Eyes open 5 grade 2-3-4 тоқсан ҚМЖ жинағы

Unit: 3 Values

Lesson 25

Teacher name:

Date:

Grade: 5

Number present:

absent:

Lesson title

Vocabulary: The family and friends

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:

- earn vocabulary for friends and family.

- talk about my own family.

- draw and describe my family tree.

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:27

• Ask students to open their books at page 11 and look at Sarah Wood's family tree. Make sure they identify Sarah (with caption 'Me!' middle left)

Ex: 2 P: 27

• Ask students to work in small groups to complete this exercise. You could turn this task into a game by asking groups to compete to be the first to complete the text correctly.

• Ask stronger students to complete the text without checking the meaning of the words in a dictionary.

• Allow weaker students to use dictionaries.

Play the recording.

• Students listen to it, check their answers to Exercise 1 and repeat the words. Encourage students to mimic the pronunciation they hear.

Ex: 3 P: 27

• Read out the example and then ask students to work in pairs to match the remaining words in pairs of opposites. Then ask them to look at the example sentence and complete the remaining ones.

Ex: 4 P: 27

• Before students do this exercise make sure they understand the difference between male and female.

• Ask students to copy the circles into their notebooks. Students can work alone or in pairs to complete the circles with the words in Exercise 2. Press

• Ask students to compare their answers with a partner before you check answers with the class

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

• Learners look at the family tree. Answer the question

ANSWERS

Students’ own answer

• Learners complete the text with words in the box.

ANSWERS

2 granddad

3 wife

4 grandma

5 mum

6 dad

7 parents

8 brother

10 aunt

11 uncle

12 cousin

13 best friend

14 teammates

15 classmates

• Learners look at the family tree again and complete the sentences with the words in the box.

ANSWERS

2 son

3 daughter

4 grandson

Students copy and complete the circles with the words in ex 2

ANSWERS

female: wife, sister, grandma, mum

male and female: cousin, classmates, best friend, parents, grandparents

male: brother, dad, granddad, husband

Descriptor:

- answer the question

T

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

Unit 3 Values

Lesson 26

Teacher name:

Date:

Grade: 5

Number present:

absent:

Lesson title

Reading: An online article

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:

- read an article about a big family.

- learn adjective opposites.

- compare my own family with the one in the article

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:28

• Ask students to open their books at page 12. Focus their attention on the photos. Encourage students to make predictions about what the text is about using the images and title to help them.

Read out the title and the question.

Elicit answers from the class.

Ex: 2 P: 28

• Check students' understanding of the following vocabulary from the article: noisy, busy and kids. Teach noisy by opening and closing drawers loudly in your desk, dropping things on the floor, singing and generally making a noise. Teach busy by doing lots of different things one after another, e.g. read, write, take things out of your bag, and keep checking the time on your watch or phone. Tell students that kids is an informal word for children.

Ex: 3 P: 28

• Read out the instructions and the example.

Ask different students to come to the board in turn to correct the false sentences. Alternatively, if you have the Presentation Plus software, do this using the interactive whiteboard.

Ex: 4 P: 28

• Refer students to the adjectives in the list. Ask them to work alone to find the opposite adjectives in the article.

Students can compare their answers in pairs before you check answers with the whole class.

To extend this activity, ask students to work with a partner. Students take it in turns to draw or mime the adjectives for their partner to guess.

• Pupils look at the photo and the title of this article

ANSWERS

It's a very big family

• Pupils read the article. Answer the question.

ANSWERS

Yes, it's a very happy family. All the kids are good friends

• Pupils read the text again. Correct the false one

ANSWERS

2 F (There are fifteen boys and girls in the family.)

3 T 4 F (It's a very noisy house.)

5 F (The kids are all good friends.)

Pupils find the opposites of these adjectives in the text

ANSWERS

2 big

3 noisy

4 happy

5 good

Descriptor:

- attention on the photos

- predict what about the text

Total: 2 point

pupils are evaluated by collecting fish

Descriptor:

- read the article.

- answer the question

Total: 1 point

Descriptor:

- read again the text

- correct the false one

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

Unit 3 Values

Lesson 27

Teacher name:

Date:

Grade: 5

Number present:

absent:

Lesson title

Language focus: have got

Learning objectives

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

5.4.1.1 understand the main points in a limited range of short simple texts on general and curricular topics

5.6.7.1 use simple present to express the activities on special days

Lesson objectives

Learners will be able to:

- learn the affirmative, negative, question and short answer forms of have got.

- practise asking and answering questions about possessions with have go

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:1 P: 29

• Ask students to open their books at page 13 and copy the chart into their notebooks. Students can then work in pairs to complete the sentences by referring to the text on page 12.

Give weaker students the two forms they need to complete the sentences and ask them to put the forms into the right gaps in the chart.

Check answers.

