – 5 min	Homework (5 min) Set Exercises 5,6 and 7 on page 6 of the Workbook for homework.

Module 1 Lesson 9
Teacher’s name:
Date:
Grade: 5		Number of people present			Number of people absent
The Theme of the lesson		Asking for clarification
Objectives according to the Curriculum		5.6.5.1-use questions, including tag questions to seek agreement, and clarify meaning on a limited range of familiar general and curricular topics 5.3.2.1 ask simple questions to get information about a limited range of general topics
Objectives of the lesson		All learners will be able to: Most learners will be able to: listen to teenagers talking about their name and nationality. practise asking for clarification. Some learners will be able to:
Evaluation criteria		Clarify meaning and seek agreement asking questions, including tag questions Make up basic interrogative sentences and get information about the topic
Level of thinking skills		Low order thinking
During the lesson:
The stage of the lesson/timing	Actions of the teacher:		Actions of the pupils:	Student actions with special educational needs		Assessment	Resources
The beginning of the lesson/ min	Greetings (1 min) The teacher greets students; students respond to greeting and take their places. Hello, boys and girls! How are you? Warm up (4 min) 1.1 Books closed. Point to a student and then ask him or her to clarify that their first name is what you think it is, e.g. Your first name is Juanita. Is that right? • Tell students that you are asking for clarification and then write this phrase on the board. Check students’ understanding of the phrase. Use L1 if necessary. Provide or elicit further examples of asking for clarification, e.g. It’s Tuesday today. Is that right?		students respond to greeting and take their places. Students answer the questions and check their guesses.	students respond to greeting and take their places. Students answer the questions and check their guesses.
The middle of the lesson – 35 min	Watching (10 min) • Ask students to open their books at page 9. • Tell students that they will watch a few teenagers answer two questions. • Before you play the video, you could ask students to guess the nationalities of the teenagers in the chart, e.g. I think Courtney is British. • Play the video. • Students watch and complete the chart Listening (5 min) 1.11 Give students time to read the question, then play the recording. Students can compare their answers in pairs before you check answers. Individual work (5 min) Give students time to look through the conversation. • Ask students to work alone to complete the conversation with the words in the box. Ask stronger students to complete the conversation without looking at the Useful language box. • Students can compare answers in pairs. Listening (5 min) 1.11 Play the recording for students to check their answers to Exercise 4. • Ask students to pay particular attention to the intonation used by the speakers. • Ask students to work in pairs to practise the conversation. Pronunciation (10 min) Before students begin this exercise, make sure that they are able to pronounce both the names of the people on the cards and the cities that the people are from. Also check that students can say the names of the letters correctly, that they know how to read out a date of birth, and that they can say the year 1999 (nineteen ninety-nine). • Ask students to work with a partner to practise asking for clarification. They use the conversation in Exercise 4 as a model to follow, changing the words in bold to the information on the cards in Exercise 6. Pair stronger students with weaker students to do this task.		Students do watching and answer the given questions. Students read the questions and listen to the recording. Then they answer the questions and check each other Students look at the conversation and complete the task. Students listen to the recording and check their answers. After listening task they act out a dialogue. Students pronounce the words and check.	Students do watching and answer the given questions. Students read the questions and listen to the recording. Then they answer the questions and check each other Students look at the conversation and complete the task Students listen to the recording and check their answers. After listening task they act out a dialogue. Students pronounce the words and check.		1 point for each correct answer Students evaluate each other 1 point for each correct answer 1 point for each correct answer 1 point for each correct answer	Book, slide, video Book, slide, audio Book, slide Book, slide
The end of the lesson – 5 min	Homework (5 min) For homework, ask students to make their own identity cards for their English class. They should provide the following information on their cards: name, age, date of birth, address and a photo. You can also set Exercise 8 on page 6 of the Workbook for homework.

