Материалдар / Lesson plan English plus 5 term 2

Lesson plan English plus 5 term 2

Материал туралы қысқаша түсінік

Сабақтың қысқа мерзімді жоспарлары . 2 тоқсанға арналған

Ағылшын тілі пәні мұғалімі

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

15 Қараша 2024

106

1 рет жүктелген

Шет тілі Сабақ жоспары 5 сынып

900 ₸

Бүгін алсаңыз
+45 бонус беріледі
Бұл не?

Бүгін алсаңыз +45 бонус беріледі Бұл не?

Тегін турнир Мұғалімдер мен Тәрбиешілерге
Дипломдар мен сертификаттарды алып үлгеріңіз!

Бұл бетте материалдың қысқаша нұсқасы ұсынылған. Материалдың толық нұсқасын жүктеп алып, көруге болады

Материалдың толық нұсқасын
жүктеп алып көруге болады

Short term plan

Unit 5: Values		lesson 25
School:
Teacher name:
Date:
Grade: 5		Number present:	absent:
Lesson title	Celebrations and special days
Learning objectives	5. 2. 1.1 Understand with support the sequence of instructions in class 1; 5. 3. 4. 1 respond in sentences with some flexibility to unexpected comments on a variety of general and educational topics; 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 celebrations. - Practise talking about celebrations and special days.
Value links	The value based on the integrated educational program is to educate students for justice and responsibility One of the most effective ways to help students take responsibility for their learning is through goal setting

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 what they did on their last birthday.

After about 2 minutes, stop the students. Get feedback

from a few pairs by asking a few students to describe their

partner’s birthday

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:54

Focus students’ attention on the quiz on page 55. Allow students a couple of minutes to look at the different celebrations and ask them to decide which one they think looks like most fun. Get some feedback from one or two students.

Students complete Celebrations Quiz with words

ANSWERS

1 dance

2 wear

3 sing

4 decorate

5 cook

6 celebrate

Descriptor:

- Identify and practise verbs to talk about celebrations.

Total: 2 point

Student’s book

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

Ex: 2 P:54

Divide students into pairs and ask them to do the quiz on page 43. Encourage them to guess the answers if they do not know.

• When students have finished, check answers and get feedback by asking for a show of hands for answer a or answer b in each case

Learners work in pairs. Do the Celebrations Quiz.

ANSWERS

1 a 2 a 3 a 4 a

5 b 6 a 7 a 8 b 9 b

Descriptor:

- work in pairs

-do the quiz

Total: 2 point

Stickers

Task. III

(Task for understanding)

Ex: 3 P:54

Explain the task and go through the example together to make sure students know what they have to do, pointing out that only one of the nouns in each case makes sense with the verb.

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.

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

Learners choose the correct combinations of the verbs and nouns.

ANSWERS

1 Christmas

2 pizzas

3 shoes

4 decorate

5 dance

6 get

Feedback:

“Thumbs up, thumbs down”

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

Descriptor:

- work in pairs

-do the quiz

Total: 2 point

Pictures

Task. IV

(Task for understanding)

Ex: 4 P:54

Focus students on the Key phrases for celebrations.

Explain that when we talk about celebrations, we have to

use a preposition them and draw their attention to the

example.

Ask students to find the celebrations in the quiz and to

complete the phrases. They check answers in pairs.

Check answers as a class

Learners choose the correct combinations of the verbs and nouns.

ANSWERS

1 for

2 at

3 at

Descriptor:

- work in pairs

- choose the correct combinations

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 5: Values		lesson 26
School:
Teacher name:
Date:
Grade: 5		Number present:	absent:
Lesson title	International Festivals
Learning objectives	5. 2. 2. 1 understand simple questions about providing personal information; 5. 3. 4. 1 respond in sentences with some flexibility to unexpected comments on a variety of general and educational 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: - Understand texts about festivals in different countries. - Learn and practise vocabulary for talking about festivals.
Value links	The value based on the integrated educational program is to educate students for justice and responsibility To help others and to be fair, kind and willingness to take responsibility.

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 each other about

their favourite celebration in the year. Encourage them to

give a reason for their choice.