For further information and additional exercises, ask students to turn to page 99 of the Grammar reference section.

Ex: 2 P: 29

• Refer students to the gapped text. Encourage them to read the text first for general understanding.

Students should identify the personal subject pronouns or the singular or plural nouns that come before the gaps in the text. Doing this will lead them to the correct form of have got that they need to complete the text. Students should refer to the chart in Exercise 1 to remind them of the correct forms of have got.

Ex: 3 P: 29

• Ask students to look at the pictures and name the objects they can see, e.g. trainers, headphones, scarf.

Read out the example and complete number 2 with the class.

Ask students to work in pairs to complete the exercise.

Check answers with the class.

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

•Pupils compete the examples from the text.

ANSWERS

•Pupils complete the text about Nicole’s family.

ANSWERS

1 've got

2 haven't got

3 've got

4 's got

5 's got

6 haven't got

7 haven't got

•Pupils look at the pictures of James and Alice. Write questions and answers.

ANSWERS

2 Has Alice got a computer? Yes, she has.

3 Has James got black trainers? No, he hasn't. 4 Has Alice got a skateboard? No, she hasn't.

5 Has James got blue headphones? Yes, he has.

6 Has Alice got a CD? Yes, she has.

7 Has James got a hat? No, he hasn't

Descriptor:

- compete the examples

Total: 1 point

Descriptor:

- complete the text about Nicole’s family.

Total: 1 point

Descriptor:

- write questions and answers.

Total: 1 point

pupils are evaluated by collecting pencils

-Make CCQ questions Yes / No

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

Unit 3: Values

Lesson 28

Teacher name:

Date:

Grade: 5

Number present:

absent:

Lesson title

Listening: A conversation

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:

- listen to a conversation about a virtual world.

- learn words to describe people.

- write a description of my avatar.

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:30

• Ask students to open their books at page 14.

Read out the question and then ask students to work in pairs to answer it

Ex: 2 P: 30

• Before students listen, ask them to make a list of the words they might hear in the recording.

Play the recording.

Students can compare answers in pairs before you check answers with the class.

Ex: 3 P: 30

• Play the recording again. Give weaker students the audioscript to read as they listen to the recording. 0

Students work in pairs to correct the Check answers.

Ex: 4 P: 30

• Write Connor's avatar has got spiky hair on the board. Ask students to identify which word in the sentence is an adjective (spiky). Read out the words in the box and under the pictures.

Students copy the word groups into their notebooks and then add the words to the correct groups.

Play the recording for students to check their answers and repeat the words.

•Pupils look at the pictures. Answer the question

ANSWERS

They've got skateboards, rollerskates, headphones and a dog

•Pupils listen to the conversation between Connor and Suzi

ANSWERS

Connor's avatar has got a blue skateboard and spiky blue hair.

•Pupils listen again. Correct the sentences

ANSWERS

1 F (the game is called 'My 3D home')

2 F (Connor is on Level 16.

3 F (Connor's got seven stars)

4 F (Suzi's avatar has got a red skateboard.)

•Pupils choose the correct words from the box.

ANSWERS

1 straight

2 brown

3 blue

4 short

5 good-looking

6 old

7 funny

8 intelligent

Descriptor:

- answer the question

Total: 2 point

Descriptor:

- listen to the conversation between Connor and Suzi

Total: 2 point

pupils are evaluated by collecting colour pencils

Descriptor:

- correct the sentences

Total: 3 point

Descriptor:

- choose the correct words

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

Unit: 3 Values

Lesson 29

Teacher name:

Date:

Grade:5

Number present:

absent:

Lesson title

Language focus: comparative and superlative adjectives

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:

- learn comparative adjectives.

- describe a picture using comparative adjectives.

- compare myself to another student using comparative adjectives

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:1 P:31

• Ask students to open their books at page 15 and copy the chart into their notebooks.

Students can then work in pairs to complete the chart.

For further information and additional exercises, ask students to turn to page 99 of the Grammar reference section.

Ex: 2 P: 31

• Write the chart on the board and ask individual students to come to the front of the class to complete it.

Students then pass their answers to another team for marking.

Teams get one point for a correct adjective but only if it is spelt correctly. The team with the most points wins. If there is no winner, write an incorrect sentence on the board, e.g. Istanbul is biger than Rio. The first team to correct the sentence wins the game.

Ex: 3 P: 31

• Ask stronger students to complete the sentences individually.

Allow weaker students to work in pairs to complete the sentences.

Check answers by writing the gapped sentences on the board and asking different students to come to the front of the class to complete them.

Ex: 4 P: 31

• Read out an adjective from the box and then choose a student to make a sentence about the dogs using that adjective.

Ask students to work in pairs to write the sentences.

