Материалдар / Lesson plan "English plus5" Term 3

Lesson plan "English plus5" Term 3

Материал туралы қысқаша түсінік
3 тоқсанға арналған сабақтың қысқа мерзімді жоспары
Бұл бетте материалдың қысқаша нұсқасы ұсынылған. Материалдың толық нұсқасын жүктеп алып, көруге болады

Short term plan

Unit 8 Creativity

lesson 49

School:


Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Culture

Learning objectives

5. 2. 4. 1 to understand general and educational topics in a long conversation with the support of the main ideas;

5. 3. 7. 1 using subject-specific vocabulary and syntax within a range of general topics

5. 5. 1. 1 plan, write, correct and check text-level works on some general and academic topics;

Lesson objectives

(assessment criteria)

Learners will be able to:

- Learn and practise nouns to talk about public places connected with culture.

- Practise talking about artists especially from Kazakhstan.

Value links

"Law and Order"

Know the basics of the legal system and human rights


Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Books closed. Ask students to work in pairs to think of places in Kazakhstan connected with culture. Do an example with the whole class, e.g. the Academic Opera and Ballet Theatre in Almaty.

After about two minutes, stop the

students. Get feedback from a few

pairs by asking a few students to

describe one of the places they

thought of

Setting the aim of the lesson.




Learners read the given sentences on the board and guess the topic and share with their ideas.









Remember and recognize the main vocabulary.


Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

Good job!

Well done!”

Formative Assessment











Flashcards





Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:96

Focus students’ attention on the quiz

on page 97. Allow students a couple

of minutes to look at the different

buildings and ask them to answer the

questions. Encourage them to use

the clues in the picture and their own

knowledge of Astana.

When students have finished, ask for a show of hands for answer a or answer b in each case.

Students do the quiz about buildings in Astana

ANSWERS:

1 b

2 b

3 b

4 a

5 b

6 a








Descriptor:

- do the quiz about buildings in Astana

Total: 2 point



Student’s book


Task. II (Wh, I) (Task for location)

Ex: 2 P:96

Explain the task and do an example

together to make sure students know

what they have to do, pointing out

that only one of the words on the left

matches a word on the right.

In a stronger class, ask students to do the activity individually before checking their answers in pairs. In a weaker class, check their understanding of the vocabulary and ask them to do the task in pairs.


Learners match the places with the things

ANSWERS:

1 c

2 e

3 f

4 b

5 a

6 d



Descriptor:

- match the places with the things

Total: 2 point


Stickers


Task. III

(Task for understanding)

Ex: 3 P:96

Explain the task and do an example

with the class. Make sure the whole

class understand the word

sightseeing.

Check the answers as a class.

A learner with individual needs: will be supported by teacher and by helpers from his class.

Learners put the verbs with the correct noun to make a collocation

ANSWERS:

1 borrow

2 look at

3 watch

4 study

5 listen to

6 go

Descriptor:

- put the verbs with the correct noun

- make a collocation

Total: 2 point


Pictures










Task. IV

(Task for understanding)

Ex: 4 P:96

With the whole class look again at the quiz and ask students where they can do the activities in the exercise

Learners look again at the quiz and answer the question

ANSWERS

look at some paintings Peace Palace

watch a film – Khan Shatyr

study history – Museum of the First President

listen to live music – Peace Palace

go sightseeing – Bayterek Tower

Descriptor:

- look at the quiz

- answer the question

Total: 2 point





Task V

Ex 5 P:96

Look at the words in the box with the

Class and check they understand what

each type of creative person does, e.g.

a film director makes films.

Give students a few minutes to think

of the answers. Let them check in

pairs if they are not sure of the

answers.

Learners complete the sentences with the names for creative people.

ANSWERS

1 poet

2 artist

3 film director

4 playwright

5 pop band


Descriptor:

- complete the sentences

- identify each type of

creative person

Total: 2 point


End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder


Short term plan

Unit 8 Creativity

lesson 50

School:


Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Making plans

Learning objectives

5. 4. 2. 1 understand specific information in simple, short texts on a number of general and educational topics with little help from the teacher;

5. 5. 4. 1 write long sentences in paragraph size with the teacher's support to provide personal information;

Lesson objectives

(assessment criteria)

Learners will be able to:

- Learn and practise verbs to talk about plans.

- Understand text messages about plans

Value links

"Law and Order"

Observance of norms and rules of order and justice understand the need


Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Books closed. Ask the class what

they like doing when they visit

another city or country. Get students

to think of two categories – things to

do inside and outside.

Make a list on the board. Ask

students to give details about places

they have visited and what they liked

doing.

Setting the aim of the lesson.




Learners read the given sentences on the board and guess the topic and share with their ideas.









Remember and recognize the main vocabulary.


Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

Good job!

Well done!”

Formative Assessment











Flashcards








Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:98

Ask students to read the two text

messages and the Tours of Astana

text.

Discuss the question with the class. Encourage students to also think about information from the quiz.


Students read the text message and the text about places in Astana

ANSWERS:

Students’ own answer








Descriptor:

- read the text message

- discuss the question

Total: 2 point



Student’s book


Task. II (Wh, I) (Task for location)

Ex: 2 P:98

Play the recording for students to

check their answers and compare

them with Samat’s ideas. In a weaker

class, pause the recording after each

place is mentioned.


Learners listen and check your answers. Which places does Samat choose?

ANSWERS:

Bayterek Tower,

Khan Shtyr and

Hazret Sultan.


Descriptor:

- listen and check

- compare

them with Samat’s ideas.

Total: 2 point


Stickers


Task. III

(Task for understanding)

Ex: 3 P:98

Tell students to read all three texts

again and answer the questions.

Circulate and monitor. Check that

weaker students can follow which

text has the relevant information.



A learner with individual needs: will be supported by teacher and by helpers from his class.

Learners read the text again write true or false

ANSWERS:

1 true

2 false

3 false

4 true

5 false

6 true


Feedback:

Thumbs up, thumbs down”

After correct answer teacher shows thumbs up, if there are some mistakes thumbs down with comments

Descriptor:

- read the text

- write true or false

Total: 2 point


Pictures












Task. IV

(Task for understanding)

Ex: 4 P:98

Explain the task. Draw students’

attention to the fact that the words to

not occur in the order they are in the

exercise and students should look for

the phrases in the text rather than read

the text in detail.


Learners find these words in the texts.

ANSWERS

1 a river where you can row a boat.

2 a place that is high up where you can see a wide view.

3 a large room where people meet.

4 a place where people get together to present and discuss ideas.

5 a place with sand and sea where people can relax.

6 the place where a person can work, e.g. an office.

Descriptor:

- look for the phrases in the text

- read the text in detail

Total: 2 point

Student’s book

End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder





Short term plan

Unit 8 Creativity

lesson 51

School:


Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Language Focus: be going to affirmative and negative

Learning objectives

5. 3. 4. 1 respond in sentences with some flexibility to unexpected comments on a variety of general and academic topics;

5. 5. 3. 1 write specific details with the support of the teacher, describing people, places and objects at the text level;

5. 6. 10. 1 use of present and future continuous tense forms on limited familiar general and educational topics;

Lesson objectives

(assessment criteria)

Learners will be able to:

- Learn and practise be going to affirmative and negative forms.

- Use be going to talk about plans and intentions.

Value links

"Law and Order"

Ensuring the protection and safety of society understand the importance of law and order as


Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Books closed. Ask the class to

imagine they have unlimited money

and a week to spend it. Ask them to

decide on three things they are going

to do.

Put some ideas on the board.

Discuss with the class which are the

most interesting plans

Setting the aim of the lesson.




Learners read the given sentences on the board and guess the topic and share with their ideas.









Remember and recognize the main vocabulary.


Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

Good job!

Well done!”

Formative Assessment











Flashcards






Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:99

Tell the class to read the text

messages again and find the

missing forms.


Students find the forms in the text messages

ANSWERS:

1 I’m going to

2 We’re not going


Descriptor:

- read the text

- find the

missing forms.

Total: 2 point



Student’s book


Task. II (Wh, I) (Task for location)

Ex: 2 P:99

Draw students’ attention to the photo

of the food. Ask them what it is and if

they like it.

Explain the task. Tell students to read

the whole text once before choosing

the verbs.

Check answers as a class.

Learners read and complete the text with the verbs.

ANSWERS:

1 take

2 walk

3 eat

4 visit

5 watch


Descriptor:

- read and complete the text

Total: 2 point


Stickers


Task. III

(Task for understanding)

Ex: 3 P:99

Explain the task. Students complete

the activity individually and check

their answers in pairs.

Remind students to use the table in

exercise 1 to help them. Check

answers as a class.


Learners complete the sentences with the correct words.

ANSWERS:

1 to go

2 ’m

3 ’re going

4 ’re, have

5 ’s

6 ’s going, watch





Descriptor:

- complete the sentences

- use the table

Total: 2 point


Pictures









Task. IV

(Task for understanding)

Ex: 4 P:99

Tell the students to look at the notice

board.

Ask who the notice board is for

(Answer: tourists), and how many

activities there are

(Answer: four).

Explain the task. Make sure students

Write complete sentences using be

going to. When they are ready, ask

students to read out one sentence

each.

Differentiation:

A learner with individual needs: will be supported by teacher and by helpers from his class.

Learners look at the tourist notice board and write three sentences about the activity.

ANSWERS

2 On Wednesday we’re going to visit the Peace Palace.

3 On Thursday we’re going to walk round the city centre.

4 On Friday morning we’re going to go up the Bayterek Tower.

Descriptor:

- look at the notice board

- write three sentences

Total: 2 point




End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder














Short term plan

Unit 8 Creativity

lesson 52

School:


Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Films and stories

Learning objectives

5. 2. 4. 1 to understand general and educational topics in a long conversation with the support of the main ideas;

5. 3. 3. 1 express an opinion in a sentence within the framework of a number of general and educational topics;

Lesson objectives

(assessment criteria)

Learners will be able to:

- Learn and practise vocabulary to talk about films and stories.

- Plan a film project.

Value links

"Law and Order"

Know the basics of the legal system and human rights


Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Books closed. Ask the class to think

of as many films as they can in one

minute. After a minute ask for

contributions and write them on the

board. Ask the class to talk briefly

about the type of films they are and

which countries they are from.

Setting the aim of the lesson.




Learners read the given sentences on the board and guess the topic and share with their ideas.








Remember and recognize the main vocabulary.


Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

Good job!

Well done!”

Formative Assessment











Flashcards

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:100

Explain the task. Make sure students

understand the meaning of alien,

ghost, monster, knight and wizard.

Circulate and monitor.

Check answers as a class.