• After about 1–2 minutes, get some feedback from a

few pairs by asking students to say what their partner’s

favourite festival is and why.

Setting the aim of the lesson.

I hope this Christmas season will take you closer to all those that you desire in your heart. Wishing you and your family good health, never-ending happiness, peace, and prosperity this Christmas and in the coming years. Merry Christmas and Happy New Year!

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

International Festivals flascards

https://images.app.goo.gl/mMphRyAuRKap6aX48

Middle

35 min

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

Ex: 1 P: 56

Focus on the three people on page 44. Ask the students which of these people they would like to meet and get some feedback, e.g. I would like to meet Clara. She looks friendly.

Explain the task. Focus students on the text and play the recording. Tell them to ignore any unknown words for now

Differentiation:

Modelling- teacher gives clear description of the task with examples

By task – less motivated learners can do task with support

Learners repeat the words

ANSWERS

1 go

2 celebrate

3 make

4 jump

5 decorate

Descriptor:

- read and complete the text with the verbs

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 56

Draw students’ attention to the statements. 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

Students read the text again and write true or false

ANSWERS

1 True

2 False: He eats grapes at twelve o’clock on New Year’s Eve.

3 True

4 False: Heidi and her friends jump over the fire.

5 False: She sings songs during the days before Christmas.

6 False: Her father cooks the meal at Christmas.

Descriptor:

- repeat the words

Total: 2 point

Plickers

Task. III

(Task for understanding)

Ex: 3 P: 56

• Refer students to the pictures of food in A–E. Ask the class if they can identify any of them before they do the activity.

• Explain the task. In a weaker class, ask students to find the words in the texts to help them work out the meanings from context

Differentiation: A less motivated student completes the sentences with support

Learners choose the correct words

ANSWERS

1 E

2 D

3 A

4 B

5 C

Feedback:

“Thumbs up, thumbs down”

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

Descriptor:

- choose the correct words

Total: 2 point

Pictures

Task. IV

Ex: 4 P: 56

• Read the questions with the class and check for understanding.

• Divide students into pairs or small groups of three or four, whichever you think will work best. Explain that

they should not only answer the questions in their small groups, but that they should also try to develop their answers with reasons or examples.

• Circulate and monitor without interrupting the students unless they are struggling for new vocabulary. Make a note of any errors you would like to address afterwards.

• When students have finished, get some feedback from each group.

Learners ask and answer the questions

ANSWERS

Student’s own answer

Self -assessment

Descriptor:

- read the questions

- give reasons

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.

Home task Ex: P:

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 5: Values		lesson 27
School:
Teacher name:
Date:
Grade: 5		Number present:	absent:
Lesson title	Special days in my home
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. 6. 9. 1 use simple present tense and simple past tense, regular and non-regular forms to describe procedures, habits and situations in everyday life related to limited familiar general and academic topics;
Lesson objectives (assessment criteria)	Learners will be able to: -Learn and practise using the present simple in the affirmative. -Use the present simple to describe what people do.
Value links	The value based on the integrated educational program is to educate students for justice and responsibility In front of the class team for the assigned general case feel responsible

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. Revise have got with the class. Tell each

student to hold a pen and to stand up. Hold a pen yourself

for the whole class to see. Say I’ve got a pen, gesturing that

you are talking about yourself. Ask the class to repeat.

Lead – In

I go to school every day.

She goes to school every day.

I don’t go to school every day.

She doesn’t go to school every day.

Do you go to school every day?

Does she go to school every day?

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

Present simple flascards

Middle

35 min

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

Ex: 1 P: 57

Draw students’ attention to the examples and to the verbs. Allow them a couple of minutes to read through them.

Tell students to identify which of the sentences have a subject in the third person singular. Elicit that Fernando, My dad, Heidi and Clara are all in the third person singular

Learners look at the verbs in examples.

ANSWERS

The verbs for he, she and it are different in the present simple because they end in -s.

T’s feedback

Descriptor:

- read and listen then match

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 57

Allow students some time to read the sentences. Ask them to underline the subject in each case to help them focus on whether they need to add -s or not.

Learners choose the correct words.