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

• Pupils complete the examples from the listening

ANSWERS

Comparative

long

It's longer than your hair.

tall

You're taller than me

• Pupils complete the table with the correct of the adjective

ANSWERS

1 shorter

2 curly

3 darker

4 good

5 more beautiful

6 younger

7 old

8 intelligent

9 prettier

• Pupils complete the sentences. Use the comparative form of the adjective in brackets.

ANSWERS

1 curlier than

2 older than

3 more intelligent than

4 funnier than

5 taller than

6 straighter than

• Pupils complete the text with the superlative form of the adjective in brackets.

ANSWERS

2 Libby is smaller than Patch.

3 Patch's hair is straighter than Libby's hair.

4 Libby is prettier than Patch.

5 Patch's ears are longer than Libby's ears.

6 Patch is noisier than Libby.

7 Libby is quieter than Patch.

Descriptor:

- complete the examples

Total: 3 point

Descriptor:

- complete the table with the correct of the adjective

Total: 2 point

Self assessment

Descriptor:

- Use the comparative form of the adjective

Total: 2 point

Descriptor:

- complete the text with the superlative

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

Unit 3 Values

Lesson 30

Teacher name:

Date:

Grade: 5

Number present:

absent:

Lesson title

Discovery culture

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:

- watch a video about a family in Siberia.

- compare my own town with the town in the video.

- compare my own family with the family in the video

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:32

• Ask students to open their books at page 16.

Refer students to the map so that they can identify the location of Siberia.

Check that students understand the meaning of the words in the box.

Students can work alone or in pairs to find six of the things in the photos.

Ex: 2 P: 32

• Ask the question of the class. Be aware of which students do not often contribute when you ask the class questions which do not have obvious answers, and make sure that the most confident students do not dominate. You could ask students to justify the answers they give to the question

Ex: 3 P: 32

• Play the video with the sound off.

Students watch the video and check their answers to Exercise 1

Ex: 4 P: 32

• Read out the three summaries and check that students understand them.

Then play the video for students to choose the best summary.

Students can compare answers in pairs before you compare answers with the class. versity

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

Pupils look at the map and the pictures. Find six of these things in the photo.

ANSWERS

Siberia is in Russia.

Fire forest Khanti people dancing snow reindeer

Pupils answer the question.

ANSWERS

Students own answer.

Pupils watch the video without sound and check your answers.

ANSWERS

dancing fire Khanti people reindeer snowmobile

Pupils watch the video with sound. Choose the best summary

ANSWERS

b

Descriptor:

- find six of these things in the photo.

Total: 2 point

Self assessment

Descriptor:

- answer the question.

Total: 3 point

Descriptor:

- watch the video without sound

Total: 3 point

pupils are

evaluated by collecting colour pencils

Descriptor:

- choose the best summary

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

Unit: 5 Creativity

Lesson 49

Teacher name:

Date:

Grade: 5

Number present:

absent:

Lesson title

Vocabulary: Art

Learning objectives

5.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics;

5.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics;

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:

- learn vocabulary for different Arts activities.

- talk about what Arts activities you do.

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

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:53

• Ask students to open their books at page 53. Read out the activities in the box and check students' understand them.

Refer students to the board and tick how many of these activities they already knew.

Ask students to match the words in the box to the pictures.

Put students in pairs to compare their answers.

Ex: 2 P: 53

Give students a minute to read through the sentences and explain they have to match them with the activities in Exercise 1.

Read out the first sentence and the answer. Make sure that students understand the connection and why dance is the answer.

Students work alone to write their answers.

Check answers.

Ex: 3 P: 53

Ask students to copy the chart into their notebooks and add all the other activities from Exercise1

Students work alone to complete the table.

Ask individual students a question about one of the headings in the chart, eg. Which activity do you often do? Do you like it? Do you do it at school

Ex: 4 P: 53

Students ask and answer questions about the activities in

Exercise 3, using their charts.

Monitor and help as necessary

When finished, invite two or thee pairs to report back to the class what they learned about their partner

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

• Learners match the pictures with the activities in the box. Then listen, check and repat

ANSWERS

a take photos

b write stories

c dance

d act

e paint

f play an instrument

g read books

h draw

i sing

• Learners read the sentences and write the activities

ANSWERS

1 dance, sing

2 take photos, paint, draw

3 act, sing

4 write stories, read books

5 dance, act, play an instrument

• Learners copy and complete the table with all activities. Write a tick or a cross.

ANSWERS

Students own answer

Students work with a partner. Ask and answer question about the activities.

ANSWERS

Students own answer

Descriptor:

- match the pictures with the activities

- compare their answers.

Total: 2 point

Self assessment

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

Descriptor:

- read the sentences

- write the activities

Total: 2 point

Descriptor:

- copy and complete the table

- write a tick or a cross.