Students match the types of films

ANSWERS:

1 h

2 e

3 f

4 a

5 g

6 c

7 d

8 b









Descriptor:

- understand the meaning of the words

- match the types of films

Total: 2 point



Student’s book


Task. II (Wh, I) (Task for location)

Ex: 2 P:100

Tell students to work individually and think of

an example of a film for types 1-8. When they

are ready, put them in pairs to test each other.

One student says the name of the film and the

other student guesses the type of film.

Circulate and monitor.



Learners work

individually and think of

an example of a film for types

ANSWERS:

Student’s own answer



Descriptor:

- read and complete the text

Total: 2 point


Stickers


Task. III

(Task for understanding)

Ex: 3 P:100

In pairs, students do the quiz. Give

them a time limit. When time is up,

ask pairs for answers and write them

on the board. Do not say if they are

right or wrong.

Play the recording. Students check if

their answers were correct. Count up

the correct scores and nominate a

winner.



Learners do the film Quiz. Then listen and check your answers.

ANSWERS:

1 Finding Nemo

2 Harry Potter

3 Beauty and the Beast

4 Superman

5 Harmony Lessons



Descriptor:

- do the quiz

- listen and check

Total: 2 point


Pictures









Task. IV

(Task for understanding)

Ex: 4 P:100

In pairs, ask students to read out a

question and answer for the rest of

the class. The class guess which film

it is.

.

Differentiation:

A learner with individual needs: will be supported by teacher and by helpers from his class.

Learners answer the question. Which films in the Film Quiz are these questions and answers connected to?

ANSWERS:

1 Harmony Lessons

2 Harry Potter

3 Beauty and the Beast

4 Finding Nemo

5 Superman

Descriptor:

- read out a

question

- answer the question.

Total: 2 point




End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder












Short term plan

Unit 8 Creativity

lesson 53

School:


Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Be going to(questions)

Learning objectives

5. 3. 4. 1 respond in sentences with some flexibility to unexpected comments on a variety of general and academic topics;

5. 5. 7. 1 use a format appropriate to the level of the text in some written genres on a familiar general and a number of reading topics with some support

5. 6. 10. 1 use of present and future continuous tense forms on limited familiar general and educational topics;

Lesson objectives

(assessment criteria)

Learners will be able to:

- Learn and practise using be going to question forms.

- Using be going to to ask about plans

Value links

"Law and Order"

Observance of norms and rules of order and justice understand the need


Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Books closed. Ask the class to think

of things they are going to do next

week. Write them on the board, e.g.

go to school, play football. Ask

students to make affirmative and

negative sentences using the ideas.

Ask the class to suggest corrections if

they hear a mistake.

Setting the aim of the lesson.




Learners read the given sentences on the board and guess the topic and share with their ideas.








Remember and recognize the main vocabulary.


Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

Good job!

Well done!”

Formative Assessment











Flashcards


Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:101

Explain the task. Give students a few

minutes to work individually reading

and filling in the table.

Students check their answers in

pairs.

Check answers as a class.




Students complete the table with the words in the box.

ANSWERS:

1 Are

2 am

3 isn’t

4 is









Descriptor:

- complete the table

- use words in the box

Total: 2 point



Student’s book


Task. II (Wh, I) (Task for location)

Ex: 2 P:101

Put students in pairs. Explain the

task. When the students have

completed the sentences tell them to

practise saying the sentences

together.

Monitor the students as they speak,

making a note of any errors you

would like to address later.




Learners complete the questions and answers

ANSWERS:

1 am

2 Is, isn’t

3 are, ’re

4 we, aren’t

5 Is, is

6 ’m not

7 ’re

8 ’s, is

Descriptor:

- complete the questions

- answer the question

Total: 2 point


Stickers


Task. III

(Task for understanding)

Ex: 3 P:101

Draw students’ attention to the

example. Ask

students to explain the rule for

making questions with be going to

(Answer: the correct form of be

followed by the subject). Ask if we

use the short form of be in short

answers (Answer: no).

Explain the task. Students work

individually and then check their

answers in pairs. Circulate and

monitor.

Make sure students make positive

questions, e.g. ‘Are the criminals

going to win?’, not ‘Aren’t the

criminals going to win?’




Learners make the sentences into questions and short answers

ANSWERS:

1 Is she going to save her friends? Yes, she is.

2 Are the princess and the beast going to fall in love? Yes, they are.

3 Are we going to find my sister? Yes, we are.

4 Are the criminals going to win? No, they aren’t.

5 Are you going to find your son? Yes, I am.

6 Is the evil wizard going to die? Yes, he is.

7 Is winter going to end soon? No, it isn’t.

8 Are the fish going to escape? Yes, they are.

Descriptor:

- make the sentences

- give short answers

Total: 2 point


Pictures









Task. IV

(Task for understanding)

Ex: 4 P:101

Do the first sentence with the class.

Write the sentence on the board as a

model for weaker students.

Make sure students write the

sentences as they will need them in

the next exercise.

Get the students to read out their

Questions when they are ready.


Differentiation:

A learner with individual needs: will be supported by teacher and by helpers from his class.

Learners make questions with be going to

ANSWERS:

1 Are you going to watch a film this week?

2 Where are you going to go on holiday this year?

3 How many books are you going to read this month?

4 Are you going to play football tomorrow?

5 What are you going to eat for supper tonight?

6 Are you going to do your homework on time?

Descriptor:

- make questions

- write the sentences

Total: 2 point




End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder


Short term plan

Unit 8 Creativity

lesson 54

School:


Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Unit Review

Summative assessment for the unit ” Creativity”p102

Learning objectives

5. 5. 6. 1 logically combine sentences into paragraphs with some support using basic connectives on some common topics;

5. 6. 10. 1 use of present and future continuous tense forms on limited familiar general and educational topics;

Lesson objectives

(assessment criteria)

Learners will be able to:

- Learn and practise nouns

- Learn and practise verbs to talk about plans.

- Learn and practise vocabulary to talk about films

Value links

"Law and Order"

Ensuring the protection and safety of society understand the importance of law and order as


Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Books closed. Ask the class to think

of as many films as they can in one

minute. After a minute ask for

contributions and write them on the

board. Ask the class to talk briefly

about the type of films they are an

Setting the aim of the lesson.



Learners read the given sentences on the board and guess the topic and share with their ideas.





Remember and recognize the main vocabulary.


Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

Good job!

Well done!”

Formative Assessment
















Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:102

Explain the task and do an example

Together to make sure students know

what they have to

do, pointing out that only one of the

words on the left matches a word on

the right.




Students match the things with the places

ANSWERS:

1 painting

2 show

3 book

4 film

5 play

6 exhibit










Descriptor:

- match the things

- complete the task

Total: 2 point



Student’s book


Task. II (Wh, I) (Task for location)

Ex: 2 P:102

Explain the task. Students complete the activity individually and check their answers in pairs





Learners choose the correct words.

ANSWERS:

1 borrow

2 look at

3 watch

4 study

5 listen to

6 go



Descriptor:

- choose the correct words

- complete the task

Total: 2 point


Stickers


Task. III

(Task for understanding)

Ex: 3 P:102

Explain the task and do an example

together to make sure students know

what they have to do, pointing out

that only one of the words on the left

matches a word on the right.

Explain the task and do an example with the class. Make sure the whole class understand the word sightseeing.


Learners match the two part of the phrase

ANSWERS:

1 river

2 hall

3 deck

4 resort

5 hall

6 gallery



Descriptor:

- match the two part of the phrase

- complete the task

Total: 2 point


Pictures









Task. IV

(Task for understanding)

Ex: 4 P:101

Do the first sentence with the class.

Write the sentence on the board as a

model for weaker students.

Make sure students write the

sentences as they will need them in

the next exercise.

Get the students to read out their

Questions when they are ready.


Differentiation:

A learner with individual needs: will be supported by teacher and by helpers from his class.

Learners match the films with the things

ANSWERS:

1 a

2 d

3 f

4 e

5 c

6 g

7 h

8 b


Descriptor:

- match the films

- complete the task

Total: 2 point




End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder















Short term plan

Unit 8 Creativity

lesson 55

School:


Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Reading for pleasure: The President’s story.

Learning objectives

5. 2. 6. 1 to determine a number of general and educational topics with the support of meaning from the context of a short conversation;

5. 3. 1. 1 provide basic information about oneself and others at the sentence level within a number of general topics;

Lesson objectives

(assessment criteria)

Learners will be able to:

- Read the story about first President.

- Understand the key words and phrases

- Give reasons

Value links

"Law and Order"

Know the basics of the legal system and human rights


Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Books closed. Ask the students to tell you what they know about the president of Kazakhstan, e.g. where he is from, his family, what he does, his early life. Ask the class if they know or have watched the film ‘The Sky of My Childhood’. If any students have seen the film, ask them to tell the rest of the class about the story. If there are no students who have seen the film, ask them if they know any films about other people’s lives.


Learners read the given sentences on the board and guess the topic and share with their ideas.





Remember and recognize the main vocabulary.


Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

Good job!

Well done!”

Formative Assessment
















Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:103

Ask students to look quickly through

the story and find the four words.

Discuss as a class which descriptions

match the words.

Ask students to think of more words

in the Kazakh language that they can

explain in English.




Students find these words in the story and match words with descriptions

ANSWERS:

Student’s own answer










Descriptor:

- find these words in the story

- match words with descriptions

Total: 2 point



Student’s book


Task. II (Wh, I) (Task for location)

Ex: 2 P:103

Tell students to work individually and

read the story carefully to answer the

questions.

Circulate and monitor. Check that any

weaker students understand the

keywords and phrases, e.g.

horseback, falconry, high flier, attack

and hunting. Make sure students

write whole sentence answers.

Check the answers. Ask individual students to read out their sentences

Learners read the information about the film and answer the questions

ANSWERS:

1 The story starts in 1940.

2 He lives with his mother, father and grandmother.

3 He enjoys galloping on horseback, learning falconry and playing the dombyra. He also likes playing with friends.

4 Yes, he was. He was a high flier.

5 Three actors played Nazarbayev. This was to show him as a young boy, a youth, and a young man.

6 Yes, he does. He says it is a beautiful film. It has excellent music. Some scenes are very exciting.

Descriptor:

- read the information

- answer the questions

Total: 2 point


Stickers



Task. III

(Task for understanding)

Ex: 3 P:103

Discuss the question with the whole

class. Make sure students give

reasons, either positive or negative.




Learners give three reasons for their answer

ANSWERS:

Student’s own answer


Descriptor:

- discuss the question

- give three reasons

Total: 2 point


Pictures








End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder












Short term plan

Unit 9 Reading (we read with interest)

lesson 56

School:


Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Types of writing

Learning objectives

5. 3. 7. 1 use subject-specific vocabulary and syntax within a number of general topics;

5. 5. 2. 1 systematic writing of sentences in a paragraph on some general and educational topics with the support of the teacher;

Lesson objectives

(assessment criteria)

Learners will be able to:

- Learn and practise nouns to talk about types of writing.