ANSWERS

1 make

2 eats

3 wear

4 plays

5 dance

Descriptor:

- match the countries to the capitals

Total: 2 point

Worksheets

Task. III

(Task for understanding)

Ex: 3 P: 57

Explain that students need to follow the lines from the different people to find out what their activities are in order to make the sentences. Do the first one together as an example.

Students do the activity in pairs. Monitor, helping where necessary and reminding students to add -s to the verb when using the third person singular. Check answers as a class.

Learners think of more countries and capitals

ANSWERS

1 Curtis sings in a band.

2 Dee and Susan make cakes.

3 Patrick eats hot dogs.

4 Dee and Patrick play an instrument.

5 Altynay and Boris dance salsa

Descriptor:

- match the countries to the capitals

Point 2

Pictures

Task. IV

(Task for understanding)

Ex: 4 P: 57

Focus students on the vocabulary in the box and check

for understanding.

Ask them to work individually. They should write five sentences about different people in the class using the verb forms in the box. Refer them to the example as a model.

When they have finished, ask students to find the people they have written about. They should read their sentences to the relevant students, who will then tell them Yes, that’s

true or No, that isn’t true. Circulate, listening to make sure students are using the verbs correctly.

Learners make sentences about people in your class using verbs in the box.

ANSWERS

Student’s own answer

Feedback:

“Thumbs up, thumbs down”

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

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

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 5: Values		lesson 28
School:
Teacher name:
Date:
Grade: 5		Number present:	absent:
Lesson title	The months and seasons
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. 4. 1 respond in sentences with some flexibility to unexpected comments on a variety of general and educational topics; 5. 5. 7. 1 use a format appropriate to the level of the text in some written genres in a familiar general and a number of educational topics with some support;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn and practise verbs to talk about celebrations. - Practise talking about celebrations and special days.
Value links	The value based on the integrated educational program is to educate students for justice and responsibility Learning when to say sorry Part of learning about responsibility is knowing when to apologize for the negative consequences of our actions.

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 word holiday on the board. Tell the

class to imagine they have two weeks off school and that

they can go anywhere in the world for a holiday.

• Students compare their ideas briefly in pairs. Get 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

The months and seasons flashcards

https://images.app.goo.gl/U5TRmp46ap8Hssu79

Middle

35 min

Task. I

(Wh, I) (pair dicsussion)

Ex: 1 P: 58

Write the following words on the board: lambs, snow, leaves, sunshine. Draw students’ attention to the photos of the seasons at the bottom of the page. Ask them to match each of the words with one of the photos. Explain the task.

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Students match the words with the photos in the Month Quiz.

ANSWERS

autumn (leaves),

winter (snow),

spring (lambs),

summer (sunshine),

T’s feedback

Descriptor:

match the words with the photos in the Month Quiz.

Total: 2 point

White boards

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 58

• Ask the class what the incomplete words are and elicit that they are the months of the year. Tell stronger students to try to complete them before listening to the recording.

• Write the correct spelling of the months on the board for students. Drill the class on pronunciation of the months.

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

Learners complete the table with plural forms in the text.

ANSWERS

2 February

3 March

4 April

5 May

6 June

7 July

8 August

9 September

10 October

11 November

12 December

Feedback:

“Thumbs up, thumbs down”

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

Descriptor:

- copy and complete the names of the months.

Total: 2 point

White boards

Task. III

(Task for understanding)

Ex: 3 P: 58

• Draw students’ attention to the questions in the quiz. In a stronger class, ask students to go ahead and answer the questions. In a weaker class, read the questions together with the students and check for understanding.

Students replace the words in blue with words in the box.

ANSWERS

1 August

5 Students’ own answers

2 21st June

6 Students’ own answers

3 1st January

7 Students’ own answers

4 September (2017)

8 Students’ own answers

pupils are evaluated by collecting apples

Descriptor:

- replace the words in blue

- use words in the box

Total: 2 point

Pictures

Task. IV

(Task for understanding)

Ex: 4 P: 58

Students compare their answers in pairs. Play the recording straight through for students to check their answers. Check answers as a class.