Total: 2 point

-Make CCQ questions Yes / No

Total: 1 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

Unit 5 Creativity

Lesson 50

Teacher name:

Date:

Grade: 5

Number present:

absent:

Lesson title

Reading: A magazine article

Learning objectives

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

5.4.3.1 understand the detail of an argument on a limited range of familiar general and curricular topics

5.5.4.1 write with support a sequence of extended sentences in a paragraph to give basic information about Astana

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:

- read about a Kung Fu school.

- learn noun and verb forms.

- talk about learning martial arts

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

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:54

• Ask students to describe the pictures. Explain that moves in Kung Fu are named after animals and three of them are shown in the book (Dragon, Frog and Snake).

Students read the text quickly to find the answers to the three questions. Encourage them to focus on finding the answer and not to worry about any words or phrases they might not understand.

Ex: 2 P: 54

• Ask students to work alone to decide whether or not the sentences are true or false. Make sure they know they have to correct the false sentences.

Students compare their answers in pairs, before you check answers with the whole class. Invite students to volunteer to read the answers to a complete exercise. Other students say if they agree or disagree with each answer.

Ex: 3 P: 54

• Ask a student to read out the questions.

Elicit answers from the class and then ask students to read the text again to check.

Ex: 4 P: 54

• Ask students to work in pairs to find the words in the article and to copy and complete the chart.

While students do this, put the chart on the board.

Ask individual students to complete the chart with the correct nouns and verbs.

Students can then work alone to complete the sentences. To help weaker students, tell them whether the gaps in each sentence need to be filled with nouns (sentences 1, 3 and 4) or a verb (sentences 2).

• Pupils look at the title and pictures. Answer the question

ANSWERS

The school is in China. The students are there to learn Kung Fu. The girl in the photo is 13 years old.

• Pupils read the text again. Mark the statements. Correct the false ones.

ANSWERS

2 F (They are from different parts of China.)

3 F (She wants to be a police officer.)

4 T

• Pupils answer the question

ANSWERS

1 She wants to be a police officer.

2 She sees her parents in the holidays.

Pupils find the verbs and the nouns in the article. Copy and complete the table. Then complete the sentences

ANSWERS

a study

b practise

c training

d exercise

1 exercises

2 practise

3 studies

4 training

Descriptor:

- look at the title and pictures.

- answer the question

Total: 2 point

Self assessment

Descriptor:

- read the text

- mark the statements

- correct the false ones.

Total: 3 point

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

Descriptor:

- answer the question

Total: 1 point

Descriptor:

- find the verbs and the nouns

- copy and complete the table.

Total: 2 point

-Make CCQ questions Yes / No

Total: 1 point

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

Unit 5 Creativity

Lesson 51

Teacher name:

Date:

Grade: 5

Number present:

absent:

Lesson title

Language focus: can for ability and permission

Learning objectives

5.6.1.1 use a structure to be going to express intention and plan on a limited range of familiar general and curricular topics;

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

5.4.3.1 understand the detail of an argument on a limited range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

- learn can for ability and permission.

- learn the different ways of pronouncing can.

- ask and answer questions about what I can do

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:1 P: 55

• Ask students to open their books at page 55 and copy the chart into their notebooks.

Students to work alone to complete the chart. Encourage them to underline the grammatical forms they are learning when writing example sentences in their notebooks.

Students check their answers with the text on page 54. For further information and additional exercises, students can turn to page 112 of the Grammar reference section

Ex: 2 P: 55

• Read out the examples.

Students choose four ideas from the list to write sentences about and write further sentences using their own ideas.

Students work alone to write their sentences.

Monitor while students do this. Help as necessary.

Ex: 3 P: 55

• Put students in pairs.

Students ask and answer questions using the information in Exercise 2

Ex: 4 P: 55

• Give students a couple of minutes to write some sentences about their partners.

Ask some students to read their sentences out to the class

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

•Pupils complete the examples from the text.

ANSWERS

•Pupils complete the examples with can and can’t. use the ideas below and add your own ideas.

ANSWERS

2 can

3 can't

4 can

5 Can

•Pupils work with a partner. Ask and answer the question.

ANSWERS

Students own answer

•Pupils write sentences about your partner’s ability.

ANSWERS

Students own answer

Descriptor:

- complete the examples

Total: 1 point

Descriptor:

- complete the examples

- add your own ideas.

Total: 2 point

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

Descriptor:

- complete the examples

- add your own ideas.

Total: 2 point

Descriptor:

- work with a partner.

- ask and answer the question

Total: 2 point

-Make CCQ questions Yes / No

Total: 1 point

Total: 10 point

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

Unit 5: Creativity

Lesson 52

Teacher name:

Date:

Grade: 5

Number present:

absent:

Lesson title

Listening: A podcast

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;

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

Lesson objectives

Learners will be able to:

- listen to a boy talking about his school.

- learn vocabulary for types of music.

- talk about types of music

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