- Practise asking questions about stories.

Value links

"Law and Order"

Observance of norms and rules of order and justice understand the need


Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Books closed. Ask students to work in

pairs to tell each other about the last

three books they read. They should

give details about the title, the author,

and what kind of books they were.

After about two minutes, stop the students. Get feedback by asking a few pairs to describe


Learners read the given sentences on the board and guess the topic and share with their ideas.





Remember and recognize the main vocabulary.


Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

Good job!

Well done!”

Formative Assessment
















Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:104

Ask the class who they can see in

the photos (Answers: Abay

Qunanbayuli who they talked about in

unit 8; Oliver Twist; and Akira.)

Allow students a few minutes to

answer the quiz questions. Tell them

to write their answers on a separate

piece of paper. Weaker students can

work in pairs.

Ask the students to give their answer

sheet to another student. Go through

the quiz answers with the class. Make

sure they keep the score – one point

for a correct answer,

Students do the quiz and check their score

ANSWERS:

1 b

2 b

3 a

4 b

5 a

6 b

7 b

8 b










Descriptor:

- do the quiz

- answer the

quiz questions

Total: 2 point



Student’s book


Task. II (Wh, I) (Task for location)

Ex: 2 P:104

Explain the task and do an example

together to make sure students know

what they have to do, pointing out

that only one item on the left matches

an item on the right.

In a stronger class, ask students to

do the activity individually before

checking their answers in pairs. In a

weaker class, check their

understanding of the vocabulary and

ask them to do the task in pairs.

Check answers as a class. Ask students to think of more examples of each type of writing

Learners look at the phrases in blue in the quiz. Match the types of writing with the names of the characters

ANSWERS:

1 c

2 f

3 d

4 g

5 a

6 h

7 b

8 e


Descriptor:

- look at the phrases

- match the types of writing

Total: 2 point


Stickers



Task. III

(Task for understanding)

Ex: 3 P:104

Explain the task. Give students a few

Minutes to think about their answers.

Go round the class and ask students to

Say which types of writing they like

and give an example.

Learners answer the question.

ANSWERS:

Student’s own answer



Descriptor:

- answer the question.

Total: 2 point


Pictures









Task. IV

(Task for understanding)

Ex: 4 P:104

Explain the task and do the first

question with the class. If necessary,

review when we use wh- questions,

e.g. Ask the class ‘Who is your maths

teacher?’ (person) ‘When is your

Geography class? (time), etc.

Circulate and monitor. Give

assistance where necessary.


Learners complete the questions with a wh- or how question word

ANSWERS:

1 What

2 Why

3 Who

4 Where

5 When

6 Which

7 How

Descriptor:

- complete the questions

- use wh- or how question word

Total: 2 point


End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder














Short term plan

Unit 9 Reading (we read with interest)

lesson 57

School:


Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

A Famous story

Learning objectives

5. 4. 3. 1 to understand the evidence in the context of some familiar general and academic topics;

5. 5. 6. 1 logically combine sentences into paragraphs with some support using basic connectives on some common topics;

Lesson objectives

(assessment criteria)

Learners will be able to:

- Learn and practise verbs to talk about the past.

- Understand stories written in the past tense.

Value links

"Law and Order"

Ensuring the protection and safety of society understand the importance of law and order as


Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Books closed. Ask the class what

they know about the Kozy-Korpesh

and Bayan-Sulu story. Ask students

why the story is so famous.

Setting the aim of the lesson.




Learners read the given sentences on the board and guess the topic and share with their ideas.




Remember and recognize the main vocabulary.


Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

Good job!

Well done!”

Formative Assessment










Flashcards special days






Middle

35 min


Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:106

Do the exercise with the whole class.

Make sure students understand

warrior (a person who fights in battle).






Students identify who are characters in the story. Match the names with the roles.

ANSWERS:

1 daughter

2 lover

3 father

4 warrior










Descriptor:

- identify characters in the story

- match the

names

Total: 2 point



Student’s book


Task. II (Wh, I) (Task for location)

Ex: 2 P:106

Explain the task. Make sure students

understand these words before they

start reading: steppe, rescue,

revenge, stab.

Give students plenty of time to read

the story and find the answers.

Go through the answers. In a

stronger class, ask students to read

the part of the story that answers the

question, e.g. for question 1 ‘Karabay

had a daughter called Bayan.’ If any

sentences are false, ask students to

make a true sentence.

Learners read the text and write true or false.

ANSWERS:

1 true

2 false

3 false

4 true

5 true

6 false

7 false

8 true


Descriptor:

- read the text

- write true or false.

Total: 2 point


Stickers


Task. III

(Task for understanding)

Ex: 3 P:106

Tell students to look quickly at the

story again and find the five words.

In a weaker class, stand up in front of

the class and point to your hair, waist,

neck. Ask the class to say each

timewhat you are pointing at. Mime

combing, tidying, wearing (round the

neck and waist), and cutting (hair with

a knife).

Learners find these words in the text. Match the words with definitions.

ANSWERS:

1 c

2 e

3 a

4 d

5 b


Descriptor:

- find the five words

- match the words

Total: 2 point


Pictures








End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder




























Short term plan

Unit 9 Reading (we read with interest)

lesson 58

School:


Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Language Focus: Past Simple

Learning objectives

5. 3. 2. 1 asking simple questions to obtain information on a number of general topics;

5. 5. 1. 1 plan, write, correct and check text-level works on some general and academic topics;

Lesson objectives

(assessment criteria)

Learners will be able to:

- Learn and practise past simple regular and irregular forms.

- Use the past simple to talk about events in the past.

Value links

"Creativity and Innovation"

Monitoring, measuring, conducting experiments and experiments ability;


Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Books closed. Write watch on the

board and ask the students what the

past simple form is (watched). Then

write go on the board and ask what

the past simple form is (went). Draw

students’ attention to the table in

exercise 1 and ask which group

watch belongs to (regular) and go

(irregular).

Setting the aim of the lesson.




Learners read the given sentences on the board and guess the topic and share with their ideas.




Remember and recognize the main vocabulary.


Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

Good job!

Well done!”

Formative Assessment










Flashcards special days






Middle

35 min


Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:107

Tell the class to read the story on

page 106 again and find the regular

verbs in the past simple. Make sure

they do not read the story again but

scan’ the text for the words.






Students find the past simple forms in the text.

ANSWERS:

help – helped,

want – wanted,

follow – followed,

ask – asked,

die – died,

climb – climbed,

love – loved

Rules

-d, different








Descriptor:

- read the story

- find the past simple forms

Total: 2 point



Student’s book


Task. II (Wh, I) (Task for location)

Ex: 2 P:107

Explain the task. In a weaker class,

do the first sentence together and

draw students’ attention to the table

in exercise 1 which has the past

simple forms. Circulate and monitor.

Check answers as a class.

Learners complete the sentences with the past simple forms of the verbs in brackets.

ANSWERS:

1 wanted

2 was

3 asked

4 were

5 took

6 died

7 followed

8 cut

Descriptor:

- complete the sentences

-use past simple forms of the verbs

Total: 2 point


Stickers


Task. III

(Task for understanding)

Ex: 3 P:107

Explain the task. Remind students to

use the table in exercise 1 to help

them.

Students complete the activity

individually and check their answers

in pairs.

Check answers as a class.


Learners complete the text. Use the correct forms of the verbs in the box

ANSWERS:

1 lived

2 was

3 loved

4 came

5 told

6 wanted

7 left

8 followed

9 took

10 climbed

Descriptor:

- complete the text.

- use the correct forms

Total: 2 point


Pictures








End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

























Short term plan

Unit 9 Reading (we read with interest)

lesson 59

School:


Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Biography of a writer

Learning objectives

5. 2. 4. 1 to understand general and educational topics in a long conversation with the support of the main ideas;

5. 3. 2. 1 asking simple questions to obtain information on a number of general topics;

Lesson objectives

(assessment criteria)

Learners will be able to:

- Learn and practise vocabulary to talk about people’s lives.

- Understand a famous person’s biography.

Value links

"Creativity and Innovation"

Ability to find optimal ways to solve educational tasks to use new and already familiar algorithms combining, using them in solving non-standard problems


Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Books closed. Ask the class to name

some big events in their life so far,

e.g. I started school, I went on

holiday, I learned to ride a bike. Write

the ideas on the board and ask

students to put them in the order the

events occurred in their lives.

Setting the aim of the lesson.




Learners read the given sentences on the board and guess the topic and share with their ideas.




Remember and recognize the main vocabulary.


Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

Good job!

Well done!”

Formative Assessment










Flashcards special days






Middle

35 min


Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:108

Explain the task. Circulate and

monitor.

Check answers as a class.

Get students to close their books. For

further practice, tell the students you

are going to say a word from the

lifeline and they have to say the next

stage, e.g. born – go to school.

In a stronger class, say a verb and

ask students to finish the


Students put the words in correct place in the lifeline.

ANSWERS:

1 go to school

2 graduate from college

3 start a job

4 have children









Descriptor:

- read the story

- find the past simple forms

Total: 2 point



Student’s book


Task. II (Wh, I) (Task for location)

Ex: 2 P:108

Do the exercise quickly with the

whole class.



Learners write the past simple form of the verb

ANSWERS:

1 was

2 went

3 got

4 started

5 retired

6 died

7 graduated


Descriptor:

- complete the sentences

-use past simple forms of the verbs

Total: 2 point


Stickers


Task. III

(Task for understanding)

Ex: 3 P:108

Tell the students to read the

questions and discuss possible

answers.

In a weaker class, ask more

questions to guide students, e.g. Was

he famous? Which country is he

from? Was he born 300 years ago,

150 years ago?

Do not go through the answers at this

stage. Students will listen for the

answers in the next exercise.

Learners answer the questions. What do they know about Abay Qunanbayuli?

ANSWERS:

Student’s own answer


Descriptor:

- complete the text.

- use the correct forms

Total: 2 point


Pictures









Task. IV

Ex: 4 P:108

Play the recording. Pause at the

relevant points to allow students to

write the answers.

Tell students to check in pairs. Circulate and monitor. If students have blank or wrong answers, play the recording again

Learners listen to the interview about Abay Qunanbayuli.