Module 1 Lesson 10
Teacher’s name:
Date:
Grade: 5		Number of people present			Number of people absent
The Theme of the lesson		Climate and food
Objectives according to the Curriculum		5.4.1.1 Understand the main points in a limited range of short simple texts on general and curricular topics 5.4.3.1 Understand the detail of an argument on a limited range of familiar general and curricular topics
Objectives of the lesson		All learners will be able to: Most learners will be able to: • learn the difference between climate and weather. • read about different types of climates and the food grown in different parts of the world. • write about different types of food. Some learners will be able to:
Evaluation criteria		Read and identify the main idea in the text Recognize factual details in a given argument related to the topic
Level of thinking skills		Low order thinking
During the lesson:
The stage of the lesson/timing	Actions of the teacher:		Actions of the pupils:	Student actions with special educational needs		Assessment	Resources
The beginning of the lesson/ min	Greetings (1 min) The teacher greets students; students respond to greeting and take their places. Hello, boys and girls! How are you? Warm up (4 min) • Books closed. Ask the class: What’s the weather like today? • Elicit answers and write them on the board. • Ask: Is climate the same as weather? • Elicit answers to this question, but do not confirm or reject ideas at this point.		students respond to greeting and take their places. Students read and answer the questions.	students respond to greeting and take their places. Students read and answer the questions
The middle of the lesson – 35 min	Pair work (10 min) • Students open their books at page 10 and read the information in the box about weather and climate. • Put students in pairs to ask and answer the questions. Listening (5 min) • Students will find out the answers to the first question in Exercise 2, and the answers to the other questions in Exercise 5. 1.12 Play the recording. Students listen to it and check and then repeat the names of the food items in Exercise 1. Give students a couple of minutes to read the text. Tell them to pay attention to the different types of climate which are described. Matching (10 min) • Ask students to match the climate types described in the text in Exercise 4 with the parts of the world identified on the map. Listening (10 min) 1.13 Play the recording. • Ask students to look back through the text in Exercise 3 to check the answers they came up with in Exercise 1 about where the food in the picture grows and in what climate. • Ask students to say which food item is pictured in Exercise 1, but not mentioned in the text in Exercise 4 (potatoes). Ask students where potatoes grow and in what climate. (Potatoes can be grown in most climates, including Mediterranean, tropical and desert.)		Students read the information and work in pairs. They answer the questions. Students find the answers and listen to the recording. Then they read the text and complete the tasks. Students do matching and work with the map. Students do listening and answer the questions.	Students read the information and work in pairs. They answer the questions. Students find the answers and listen to the recording. Then they read the text and complete the tasks. Students do matching and work with the map. Students do listening and answer the questions.		1 point for each correct answer 1 point for each correct answer 1 point for each correct answer 1 point for each correct answer	Book, slide Book, slide, audio Book, slide Book, slide
The end of the lesson – 5 min	Homework (5 min) For homework, students make a poster describing the climate in their country, the crops that are grown there and the typical diet of the people. Students can illustrate their posters with photographs or drawings.

Module 1 Lesson 11

Teacher’s name:

Date:

Grade: 5

Number of people present

Number of people absent

The Theme of the lesson

Weather and climate

Objectives according to the Curriculum

5.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups

5.1.3.1-respect differing points of view

Objectives of the lesson

All learners will be able to:

Most learners will be able to:

• learn vocabulary for the seasons and weather.

• talk about favourite months and seasons.

Some learners will be able to:

Evaluation criteria

Discuss a problem in groups and suggest a solution to this problem
Express a point of view in connected sentences. Demonstrate respect to people’s opinions using lexical units

Level of thinking skills

Low order thinking

During the lesson:

The stage of the lesson/timing

Actions of the teacher:

Actions of the pupils:

Student actions with special educational needs

Assessment

Resources

The beginning of the lesson/

min

Greetings (1 min)

The teacher greets students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Warm up (4 min)

Teacher explains the aims and objectives of the lesson.

students respond to greeting and take their places.

The middle of the lesson – 35 min

Pair work (15 min)

• Ask students to look at the table.

• Make sure that they understand how it is organised.

• Students can work in pairs to complete the table using the information in the texts in Exercise 3.