Students listen to an interview with Lady Tara Toffingham

ANSWERS:

1 Switzerland

2 Rio de Janeiro

3 London

2 Rio de Janeiro

4 New York and Boston

Descriptor:

- listen to an interview

- complete the task

Total: 2 point

Task. V

(Task for understanding)

Ex: 5 P: 58

In a stronger class, tell students to try to complete

the sentences by themselves first before you play the

recording to check their answers.

• In a weaker class, allow students time to read the sentence fragments carefully before playing the recording, pausing at the relevant parts to allow them to choose their answers.

• Play the recordi

Students listen again. Make five sentences from the words in columns A and B.

ANSWERS:

1 A shop makes clothes for Mr Diddly.

2 Lady Tara doesn’t dance.

3 Mr Diddly has a big party.

4 They don’t travel in summer.

5 Their friends visit their house in London.

Descriptor:

- listen to an interview

- make five sentences

Total: 2 point

End

5 min

FEEDBACK

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

Ex:

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 5: Values		lesson 29
School:
Teacher name:
Date:
Grade: 5		Number present:	absent:
Lesson title	Different times of the year
Learning objectives	5. 3. 7. 1 using subject-specific vocabulary and syntax within a range of general topics 5. 5. 7. 1 use a format appropriate to the level of the text in some written genres in a familiar general and a number of educational topics with some support;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn how to form and use the negative form of the present simple. - Practise talking about activities at different times of the year.
Value links	The value based on the integrated educational program is to educate students for justice and responsibility To help others and to be fair, kind and willingness to take responsibility

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 My favourite month on the board.

Tell students to think for a moment about their favourite month. Divide them into pairs and ask them to tell each other what it is and why.

• Get some feedback from each pair by asking students

to describe why their partner has chosen their favourite

month

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

https://images.app.goo.gl/daiMC8L1q1LKoAUH9

Middle

35 min

Task. I

(Wh, I) (pair dicsussion)

Ex: 1 P: 59

Write the following sentence on the board: I travel in the summer. Point out that the verb travel is in the present simple affirmative.

Learners look at the table and complete the rules.

ANSWERS

don’t,

doesn’t

Descriptor:

- look at the table and complete the rules.

Total: 2 point

Student’s book

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

Ex: 2 P: 59

Refer students to the sentences and explain the task. They complete the activity individually. In a weaker class, do the first one together as an example.

Students check answers in pairs. Check answers as a class. Ask fast finishers to make three more negative sentences using don’t / doesn’t of their own.

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

Task. Use the correct form of to be

Learners choose the correct words

ANSWERS

1 don’t

2 doesn’t

3 doesn’t

4 don’t

5 doesn’t

Feedback:

“Thumbs up, thumbs down”

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

Descriptor:

- choose the correct words

Total: 2 point

Student’s book

Task. III (Task for understanding)

Ex: 3 P: 59

• Refer students to the sentences. Tell them to look through them quickly and ask them if they are affirmative or negative. Elicit that they are all affirmative.

Learners make negative sentences

ANSWERS:

1 doesn’t.

2 don’t.

3 don’t.

4 doesn’t.

5 don’t.

6 doesn’t.

Descriptor:

- read and listen

- practice the dialogue.

Total: 2 point

Pictures

Task. IV

Ex: 4 P: 59

Draw students’ attention to the incomplete sentences and ask them to read through them quickly.

Learners complete the sentences with the correct Present Simple negative form of the verbs in the box

ANSWERS

1 don’t give

2 don’t celebrate

3 doesn’t eat

4 don’t eat

5 don’t play

6 don’t make

7 don’t celebrate

Descriptor:

- read and listen

- practice the dialogue.

Total: 2 point

Task. V

Ex: 5 P: 59

Explain the task and allow students time to think of something to say for six of the months of the year.

Circulate to help with ideas if needed.

Refer them to the example and ask them to make their sentences. Tell them to make three affirmative sentences and three negative sentences.

Learners think of affirmative and negative sentences for different months of the year. Use words in the box.