ANSWERS:

1 He was one of the great poets and philosophers of Kazakhstan.

2 He was born on August 10, 1845.

3 He was from Karauyl in East Kazakhstan.

4 In English ‘abay’ means ‘careful’

5 He was a great poet. He was also a translator, philosopher and composer.

6 He had four children.

7 He wrote poems such as Spring and he wrote books such as The Book of Words

Descriptor:

- listen to the interview

- write the answers

Total: 2 point


End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder




Short term plan

Unit 9 Reading (we read with interest)

lesson 60

School:


Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Language Focus: Past Simple. Question and negative form

Learning objectives

5. 3. 3. 1 express an opinion in a sentence within the framework of a number of general and educational topics;

5. 5. 3. 1 write specific details with the support of the teacher, describing people, places and objects at the text level;

Lesson objectives

(assessment criteria)

Learners will be able to:

- Learn and practise using questions in the past simple.

- Use negative forms in the past simple.


Value links

"Creativity and Innovation"

Use of various cognitive tools, knowledge about the world be able to collect (linguistic, reading culture, information, service in the digital environment)


Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Books closed. Write ‘I got up this

morning at …’, ‘I left home at …’, ‘I

got to school at …’. Tell students to

write down the three times on a

piece of paper. Nominate a student

to ask another student a question

using Did, e.g. ‘Did you get up at

6.30?’. The other student answers

Yes, I did.’ or ‘No, I didn’t.’ Students

score one point

Setting the aim of the lesson.




Learners read the given sentences on the board and guess the topic and share with their ideas.




Remember and recognize the main vocabulary.


Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

Good job!

Well done!”

Formative Assessment










Flashcards special days






Middle

35 min


Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:109

Explain the task. Give students a few

minutes to work individually

completing the rules.

Students check their answers in pairs.

Check answers as a class.




Students look at the table and complete the rules.

ANSWERS:

did, didn’t










Descriptor:

- look at the table

- complete the rules.

Total: 2 point



Student’s book


Task. II (Wh, I) (Task for location)

Ex: 2 P:109

Put students in pairs. Explain the

task. When students have completed

the sentences, tell them to practice

saying the sentences together.

Monitor the students as they speak,

making a note of any errors you

would like to address later.



Learners complete the questions and answers

ANSWERS:

1 Did

2 you, didn’t,

3 Did, he

4 Did she, didn’t

5 Did, I did

6 What, did, got

7 Where, did, went


Descriptor:

- complete the questions

- practice the sentences

Total: 2 point


Stickers


Task. III

(Task for understanding)

Ex: 3 P:109

Explain the task. Students work

individually and then check their

answers in pairs. Circulate and

monitor. Make sure students

understand that the wh- question

word comes at the beginning of the

sentence.

Check answers as a class.

Put students in pairs and tell them to ask and answer each other the

Learners order the words to make questions. The ask your partner the questions

ANSWERS:

1 What did you do yesterday?

2 How did you get to school today?

3 Where did you go yesterday?

4 What time did you get up yesterday?

5 Where did you have lunch yesterday

6 Who did you talk to yesterday?

Descriptor:

- order the words

- make questions.

Total: 2 point


Pictures








End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder























Short term plan

Unit 9 Reading (we read with interest)

lesson 61

School:


Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Unit Review-9

Learning objectives

5. 3. 6. 1 to express one's thoughts clearly and concretely in sentences in pairs, groups and with the whole class;

5. 5. 3. 1 write specific details with the support of the teacher, describing people, places and objects at the text level;

Lesson objectives

(assessment criteria)

Learners will be able to:

- Use and practise nouns to talk about types of writing.

- Practise asking questions about stories.

- Recognize detailed information in a short conversation with some support

Value links

"Creativity and Innovation"

Monitoring, measuring, conducting experiments and experiments

ability;


Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Write ‘Yesterday, I met Taylor

Swift.’ on the

board. (You could use the name of

any famous person the students all

know.) Tell the students you did lots

of things together and you want them

to help you remember. Say the first

thing you did – ‘went shopping’ – and

ask the students to add this to the

sentence on the board, i.e. ‘Yesterday,

I met Taylor Swift and we went

shopping.’ Then say the next thing

you did – ‘had lunch’ – and ask a

student to add this to the previous

sentence, Setting the aim of the

lesson.




Learners read the given sentences on the board and guess the topic and share with their ideas.




Remember and recognize the main vocabulary.


Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

Good job!

Well done!”

Formative Assessment










Flashcards special days






Middle

35 min


Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:110

Explain the task and do an example together

to make sure students know what they have to

do, pointing out that only one of the words on

the left matches a word on the right


Students complete the sentences.

ANSWERS:

1 painting

2 show

3 book

4 film

5 play

6 exhibit







Descriptor:

- read the task

- complete the sentences

Total: 2 point



Student’s book


Task. II (Wh, I) (Task for location)

Ex: 2 P:110

Explain the task. Students complete the activity individually and check their answers in pairs





Learners put the words in the correct order and answer the questions.

ANSWERS:

1 borrow

2 look at

3 watch

4 study

5 listen to

6 go


Descriptor:

- put the words in the correct order

- answer the questions

Total: 2 point


Stickers


Task. III

(Task for understanding)

Ex: 3 P:110

Explain the task and do an example

with the class. Make sure the whole

class understand the word

sightseeing.


Learners complete the sentences with the correct words.

ANSWERS:

1 river

2 hall

3 deck

4 resort

5 hall

6 gallery


Descriptor:

- complete the sentences

- use the correct words

Total: 2 point


Pictures









Task. IV

Ex: 4 P:110

Do the exercise quickly with the

whole class.


Learners match the verbs with the correct words

ANSWERS:

1 a

2 d

3 f

4 e

5 c

6 g

7 h

8 b

Descriptor:

- match the verbs

- use the correct words

Total: 2 point



Task. V

Ex: 5 P:110

Do the exercise quickly with the

whole class.

Do the exercise with the whole class.

Make sure students understand

warrior (a person who fights in battle).


Learners write the verbs in the past simple. Complete the sentences with the correct words.

ANSWERS:

1 to walk

2 ’m

3 ’s

4 not going to

5 ’re

6 ’re





Descriptor:

- write the verbs in the past

- complete the sentences

Total: 2 point


End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder


Short term plan

Unit 9 Reading (we read with interest)

lesson 62

School:


Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

A Book festival. Kazakh famous writers and poets

Learning objectives

5. 3. 3. 1 express an opinion in a sentence within the framework of a number of general and educational topics;

5. 4. 5. 1 identify the main idea from the context of short texts within the framework of some familiar general and educational topics;

Lesson objectives

(assessment criteria)

Learners will be able to:

- use simple context clues strategies to identify meaning of unknown words from the contex

- write a short text (e.g. a description of the room, hobby, or a friend)

Value links

"Creativity and Innovation"

Ability to find optimal ways to solve educational tasks to use new and already familiar algorithms combining, using them in solving non-standard problems


Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Books closed. Ask the students to tell

you what they know about book

festivals. Who goes to a book

festival? What can they do there?

Who can they see?

Setting the aim of the lesson.




Learners read the given sentences on the board and guess the topic and share with their ideas.




Remember and recognize the main vocabulary.


Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

Good job!

Well done!”

Formative Assessment










Flashcards special days






Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:111

Draw the students’ attention to the

poster. Ask some quick questions,

e.g. Where is the festival? (Answer:\

London, UK), When does it start?

(Answer: Saturday 12 August), How

many main events are there on

Saturday? (Answer: three).

Tell students to read questions 1-5

and find the answers in the poster.

For fast finishers, ask them to correct

any false sentences.



Students read the information in the poster and write true or false for each sentence

ANSWERS:

1 true

2 false

3 true

4 true

5 false








Descriptor:

- read the information

- write true or false

Total: 2 point



Student’s book


Task. II (Wh, I) (Task for location)

Ex: 2 P:111

Explain the task. Give students five

minutes to choose a book and write

between three and five sentences.

Ask some students to read out their sentences for the class.





Learners think of a book you know very well. Write some sentences to describe the story and the characters.

ANSWERS:


Descriptor:

- choose a book

- write

between three

and five

sentences

Total: 2 point


Stickers


Task. III

(Task for understanding)

Ex: 3 P:111

Tell the students to read the

questions and discuss possible

answers.

In a weaker class, ask more

questions to guide students, e.g. Was

he famous? Which country is he

from? Was he born 300 years ago,

150 years ago?

Do not go through the answers at this

stage. Students will listen for the

answers in the next exercise.

Learners answer the question

ANSWERS:

Student’s own answer



Descriptor:

- answer the question

Total: 2 point


Pictures








End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder



























Short term plan

Unit 3 Fantasy world

lesson 63

School:


Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

People and places

Learning objectives

5. 2. 4. 1 to understand general and educational topics in a long conversation with the support of the main ideas;

5. 3. 6. 1 to express one's thoughts clearly and concretely in sentences in pairs, groups and with the whole class;

5. 5. 3. 1 write specific details with the support of the teacher, describing people, places and objects at the text level;

Lesson objectives

(assessment criteria)

Learners will be able to:

- Learn and practise basic vocabulary.

- Learn how to form plurals.

Value links

"Creativity and Innovation"

Use of various cognitive tools, knowledge about the world be able to collect (linguistic, reading culture, information, service in the digital environment)


Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Books closed. Write the following words on the board I random order: country, village, city, town. Tell students to work in pairs to put these places in order of size, starting

with the largest. Ask them to think of an example of each place from their own country.

After about 1 minute, stop the students. Get feedback from each pair

Setting the aim of the lesson.





Learners read the given sentences on the board and guess the topic and share with their ideas.




Remember and recognize the main vocabulary.


Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

Good job!

Well done!”

Formative Assessment










Flashcards special days






Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:26

Focus students’ attention on the words in the box. If you have done the warm-up activity, they will already be familiar with country, town, city and village.

In a weaker class, ask students to work in pairs, using page 77 of the Workbook to help them. In a stronger class, encourage



Students check the meaning of the words in the box in the wordlist in the workbook

ANSWERS:

Places: city, house, town, village

People: child, family, man, person, woman








Descriptor:

- check the meaning of the words

- use the words in the box

Total: 2 point



Student’s book


Task. II (Wh, I) (Task for location)

Ex: 2 P:26

Refer students to the quiz on page 23. Look at the photos and ask students to identify words from exercise 1 (people, baby, city, village, house).

Explain the task and play the recording. Students work individually and then check their answers in pairs.

Check answers as a class. Do any of the facts surprise them? What is the most interesting fact?


Learners do the Our World quiz. Then listen and check your answers.

ANSWERS:

1 a

2 a

3 a

4 a

5 b

6 b

7 a


Descriptor:

- look at the photos

- do the quiz

Total: 2 point


Stickers


Task. III

(Task for understanding)

Ex: 3 P:26

Ask the students how they should

form regular plurals and elicit that we

form them by adding -s to the

singular form.

Direct the students to the table of

irregular forms and ask them to

locate the plural forms in the quiz.

Point out that they may look a little

different to the singular form.