Answers

Country

Climate

Crops

Diet

Polar climate

always cold,

temperature

never above

10°C, very

difficult to

grow anything

Mediterranean

climate

Turkey,

California,

southwest

Australia

hot in

summer, rainy

in winter

oranges,

figs,

olive

trees

a lot of

vegetables,

not much

fat

Desert climate

Saudi

Arabia,

Egypt

temperatures

high all year,

can be cold at

night, doesn’t

rain often

date

palms

dates

Tropical

climate

Malaysia,

Congo

high

temperatures,

a lot of rain all

year round

rice,

bananas,

sugar

cane

a lot of

rice

Your turn (20 min)

• students will have to do research online.

• If you choose to do it in class, set a 15-minute time limit for students to find this information.

• If you have a large class, put students into small groups rather than pairs to do this task.

• Monitor while students do their research and help guide weaker students to the information they need.

• Ask each group to tell the class what they find out.

Students work in pairs and complete the table.

Students work online. They look for the information and help each other

Students work in pairs and complete the table.

Students work online. They look for the information and help each other

1 point for each correct answer

Book, slide

The end of the lesson – 5 min

Homework (5 min)

For homework, students make a poster describing the climate in their country, the crops that are grown there and the typical diet of the people. Students can illustrate their posters with photographs or drawings

Module 1 Lesson 12
Teacher’s name:
Date:
Grade: 5		Number of people present			Number of people absent
The Theme of the lesson		Fun in Almaty
Objectives according to the Curriculum		5.3.1.1- provide basic information about themselves and others at sentence level on an increasing range of general topics 5.3.3.1- give an opinion at sentence level on a limited range of general and curricular topics
Objectives of the lesson		All learners will be able to: Most learners will be able to: • read a text about ways to enjoy yourself in Almaty. • answer comprehension questions about the text. • talk about enjoyable places to visit where you live. Some learners will be able to:
Evaluation criteria		Give basic information about themselves and others at sentence level Provide a point of view in connected sentences
Level of thinking skills		Low order thinking
During the lesson:
The stage of the lesson/timing	Actions of the teacher:		Actions of the pupils:	Student actions with special educational needs		Assessment	Resources
The beginning of the lesson/ min	Greetings (1 min) The teacher greets students; students respond to greeting and take their places. Hello, boys and girls! How are you? Warm up (4 min) Write leisure park and rides on the board. • Elicit or introduce definitions and ask for examples of leisure parks in Kazakhstan or other countries. Disneyland in Paris, Alton Towers in England and SeaWorld in Florida are all well-known leisure parks. Rollercoasters, bumper cars and merry-go-rounds are examples of popular rides. • Ask students to look at the photos and identify what they can see in each of them (a merry-go-round, someone snowboarding, and the entrance to Central Park in Almaty, also known as Gorky Park).		students respond to greeting and take their places. Students work with the photos and make definitions.	students respond to greeting and take their places. Students work with the photos and make definitions.		1 point for each correct answer	Book, slide
The middle of the lesson – 35 min	Vocabulary (10 min) • Check students’ understanding of the following vocabulary: fantasy, scream, terrifying, sledging, ice-skating, indoor pool, stands, lake. Reading (15 min) • Ask students to work alone to read the text and answer the questions. • In pairs, students can compare answers before you check answers with the class. • To extend the work on leisure parks, ask students about other parks they know and what people can do there. Optional activity (10 min) • In pairs, students take it in turns to describe a place where they live that they really enjoy going to, e.g. a national park, a cinema, a shopping centre, a sports centre. • Students should mention the name of the place, what you can do there, an interesting fact about the place, and their favourite thing about it. • Encourage students to ask each other questions about the places they describe, e.g. Can you swim there? Can you play tennis there? Can you go on rides there?		Students check the vocabulary and write new words Students work alone and read the text. They answer the questions and compare the answers. Students work in pairs and describe the places.	Students check the vocabulary and write new words Students work alone and read the text. They answer the questions and compare the answers. Students work in pairs and describe the places.		1 point for each correct answer Teacher evaluates and guides students 1 point for each correct answer	Book, vocabulary Book, slide Book, slide
The end of the lesson – 5 min	Homework (5 min) For homework, ask students to write about the places where they live which are nice to go to at different times of the year, e.g. The park near my house is nice in summer. You can swim in the lake and you can play football there. At the beginning of the next lesson, put students into small groups of three or four to talk about the places they wrote about.

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