ANSWERS

Student’s own answer

Descriptor:

- think of something to say for six of the months

- use words in the box

Total: 2 point

End

5 min

FEEDBACK

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

Ex:

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 5: Values		lesson 30
School:
Teacher name:
Date:
Grade: 5		Number present:	absent:
Lesson title	Making suggestions
Learning objectives	5. 2. 7. 1 identifying the speaker's thoughts in a simple conversation with the help of a teacher on a number of general and educational topics 5. 3. 6. 1 to express one's thoughts clearly and concretely in sentences in pairs, groups and with the whole class; 5. 5. 7. 1 use a format appropriate to the level of the text in some written genres in a familiar general and a number of educational topics with some support;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn and practise phrases for making suggestions. - Practise making suggestions about activities.
Value links	The value based on the integrated educational program is to educate students for justice and responsibility In front of the class team for the assigned general case feel responsible

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 their favorite music group. Allow them

1–2 minutes for this.

• Get feedback from a few pairs by asking students to describe their partner’s favorite group. Ask students if they would like to go to see their group in concert and get any feedback.

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

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/KC4W7H3UoRsNHfbbA

Middle

35 min

Task. I

(Wh, I) (pair dicsussion)

Ex: 1 P: 60

Focus on the photo and ask students to discuss it in pairs.

They answer the questions. Check answers as a class

Learners listen and repeat point the numbers.

ANSWERS:

They are at school. The two girls in front

Descriptor:

- look at the photo and where are the people

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 60

Draw students’ attention to the incomplete dialogue and the words in the box. Explain the task. In a stronger class, ask students to try to complete the gaps before they listen

Learners listen and complete the dialogue

ANSWERS

a what’s

b We’ve

c July

d make

Descriptor:

-listen and complete the dialogue

Total: 2 point

Task. III

Ex: 3 P: 60

Explain the task. Ask stronger students to order the phrases individually before checking their answers in pairs.

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

• Students check their answers in the dialogue.

• Point out that these phrases are useful when we are making suggestions. Model each one for the class and ask them to repeat. Encourage them to copy your intonation as much as they can.

Learners cover the dialogue and order the key phrases

ANSWERS

Why don’t you come along? But I don’t play an instrument. That doesn’t matter. Why not come and dance? OK. Why not!

Descriptor:

-listen to the dialogue

- order the key phrases

Total: 2 point

Task. IV

Ex: 4 P: 60

• Elicit the meaning of problem and solution from the class. Explain that when offering a solution to a problem, we can use these phrases for making suggestions.

• Refer students to the two lists and explain the task. Check their answers.

Learners match problem with solutions

ANSWERS:

1 f

2 b

3 a

4 c

5 d

6 e

Descriptor:

- match problem with solutions

Total: 2 point

End

5 min

FEEDBACK

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

Ex:

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 5:Values		lesson 31
School:
Teacher name:
Date:
Grade: 5		Number present:	absent:
Lesson title	A composition about a special occasion
Lesson 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. 3. 1 write specific details with the support of the teacher, describing people, places and objects at the text level;
Learning objectives (assessment criteria)	Learners will be able to: - Learn how to write a simple composition. - Learn and practise how to use because. - Practise writing about special occasions
Value links	The value based on the integrated educational program is to educate students for justice and responsibility Apologizing can also show that you regret your mistake, that you are willing to take responsibility for it and that you're using it as an opportunity to improve yourself.

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. Divide students into pairs. Ask them to

tell each other about the last time they were at a street

parade or a festival.

After about 1 minute, stop the students and get some

feedback from each pair by asking a student to describe

their partner’s experience.

Setting the aim of the lesson.

The Independence Day of Kazakhstan

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

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/bp1H1mtaa81BSJ3XA

Middle

35 min

Task. I

(Wh, I) (pair dicsussion)

Ex: 1 P: 61

Draw students’ attention to the pictures and discuss them with the class. Ask them what they can see and elicit that there are a lot of people in colourful clothes

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Learners read the model text and answer the question.

ANSWERS

1 Every: because it is the first word in the sentence; Brighton: because it is the name of a place; Brighton Carnival: because it is the name of a festival.

2 The carnival is in July. 3 Yes, the writer is in a samba band.

Pair assessment

Descriptor:

- read the model text

- answer the question

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 61

Refer students to the sentence and ask them what the

word because does. Elicit that it links a reason with a result.

Ask students to complete the rule. Check answers as a class.