Ask fast finishers

Learners complete the lists with plural forms in the Our World quiz.

ANSWERS:


Descriptor:

- complete the lists with plural forms

Total: 2 point


Pictures









Task. IV

Ex: 4 P:26

Explain the task and ask students to do it individually before checking their answers in pairs.

Check answers as a class.

Play the recording and pause after each number for students to repeat. In a weaker class, model the pronunciation of the numbers yourself for the students.

Learners write the numbers from the quiz. Then listen and repeat.

ANSWERS:

196

267

3 1,000

Descriptor:

- write the numbers

- listen and repeat.

Total: 2 point


End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder











Short term plan

Unit 3 Fantasy world

lesson 64

School:


Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

An article about two places

Learning objectives

5. 5. 3. 1 write specific details with the support of the teacher, describing people, places and objects at the text level;

5. 3. 6. 1 to express one's thoughts clearly and concretely in sentences in pairs, groups and with the whole class;

5. 4. 1. 1 understand the main idea of ​​some simple short texts on general and educational topics;

Lesson objectives

(assessment criteria)

Learners will be able to:

- Read about two different places.

- Learn and use new vocabulary to describe places in towns.

- Practise speaking about a town.

Value links

"Creativity and Innovation"

Monitoring, measuring, conducting experiments and experiments

ability;


Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Books closed. Write Hollywood on the board.

Ask the class to brainstorm what they know about Hollywood, which country it is in, what it’s famous for, etc. Accept any feedback they give you and put any interesting facts and new vocabulary on the board.

Setting the aim of the lesson.





Learners read the given sentences on the board and guess the topic and share with their ideas.




Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

Good job!

Well done!”

Formative Assessment










Flashcards special days





Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:28

Focus on the three pictures and explain the task. Allow students about 2–3 minutes to compare the pictures in pairs.

When they are ready, they choose adjectives to match each location. Ask them to match the pictures to the locations as well.

Check answers as a class. In a stronger class, encourage students to give reasons for choosing their adjectives


Students look at the pictures in the text. Guess which adjectives in the box describe Hollywood, USA and which describe Hollywood, Ireland

ANSWERS:

Student’s own answer







Descriptor:

- look at the pictures

- choose adjectives to match each location

Total: 2 point



Student’s book


Task. II (Wh, I) (Task for location)

Ex: 2 P:28

Refer students to the texts and play the recording.

In pairs, students do the task.

Check answers as a class. You could ask fast finishers to underline the adjectives used in the text to describe the two locations (fast, noisy, famous, big, expensive, small, quiet, nice, interesting)

Learners read and listen. Check your answers to exercise 1

ANSWERS:

Hollywood, USA:

famous, noisy

Hollywood, Ireland:

quiet, small



Descriptor:

- read and listen

- underline the adjectives

Total: 2 point


Stickers


Task. III

(Task for understanding)

Ex: 3 P:28

Draw students’ attention to the

questions. In a stronger class, ask the

students to complete the activity

individually before checking their

answers in pairs. Encourage them to

guess the meaning of any new

vocabulary from the context.

In a weaker class, read the questions

together, explaining any new

vocabulary and checking for

understanding. Do the first questions

together as an example.


Learners read the text again and answer the question.

ANSWERS:

1 No, it isn’t. It’s part of Los Angeles.

2 No, it isn’t. It’s part of a city.

3 No, it isn’t. It’s a noisy place.

4 No, it isn’t. It’s a small place.

5 There are many interesting places near the village.

6 Yes, it is. The city of Dublin is forty-two kilometres from the village.

Descriptor:

- read the text

- answer the question

Total: 2 point


Pictures









Task. IV

Ex: 4 P:28

Allow students some time to read through the list of words and ask them to underline those that are in the text.

Students complete the task in pairs. Ask them to try to translate the words into their own language.

Check answers as a class, and make sure students have worked out the correct meaning of the words.

Ask fast finishers to work in pairs to discuss whether these places are in their towns, cities or villages

Learners write the numbers from the quiz. Then listen and repeat.

ANSWERS:

Student’s own answer

Descriptor:

- write the numbers

- listen and repeat.

Total: 2 point


End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder









Short term plan

Unit 3 Fantasy world

lesson 65

School:


Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Language Focus: there is/ there are/ some and any

Learning objectives

5. 3. 3. 1 express an opinion in a sentence within the framework of a number of general and educational topics;

5. 5. 8. 1 correct spelling of frequently used words in some general topics;

5. 6. 6. 1 use of basic participle pronouns, relative pronouns and numerical pronouns some, any, something, nothing anything on general familiar and study topics;

Lesson objectives

(assessment criteria)

Learners will be able to:

- Learn and practise the affirmative and negative forms of there is, there are, some and any.

- Practise describing towns and cities.

Value links

"Creativity and Innovation"

Ability to find optimal ways to solve educational tasks to use new and already familiar algorithms combining, using them in solving non-standard problems


Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Books closed. Tell the students you are going to say the name of a city and they should write down the first thing – a building, a place, a person, anything they like – they can think of in relation to that city.

Say London. Students write down the first thing they think of. Don’t allow them any more than 30 seconds for this.

Get feedback from a few students in the class and put their ideas on the board.

Setting the aim of the lesson.











Learners read the given sentences on the board and guess the topic and share with their ideas.




Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

Good job!

Well done!”

Formative Assessment










Flashcards special days





Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:29

Focus students on the tables and the rules. In a stronger class, ask the students to go ahead and complete the rules based on the examples in the table. They check answers in pairs. Check answers as a class. In a weaker class, go through the table with the students, pointing out the plural and singular sections in the positive and the negative. Complete the rules together with the class.


Students study the tables. Then choose the correct words to complete the rules.

ANSWERS:

In plural sentences we use some in the affirmative.

We use any in negative sentences.







Descriptor:

- look at the pictures

- choose adjectives to match each location

Total: 2 point



Student’s book


Task. II (Wh, I) (Task for location)

Ex: 2 P:29

Tell the class to try to remember the information in the text about Hollywood in Ireland on page 24 of the book. Refer them to the sentences and explain the task.

In a weaker class, ask students to complete the activity in pairs. Encourage students in a stronger class to do the task individually.


Learners correct the sentences

ANSWERS:

1 There aren’t any discos.

2 There are some interesting places near the village.

3 There isn’t an Armani shop.

4 There is a small shop.

5 There are 100 people in the village.

6 There aren’t any famous people

Descriptor:

- read and listen

- underline the adjectives

Total: 2 point


Stickers


Task. III

(Task for understanding)

Ex: 3 P:29

Refer students to the information about

the two places and allow them a few

minutes to look through it.

Ask students to complete the task

individually and then to compare their

answers in pairs. Check the answers all

together as a class.


Learners write the sentences about London in England and London in the South Pacific.

ANSWERS:

London, England:

There are some museums in London.

There are four airports in London.

There aren’t any long houses in London.

London, Kiritimati Island, South Pacific:

There are 1,000 people in London.

There is one hotel in London. There aren’t any cinemas in London.

There are some shops in London.

Descriptor:

- read the text

- answer the question

Total: 2 point


Pictures









Task. IV

Ex: 4 P:29

Allow students a few minutes to examine the picture. Explain the task.

Students make the sentences individually and check their answers in pairs. Check answers as a class.

Learners look at the pictures. Write sentences with there is, there are, a, an, some and any. Use the words in the box.

ANSWERS:

There are some women in the town. There are some streets in the town.

There aren’t any houses in the town. There’s a baby in the town. There are some children in the town. There’s a cinema in the town. There are some shops in the town. There’s a museum in the town. There’s a restaurant in the town. There’s a park in the town. There’s an airport in the town.











Descriptor:

- look at the pictures.

- write sentences with some, any. Etc.

- use the words in the box

Total: 2 point


End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder





































Short term plan

Unit 3 Fantasy world

lesson 66

School:


Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Shops.

Learning objectives

5. 2. 6. 1 to determine a number of general and educational topics with the support of meaning from the context of a short conversation;

5. 3. 7. 1 using subject-specific vocabulary and syntax within a range of general topics

5. 5. 3. 1 write specific details with the support of the teacher, describing people, places and objects at the text level;

Lesson objectives

(assessment criteria)

Learners will be able to:

- Learn vocabulary to describe different shops.

- Practise talking about favourite shops.

Value links

"Creativity and Innovation"

Use of various cognitive tools, knowledge about the world be able to collect (linguistic, reading culture, information, service in the digital environment)


Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Books closed. Ask students to work in pairs and think about the last thing they bought and to tell their partners about it – what it was and where they bought it from.

Get some feedback from the class by asking a few students to describe what their partner last bought.

Setting the aim of the lesson.





Learners read the given sentences on the board and guess the topic and share with their ideas.




Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

Good job!

Well done!”

Formative Assessment










Flashcards special days





Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:30

Tell students to match the pictures with the shops that they recognize first, and encourage them to try to guess the others.

Students check their answers in pairs. Check answers as a class.

You could ask fast finishers to think about other types of shops that are not included and to check their names in a dictionary.


Students match pictures with the shops in the box.

ANSWERS:

1 bookshop

2 chemist’s

3 newsagent’s

4 clothes shop

5 games shop

6 supermarket

7 sports shop

8 pet shop

9 computer shop

10 shoe shop







Descriptor:

- match pictures with the shops

Total: 2 point



Student’s book


Task. II (Wh, I) (Task for location)

Ex: 2 P:30

Go through the vocabulary in the box with the class and check for understanding.

Students do the task in pairs. Check answers as a class.

Divide students into pairs and allow them 2–3 minutes to think of a few examples of items from the other shops in exercise 1.

Get feedback from each pair and put their ideas on


Learners think of more adjectives from each shop. What shops are the objects in the box from?

ANSWERS:

1 supermarket

2 clothes shop / sports shop \

3 pet shop

4 newsagent’s / supermarket

5 shoe shop

Descriptor:

- do the task in pairs

- use vocabulary in the box

Total: 2 point


Stickers


Task. III

(Task for understanding)

Ex: 3 P:30

Tell the class to think about their own town or a town that they know well. Ask them to think about the shops in the town.

In a stronger class, tell students to do the task individually before checking answers in pairs.

In a weaker class, allow students to do the activity in pairs. Monitor, helping out where necessary and check that students are using there is, there are, some and any correctly.

Get feedback from each pair and have a brief discussion about the shops in the students’ town(s) with the whole class


Learners write about shops in your town.

ANSWERS:

Student’s own answer

Descriptor:

- write about shops

- use there is, there are, some and any correctly

Total: 2 point


Pictures









Task. IV

Ex: 4 P:30

Discuss the photo at the bottom of the page with the students. Ask them if they know anything about Dubai and elicit any feedback from the students.

Draw students’ attention to the numbers and ask them to say them. Explain the task and play the recording. Students check answers in pairs.

Learners say the numbers. Listen to Fiona and Sophie talking about Dubai Mall. Order the numbers as you hear them.

ANSWERS:

1 d

2 a

3 b

4 c









Descriptor:

- say the numbers

- listen to Fiona and Sophie

Total: 2 point


End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder




Short term plan

Unit 3 Fantasy world

lesson 67

School:


Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

There is/ there are and short answers.

Learning objectives

5. 3. 6. 1 to express one's thoughts clearly and concretely in sentences in pairs, groups and with the whole class;

5. 5. 3. 1 write specific details with the support of the teacher, describing people, places and objects at the text level;

Lesson objectives

(assessment criteria)

Learners will be able to:

- Learn how to use there is and there are in questions and short answers.

- Learn and practise using prepositions of place.

- Further practice describing towns and shops.

Value links

"Creativity and Innovation"

Monitoring, measuring, conducting experiments and experiments

ability;


Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Books closed. Remind students about the shopping centre in Dubai from page 26 and ask them to work in pairs to briefly discuss whether they would prefer to go shopping in a big shopping centre or in small shops in a town.

After about 2 minutes, stop the students and get some feedback from a few pairs.

Setting the aim of the lesson.





Learners read the given sentences on the board and guess the topic and share with their ideas.




Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

Good job!

Well done!”

Formative Assessment










Flashcards special days





Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:31

Explain the task. In a stronger class, ask students to complete the task individually. In a weaker class, students complete the task in pairs. Ask the students how they can make the question form of there is and there are and elicit that we invert the verb be and there. Point out that with How many we put the verb be and there at the end of the question.



Students complete the questions in the table with words from exercise 5 page 30

ANSWERS:

1 Is

2 Are

3 are there








Descriptor:

- complete the questions

Total: 2 point



Student’s book


Task. II (Wh, I) (Task for location)

Ex: 2 P:31

Refer students to the questions and explain the task. They complete the activity individually.

Point out that students should check carefully whether they are talking about a singular or plural noun before they choose their answers


Learners choose the correct words. Then write short answers.

ANSWERS:

1 Is

2 Is

3 Are

4 are

5 Is

6 Is

7 Is

8 are


Descriptor:

- choose the correct words

- write short answers

Total: 2 point


Stickers


Task. III

(Task for understanding)

Ex: 3 P:31

Refer students to the dialogue

and ask them to read it quickly,

ignoring the gaps.

Ask the class what Lucy and Jared are

talking about and elicit that they are talking about shops in their town

Students complete the task individually, though in a weaker class you could ask students to do the activity in pairs.

Learners complete the dialogue. Then listen and check.

ANSWERS:

1 There are

2 there is

3 How many

4 There are

5 Is there

6 there isn’t

7 Are there

8 there are



Descriptor:

- complete the dialogue

- listen and check

Total: 2 point


Pictures









Task. IV

Ex: 4 P:31

Refer students to the words in the box and explain that these are prepositions (students already met the prepositions on and at on page 15).

Focus the student on the six pictures and ask them what they think these prepositions are being used for. Elicit that they are used to describe where something is and that they are prepositions of place

Learners study the prepositions. Then look at the picture and complete the sentences

ANSWERS:

1 in

2 on

3 under

4 next to

5 opposite

6 near 1 people / balls, sports shop 2 boys, door 3 shoes








Descriptor:

- study the prepositions

- complete the sentences

Total: 2 point


End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder












Short term plan

Unit 3 Fantasy world

lesson 68

School:


Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Asking about places in a town

Learning objectives

5. 2. 6. 1 to determine a number of general and educational topics with the support of meaning from the context of a short conversation;

5. 3. 6. 1 to express one's thoughts clearly and concretely in sentences in pairs, groups and with the whole class;

5. 5. 8. 1 correct spelling of frequently used words in some general topics;

Lesson objectives

(assessment criteria)

Learners will be able to:

- Practise asking for information about places.

- Learn and practise phrases for asking for information.

Value links

"Creativity and Innovation"

Ability to find optimal ways to solve educational tasks to use new and already familiar algorithms combining, using them in solving non-standard problems


Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Books closed. Draw a rough map of a few streets in the area of the school on the board. Write school on the map to show the students where they are.

Draw a few empty boxes at different places on the streets to represent some of the shops or other buildings in the area. Ask the students to tell you what they are and write the names of the places in the boxes

Setting the aim of the lesson.




Learners read the given sentences on the board and guess the topic and share with their ideas.




Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

Good job!

Well done!”

Formative Assessment










Flashcards special days





Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:32

Focus on the photo and discuss it with the class. Ask the students what they can see and elicit that there is girl and a woman in the picture.

They answer the questions in pairs. Get feedback



Students look at the photo. Where are the

people. Is the girl from this town?

ANSWERS:

The people are in a town. The girl is not from the town.









Descriptor:

- look at the photo

- answer the questions

Total: 2 point



Student’s book


Task. II (Wh, I) (Task for location)

Ex: 2 P:32

Draw students’ attention to the map at the bottom of the page. Allow them a minute or two to familiarize themselves with it and ask them a couple of questions to check they can follow it properly. For example, ask: Is there a restaurant? Are there any shops? How many shops are there?

Explain the task and play the recording. Students complete the dialogue and check answers


Learners look at the map and listen to the dialogue. What are the missing word?

ANSWERS:

1 sports shop

2 sports shop

Descriptor:

- look at the map

- listen to the dialogue

Total: 2 point


Stickers


Task. III

(Task for understanding)

Ex: 3 P:32

Refer students to the key phrases and explain the task. Point out the arrows at the end of the phrases and explain that we raise our intonation when asking for something.

Play the recording. Pause after each phrase and ask the students to repeat. Model the phrases yourself, making sure to raise or lower your intonation as appropriate. Exaggerate your intonation a little so that the students notice the difference


Learners listen to the key phrases and practise the pronunciation.

ANSWERS:

Students’ own answers



Descriptor:

- listen to the key phrases

- practise the pronunciation

Total: 2 point


Pictures









Task. IV

Ex: 4 P:32

Refer students to the questions and replies and allow them a moment to read through them. Ask stronger students to match the questions and phrases by themselves before they listen to the recording.

Play the recording and pause after each dialogue to allow students time to choose their answers.

Students check their answers in pairs. In a weaker class, play the recording a second time for students to check their answers. Check answers as a class.

Learners listen to three dialogues. Match with three replies.

ANSWERS:

1 a 2 c 3 d








Descriptor:

- listen to three dialogues

- match with three replies.

Total: 2 point


End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder





Short term plan

Unit 3 Fantasy world

lesson 69

School:


Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

A brochure about your town

Learning objectives

5. 4. 2. 1 understand specific information in simple, short texts on a number of general and educational topics with little help from the teacher;

5. 5. 8. 1 correct spelling of frequently used words in some general topics;

Lesson objectives

(assessment criteria)

Learners will be able to:

- Learn the structure of a brochure about a town or city.

- Learn and practise how to use be + also.

- Practise writing a brochure about a town.

Value links

"Creativity and Innovation"

Use of various cognitive tools, knowledge about the world be able to collect (linguistic, reading culture, information, service in the digital environment)


Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Students work in pairs to think of things to say in English about their home town / city.

After about 2 minutes, stop the students and get some feedback from each pair

Setting the aim of the lesson.




Learners read the given sentences on the board and guess the topic and share with their ideas.




Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

Good job!

Well done!”

Formative Assessment










Flashcards special days





Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:33

Focus on the photos and the flag and ask students if they recognize the country. Elicit that it is Canada. Explain the task and allow students time to answer the questions based on the text



Students read the model text and answer the questions.

ANSWERS:

1 The capital of Canada is Ottawa.

2 Ice hockey, skating and American football are popular sports in Canada.

3 Quebec is 275 kilometres from Montreal.
4 Some of the shopping centres in Montreal







Descriptor:

- read the model text

- answer the questions

Total: 2 point



Student’s book


Task. II (Wh, I) (Task for location)

Ex: 2 P:33

Refer students to the example and do the task together as a class. Point out that we use also to give further information about something. It helps to link two things together and makes descriptions sound more natural.

Students find the other example of also in the text



Learners look at the examples. Is also before or after the verb be? Find another example of also in the brochure about Montreal.

ANSWERS:

Also is after the verb be. There are also interesting museums here



Descriptor:

- look at the examples

- find another example

Total: 2 point


Stickers


Task. III

(Task for understanding)

Ex: 3 P:33

Refer students to the sentences and explain the task. Students check answers in pairs.



Learners rewrite the blue sentences. Include also in each sentence.

ANSWERS:

1 There’s also a museum.

2 There are also bookshops.

3 There are also two parks.

4 There’s also a restaurant.

5 There’s also an airport.

Descriptor:

- rewrite the blue sentences

- check answers in pairs.

Total: 2 point


Pictures









Task. IV

Ex: 4 P:33

Draw students’ attention to the key phrases that can be used to describe a town or a city. Read through them with the class and check for understanding.

Tell students to think about their own town or city and explain the task. Check answers as a class.

Learners substitute words in the box for the words in blue in the key phrases and change the names of the places.

ANSWERS:

Students’ own answers



Descriptor:

- change the names of the places

- use the words in blue

Total: 2 point


End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder








Short term plan

Unit 3 Fantasy world

lesson 70

School:


Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

My country. My world

Summative assessment for the unit ”Fantasy world”

Learning objectives

5. 3. 7. 1 using subject-specific vocabulary and syntax within a range of general topics

5. 4. 1. 1 understand the main idea of ​​some simple short texts on general and educational topics;

5. 5. 3. 1 write specific details with the support of the teacher, describing people, places and objects at the text level;

Lesson objectives

(assessment criteria)

Learners will be able to:

- Learn vocabulary for talking about geographical features.

- Read a text about geographical features in Kazakhstan.

Value links

"Independence and patriotism",

To the past, present and future of the people understand the relevance


Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Allow students about 2 minutes to tell each other their favourite thing about the countryside.

Setting the aim of the lesson.

Learners read the given sentences on the board and guess the topic and share with their ideas.




Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

Good job!

Well done!”

Formative Assessment










Flashcards special days





Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:34

Draw students’ attention to the words in the box and to the pictures 1–6. Check answers as a class

Differentiation:

«Verbal support» method is used to help Students use new words in the text.




Students check the meaning of the words. Then match words with pictures.

ANSWERS:

1 forest

2 mountain

3 river

4 desert

5 steppe

6 lake






Descriptor:

- check the meaning of the words

- match words with pictures

Total: 2 point



Student’s book


Task. II (Wh, I) (Task for location)

Ex: 2 P:34

Focus students’ attention on the map and the compass. Explain that a compass tells you what direction you are facing. Draw a compass on the board and write the directions: north, south, east, west, north-west, north-east, south-west, and south-east. Ask students to find their hometown on the map and say whether it is in the north, north-east, west, etc.


Learners look at the map of Kazakhstan and choose the correct word in the text. Then listen and check.

ANSWERS:

1 forests

2 steppe

3 desert

4 rivers

5 lake

6 mountains

Descriptor:

- look at the map of Kazakhstan

- choose the correct word

Total: 2 point


Stickers


Task. III

(Task for understanding)

Ex: 3 P:34

Read through the instructions together and make sure students understand what they have to do. In a weaker class, revise the rules for forming plural nouns.

Check answers as a class.



Learners rewrite the blue sentences. Include also in each sentence.

ANSWERS:

1 mountains

2 lakes / lakes

3 rivers / lakes

4 forests

5 deserts

6 steppes

Descriptor:

- rewrite the blue sentences

- check answers in pairs.

Total: 2 point


Pictures








End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder


























Short term plan

Unit 3 Fantasy world

lesson 71

School:


Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

My country. My world

Learning objectives

5. 3. 7. 1 using subject-specific vocabulary and syntax within a range of general topics

5. 4. 1. 1 understand the main idea of ​​some simple short texts on general and educational topics;

Lesson objectives

(assessment criteria)

Learners will be able to:

- Learn vocabulary for talking about geographical features.

- Read a text about geographical features in Kazakhstan.

Value links

"Independence and patriotism",

Assessment of the importance of loyalty to the motherland, the history of the country respect culture


Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Allow students about 2 minutes to tell each other their favourite thing about the countryside.

Setting the aim of the lesson.

Learners read the given sentences on the board and guess the topic and share with their ideas.




Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

Good job!

Well done!”

Formative Assessment










Flashcards special days





Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 4 P:34

Draw students’ attention to the words in blue in exercise 3 and explain the task.

Check answers as a class. Point out that most nouns are countable – they refer to things that we can count using numbers, e.g. one river, two rivers. Uncountable nouns,

however, can’t be counted and don’t usually have a plural form. Highlight that we only use the indefinite article a / an with singular countable nouns.


Learners look at the nouns in blue. They are called uncountable nouns. Answer the question.

ANSWERS:

1 No, we can’t.

2 No, they don’t.

3 No, we don’t.







Descriptor:

- change the names of the places

- use the words in blue

Total: 2 point



Student’s book


Task. II

Ex: 5 P:34

Explain the task and ask students to do it individually.

Learners find and correct one mistake in each sentence.

ANSWERS:

1 The weather is warm and sunny today.

2 The water is cold.

3 Rain is good for the plants.

4 Let’s go and play in the snow.

5 Don’t walk on the grass!

6 I like fish and chips.

Descriptor:

- find and correct one mistake

Total: 2 point



Task. III

Ex: 6 P:34

Read the instructions and draw students’ attention to the sentences in exercise 3. Ask: Why do people go to the mountains when the weather is good? Why do people go to the

forests? Why do people go to the deserts? etc. and elicit answers.

Elicit that we use the infinitive to express purpose. Ask

students to find and underline the infinitive of purpose in

each sentence

Learners look at the sentences in exercise 3. Answer the question.

ANSWERS:

Student’s on answer

Descriptor:

- look at the sentences

- answer the question

Total: 2 point


End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder





















Short term plan

Unit 3 Fantasy world

lesson 72

School:


Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Shopping

Learning objectives

5. 2. 7. 1 of a simple conversational speaker with teacher assistance on a range of general and academic topics

5. 3. 7. 1 using subject-specific vocabulary and syntax within a range of general topics

5. 5. 6. 1 logically combine sentences into paragraphs with some support using basic connectives on some common topics;

Lesson objectives

(assessment criteria)

Learners will be able to:

- Learn how to use prices.

- Understand a conversation in a shop.

- Practise asking for prices and buying things.

Value links

"Independence and patriotism"

Respect the state symbols of Kazakhstan, understand the meaning of public holidays


Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Books closed. Tell students to imagine they have €100 to spend on anything they like.

In pairs, students tell each other what they would spend their money on. Get some feedback from a few pairs by asking students what their partner would spend the money on. Put their ideas on the board, explaining any new vocabulary

Setting the aim of the lesson.


Learners read the given sentences on the board and guess the topic and share with their ideas.




Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

Good job!

Well done!”

Formative Assessment










Flashcards special days





Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:35

Focus students’ attention on the two columns. Ask them what the currency symbol £ represents and elicit that it represents pounds, the currency used in the UK. Point out that there are 100 pence in one pound. If you can, tell students how much £1 is worth in their currency.

Explain the task. Students complete it individually and check their answers in


Learners match 1 – 6 with a – f. then listen and check.

ANSWERS:

1 c

2 e

3 a

4 f

5 b

6 d








Descriptor:

- match then listen.

Total: 2 point



Student’s book


Task. II

Ex: 2 P:35

Explain the task. Ask students to write the prices down in two ways (numbers and words).

Pause after each price to allow students time to write it down.

Students compare their prices in pairs. Check answers as a class.

Play the recording again and pause after each price to allow students time to repeat


Learners listen and write the prices you hear. Then listen and repeat.

ANSWERS:

1 32p, thirty-two pence

2 75p, seventy-five pence

3 £3.20, three pounds twenty

4 £8, eight pounds

5 £15, fifteen pounds

6 £7.50, seven pounds fifty

Descriptor:

- listen and write

- compare their prices

Total: 2 point



Task. III

Ex: 3 P:35

Explain the task and draw students’ attention to the question. Check they understand what the four different places are by quickly eliciting from the students some example of the different things you can buy in each.

Play the recording. Students check their answers in pairs. Check answers as a class.

Learners listen to a conversation. Where is Jared?

ANSWERS:

Jared is in a souvenir shop



Descriptor:

- listen to a conversation

- answer the question.

Total: 2 point



Task. IV

Ex: 4 P:35

Refer students to the key phrases and read through them together as a class. Check for understanding. Draw students’ attention to the two sentences and ask them to try to complete them before listening again.

Play the recording. Students check their answers in pairs.

Learners study the key phrases. Then listen to the conversation. Choose the correct answers.

ANSWERS:

1 four

2 £4.60

Descriptor:

- study the key phrases

- listen to the conversation

Total: 2 point


End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder















Short term plan

Unit 3 Fantasy world

lesson 73

School:


Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Fantasy world

Learning objectives

5. 4. 6. 1 identify the author's opinion or point of view in short texts on some general and educational topics

5. 5. 6. 1 logically combine sentences into paragraphs with some support using basic connectives on some common topics;

Lesson objectives

(assessment criteria)

Learners will be able to:

- Read a Kazakh folk story.

- Write a story and make a poster

Value links

"Independence and patriotism",

To the past, present and future of the people understand the relevance


Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Books closed. Write folk story on the board. Explain or elicit that a folk story is a traditional story from a particular country or place that was originally passed on to people in a spoken form.

Ask students if they know any folk stories from Kazakhstan or from other countries. Ask if they enjoy reading folk stories and why.

Get feedback from the class and elicit the titles of some popular folk stories

Setting the aim of the lesson.

Learners read the given sentences on the board and guess the topic and share with their ideas.




Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

Good job!

Well done!”

Formative Assessment










Flashcards special days





Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:36

Focus students’ attention on the names in the box and ask them what they know about these people. Elicit any information you can from the students by asking them some questions, e.g. Why is this person famous? What did they do? When did they live? Have you read any stories about them?

Ask students what their favourite folk story is. Elicit some ideas and encourage students to give reasons for their answers.


Learners answer the questions. Who are these people? Do you know any stories about them? Which story is your favourite?

ANSWERS:

Students’ own answer.









Descriptor:

- answer the questions

Total: 2 point



Student’s book


Task. II

Ex: 2 P:36

Refer students to the text and ask them to read the paragraphs quickly and say which of the people in exercise 1 is the main character in the story

Students work in pairs to put the paragraphs in the correct order.

Check answers as a class.



Learners read the paragraphs and put them in the correct order to make a story. ANSWERS:

A 4

B 1

C 3

D 5

E 2


Descriptor:

- read the paragraphs

- make a story

Total: 2 point



Task. III

Ex: 3 P:36

Read through the instructions together and make sure students understand what they have to do.

Give students a few minutes to identify the main events in the story. In a stronger class, ask students to summarize each event in one sentence, e.g.

Students work in pairs to complete the task. Monitor as they retell the story and remind

Learners work in pairs. Make a list of the main events in the story. Draw a picture to illustrate each event. Then retell the story using the pictures

ANSWERS:

Students’ own answers

Aldar Kose was cold and unhappy because his coat had holes in it and his horse was slow. When he saw the bai in the distance, he took off his coat and his hat and started singing cheerfully. When the bai heard about Aldar Kose’s magic coat, he wanted to buy it. He gave Aldar his fur coat, his beautiful white horse, and a bag of gold. Aldar Kose jumped on the horse and rode off as quickly as he could.

Descriptor:

- work in pairs

- make a list of the main events Total: 2 point



Task. IV

Ex: 4 P:36

Refer students to the key phrases and read through them together as a class. Check for understanding. Draw students’ attention to the two sentences and ask them to try to complete them before listening again.

Play the recording. Students check their answers in pairs.

Learners study the key phrases. Then listen to the conversation. Choose the correct answers.

ANSWERS:

1 four

2 £4.60

Descriptor:

- study the key phrases

- listen to the conversation

Total: 2 point


End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder






















































Short term plan

Unit 3 Fantasy world

lesson 74

School:


Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Vocabulary puzzles: People and places. Shops

Learning objectives

5. 3. 7. 1 using subject-specific vocabulary and syntax within a range of general topics

5. 5. 6. 1 logically combine sentences into paragraphs with some support using basic connectives on some common topics;

Lesson objectives

(assessment criteria)

Learners will be able to:

- Use and practise basic vocabulary

- Use vocabulary to describe different shops.

- Write the affirmative and negative forms of there is,

Value links

"Independence and patriotism",

Assessment of the importance of loyalty to the motherland, the history of the country respect culture


Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Books closed. Ask students to work in pairs and think about the last thing they bought and to tell their partners about it – what it was and where they bought it from.

Get some feedback from the class by asking a few students to describe what their partner last bought

Setting the aim of the lesson.

Learners read the given sentences on the board and guess the topic and share with their ideas.




Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

Good job!

Well done!”

Formative Assessment










Flashcards special days





Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:37

Focus students’ attention on the words in the puzzle. If you have done the warm-up activity, they will already be familiar with country, town, city and village. Find ten words for people and places.

In a stronger class, encourage students to complete the lists by themselves.



Learners find ten words for people and places. Use the green letters to spell a place.

ANSWERS:

Country

Person

People

City









Descriptor:

- find ten words

- use the green letters

Total: 2 point



Student’s book


Task. II

Ex: 2 P:37

Draw students’ attention to the five pictures. Explain the task.

Tell students to match the pictures with the shops that they recognize first, and encourage them to try to guess the others.




Learners complete the puzzle with the shops

ANSWERS:

1 bookshop

2 chemist’s

3 pet shop

4 supermarket

5 shoe shop


Descriptor:

- complete the puzzle

- match the pictures

Total: 2 point



Task. III

Ex: 3 P:37

Focus the student on the two pictures and ask them what they think these there is, there are are being used for. Elicit that they are used to describe two differences pictures of Tinford town centre.

Learners the spot the difference. Look at the two pictures of Tinford town centre. Write the shops that are different in picture 2. What shops are the same?

ANSWERS:

Student’s own answer

Descriptor:

- look at the two pictures

- rite the shops that are different in picture 2 Total: 2 point


End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder






























Short term plan

Unit 3 Fantasy world

lesson 75

School:


Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Review. Unit-3

Learning objectives

5. 3. 3. 1 express an opinion in a sentence within the framework of a number of general and educational topics;

5. 5. 3. 1 write specific details with the support of the teacher, describing people, places and objects at the text level;

Lesson objectives

(assessment criteria)

Learners will be able to:

- talk about people and places.

- understand an article about a shopping centre.

- ask for information about places in a town

Value links

"Independence and patriotism"

Respect the state symbols of Kazakhstan, understand the meaning of public holidays


Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Books closed. Write the following words on the board in random order: country, village, city, town. Tell students to work in pairs to put these places in order of size, starting with the largest. Ask them to think of an example of each place from their own country

Setting the aim of the lesson.

Learners read the given sentences on the board and guess the topic and share with their ideas.




Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

Good job!

Well done!”

Formative Assessment










Flashcards special days





Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:38

Read through the instructions together and make sure students understand what they have to do.

Check answers as a class.




Learners complete the sentences with the singular or plural forms of the words in the box.

ANSWERS:

1 cities

2 people

3 baby

4 children

5 women

6 countries










Descriptor:

- find ten words

- use the green letters

Total: 2 point



Student’s book


Task. II

Ex: 2 P:38

Focus students’ attention on the two columns. There is one shop you don’t need.

Explain the task. Students complete it individually and check their answers in pairs. Check answers as a class.





Learners match objects with shops. There is one shop you don’t need.

ANSWERS:

1 f

2 e

3 b

4 a

5 d

6 c

Descriptor:

- match objects with shops

- Total: 2 point



Task. III

Ex: 3 P:38

Refer students to the questions and explain the task. They complete the activity individually.

Point out that students should check carefully whether they are talking about a singular or plural noun before they choose their answers.

Students check answers in pairs. Check answers as a class

Learners choose the correct words

ANSWERS:

1 ’s

2 aren’t

3 isn’t

4 ’s

5 any

6 some


Descriptor:

- complete the activity individually.

- choose the correct words Total: 2 point


End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder





























Short term plan: term 3

Unit 3 Fantasy world

Lesson 76

Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Summative control work for the 3rd term

Learning objectives


5.2.4.1 Understand the main points of supported extended talk on a range of general and curricular topics.

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

5.5.6.1 Link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics.

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

Lesson objectives

Learners will be able to:

- summarize the main idea with the limited support of details they hear or write down

-identify the details of a text

- use simple transitional phrases (firstly, secondly…, in conclusion, then, but)

Value links

"Independence and patriotism",

To the past, present and future of the people understand the relevance

Plan


Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min















Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Books closed. Write the following words on the board in random order: country, village, city, town. Tell students to work in pairs to put these places in order of size, starting with the largest. Ask them to think of an example of each place from their own country.

After about 1 minute, stop the students. Get feedback from each pair.


Students' attention is drawn to the lesson.



Students discuss the pictures in pairs.



Determines the topic and aim of the lesson



Students say different words from the picture



Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

Good job!

Well done!”

Formative Assessment








Pictures






Student’s book




Middle of the lesson

Presentation part.

35 min













Tasks for the Summative Assessment for the term 3

Listening


Task. Listen to the recording and write the name of each room in the correct place on the Floor plan. You will listen to the recording twice.

CD3. Tapescript 3.


Reading


Task. Read the text and complete the sentences using the words from the box in the correct form




Writing


Task. Think about imaginary place you would like to live. Describe it. The following

questions will help you.

What place is it?

Why would you like to live there?

What is the weather there?

What does this place have?

What can you there?

What can you do there?



Speaking


Task. Choose ONE card, speak about the topic and answer the questions.




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

Students listen to the recording and write the name of each room

Descriptor:

- write the names of each room.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.


Students Read the text and complete the sentences using the words from the box

Descriptor:

-read the text

-complete the sentences

Students describe the places and write using the following questions.

Descriptor:

- describe the places


Differentiation by support

Less motivated learners will be given prompts to find the correct location of the text() paragraphs


Students choose one card to speak about the topic

Descriptor:

- speak using questions

Differentiation by support

Less motivated learners will be given prompts to find the correct location of the text() paragraphs



- can write the names of each room.


Total: 5 point







-can read the text


Total: 5 point






-can describe the places


Total: 5 point













-can speak using questions

Total: 5 point









Cards





Worksheets




End of the lesson

5 min





FEEDBACK

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


What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster







Short term plan

Unit 3 Fantasy world

lesson 77

School:


Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Review. Unit-3

Learning objectives

5. 4. 1. 1 understand the main idea of ​​some simple short texts on general and educational topics;

5. 5. 2. 1 systematic writing of sentences in a paragraph on some general and educational topics with the support of the teacher;

Lesson objectives

(assessment criteria)

Learners will be able to:

- talk about people and places.

- understand an article about a shopping centre.

- ask for information about places in a town

Value links

"Independence and patriotism"

Respect the state symbols of Kazakhstan, understand the meaning of public holidays


Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Books closed. Write the following words on the board in random order: country, village, city, town. Tell students to work in pairs to put these places in order of size, starting with the largest. Ask them to think of an example of each place from their own country

Setting the aim of the lesson.

Learners read the given sentences on the board and guess the topic and share with their ideas.




Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

Good job!

Well done!”

Formative Assessment










Flashcards special days





Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 4 P:38

Ask the students how they can make the question form of there is and there are and elicit that we invert the verb be and there. Point out that with How many we put the verb be and there at the end of the question.





Learners write questions and short answers for the sentences

ANSWERS:

2 Are there any shops near the park? Yes, there are. / No there

aren’t.

3 Is there a tourist office in my town? Yes there is. / No, there

isn’t.

4 Is there a cinema in the town? Yes there is. / No, there isn’t.

5 Are there any interesting places in the town? Yes, there are. /

No there aren’t.

6 Are there any good shops near the bus station? Yes, there

are. / No, there aren’t.






Descriptor:

- write questions

- use short answers.

Total: 2 point



Student’s book


Task. II

Ex: 5 P:38

Explain the task. In a stronger class, ask students to complete the task individually. In a weaker class, students complete the task in pairs.





Learners look at the map and complete the sentences with the prepositions in the box.

ANSWERS:

1 opposite

2 next to

3 in

4 near

5 in

Descriptor:

- look at the map

- complete the sentences

-use prepositions in the box.

Total: 2 point



Task. III

Ex: 6 P:38

Students complete the task individually, though in a weaker class you could ask students to do the activity in pairs.

Learners match the questions with the answers.

ANSWERS:

1 d

2 c

3 b

4 a

5 e


Descriptor:

- match the questions

Total: 2 point



Task. IV

Ex: 7 P:38

Put students in pairs. Explain the

task. When the students have

completed the sentences tell them to

practise saying the sentences

together.

Monitor the students as they speak,

listen to the dialogue. Write true or false.



Learners listen to the dialogue. Write true or false.

ANSWERS:

1 true

2 true

3 true

4 false

5 false

6 true

Descriptor:

- listen to the dialogue.

- write true or false.

Total: 2 point


End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder








Short term plan

Unit 3 Fantasy world

lesson 78

School:


Teacher name:


Date:


Grade: 5

Number present:

absent:

Lesson title

Reading for pleasure

Learning objectives

5. 2. 6. 1 to determine a number of general and educational topics with the support of meaning from the context of a short conversation;

5. 4. 1. 1 understand the main idea of ​​some simple short texts on general and educational topics;

Lesson objectives

(assessment criteria)

Learners will be able to:

- read for gist

- put the translations of the four expressions

Value links

"Independence and patriotism"

Respect the state symbols of Kazakhstan, understand the meaning of public holidays


Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

Books closed. Write the following words on the board in random order: country, village, city, town. Tell students to work in pairs to put these places in order of size, starting with the largest. Ask them to think of an example of each place from their own country

Setting the aim of the lesson.

Learners read the given sentences on the board and guess the topic and share with their ideas.




Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

Good job!

Well done!”

Formative Assessment










Flashcards special days





Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1 P:39

Read the questions with the students and check for understanding, writing translations of new vocabulary on the board for the whole class to see.

Draw students’ attention to the comic strip and play the recording. Students listen and read.

They do the task individually. In a weaker class, ask students to do the task in pairs.

Check answers as a class.



Learners listen and read the story. Then answer the question.

ANSWERS:

1 Bob’s new invention is The Total Exercise Machine.

2 He runs and he plays tennis on the machine.

3 The machine is very fast.









Descriptor:

- read the story

- answer the question

Total: 2 point



Student’s book


Task. II

Ex: 2 P:39

Ask students to find the expressions in the comic story.

In a stronger class, ask students to try to work out the meaning of the expressions from the context of the story and to translate them by themselves before checking.

In a weaker class, you could put the translations of the four expressions on the board in random order and ask the students to match them, using the context of the story to help them.

Check translations as a class

Learners listen and repeat. Then translate the expressions.

ANSWERS:

Students’ own translations

Descriptor:

- listen and repeat.

- translate the expressions Total: 2 point



Task. III

Ex: 3 P:39

Ask the class how many sports Bob was able to do on his machine and elicit that he was able to do two: he could run and play tennis.

Divide students into pairs. Set them a time limit of about 3 minutes, and ask them to brainstorm as many other sports in English as they can.

After 3 minutes, stop the students and get feedback from each pair. Put the sports they mention on the board, checking for pronunciation and understanding as you do.

Have a brief class discussion with the students by asking

them what their favourite sport is

Learners add to the list of sports in English.

ANSWERS:

Student’s own answer


Descriptor:

- add to the list of sports

- Total: 2 point


End

5 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

Ex: P: Home task

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder


09 Қаңтар 2025
346
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