Differentiation: A less motivated student will be supported by teacher and by helpers.

Learners look at this sentences from the model text and choose the correct word in the rule

ANSWERS

before

Descriptor:

- look at this sentences

- choose the correct word in the rule

Total: 2 point

Student’s book

Task. III

(Task for understanding)

Ex: 3 P: 61

Refer students to the sentences and explain the task. In a weaker class, do the first one as an example for the students and ask them to continue the activity in pairs.

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

Ask fast finishers to make three new sentences of their own using because.

Learners match sentences with reason using because

ANSWERS:

1 b: We go to Switzerland every year because we like skiing.

2 e: I wear warm clothes because it is very cold.

3 d: I don’t like crocodiles because they are dangerous.

4 c: They close the roads because people dance in the street.

5 a: My grandmother doesn’t dance because she’s very old

Self assessment

Descriptor:

- match sentences

- use because

Total: 2 point

Task. IV

Ex: 4 P: 9

Go through the Writing guide with the class. Firstly, explain the task and what the students have to do. If they cannot think of a festival or celebration that they know about, encourage them to invent one.

Learners make six sentences with words from the circles.

ANSWERS

Students’ own answers

Descriptor:

- make six sentences

Total: 2 point

End

5 min

FEEDBACK

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

Ex:

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 5: Values		lesson 32
School:
Teacher name:
Date:
Grade: 5		Number present:	absent:
Lesson title	My Country. Holidays
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. 4. 1 reading some short texts in fiction and non-fiction with little help from the teacher; 5. 6. 3. 1 use of adjectives, including dependent adjectives, when describing things in general and educational topics, use of simple one-syllable and two-syllable adjectives (comparative and selective) for comparison;
Lesson objectives (assessment criteria)	Learners will be able to: - Read a text about special days in Kazakhstan. - Learn prepositions of place and direction. - Learn and practise using adverbs of manner.
Value links	The value based on the integrated educational program is to educate students for justice and responsibility Ability to finish what you started Being able to follow through and finish the things you start is a valuable life skill

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 school holidays on the board.

Explain that students in different countries have different school holidays. In the UK, for example, students have 13 weeks of school holidays per year (6 weeks of summer

holidays, 1 week for Christmas, 1 week for Easter, 3 weeks of half term holidays, bank holidays and 5 additional days).

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

Sheets of peppers

Pictures of to be

Middle

35 min

Task. I

(Wh, I) (pair dicsussion)

Ex: 1 P: 62

Use two books and a pen to demonstrate the meaning of the prepositions, e.g. put the pen behind one of the books and ask Where is the pen? (It’s behind the book.), then place it between the two books and ask again (It’s between the books.), then hold it above one of the books. In pairs, students look at the photo and complete the description with five of the prepositions in the box.

Differentiation:

Learners will be supported by teacher and by helpers from his class.

Learners check the meaning of these words

ANSWERS

1 Next to

2 Behind

3 under

4 between

5 in front of The people in the photo are celebrating Nauryz.

Pair assessment

Descriptor:

- use numbers with counting things

- complete the activity individually

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 62

Ask students to do the task individually, then play the recording for them to listen and check their answers

Learners read the special days calendar and write the names of the holidays.

ANSWERS

1 New Year’s Day

2 Nauryz

3 Capital Day

Descriptor:

- listen to Tara.

- choose the correct words

Total: 2 point

Worksheets

Student’s book

Task. III

(Task for understanding)

Ex: 3 P: 62

Explain the difference between adjectives and adverbs. Elicit that adjectives modify nouns (She is a careful driver. – the adjective careful modifies the noun driver) while adverbs modify verbs (He drives carefully. – the adverbs carefully modifies the verb drives).

Learners look at the words in blue in the text. Then choose the correct words in the rules.

ANSWERS

1 how

2 –ly

Self assessment

Descriptor:

- look at the

- choose the correct words

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P: 62

Explain the task and ask students to do it individually

Learners complete the sentences with adverbs formed from the adjectives in brackets

ANSWERS

1 beautifully

2 quietly

3 carefully

4 quickly

5 slowly

Descriptor:

- complete the sentences with adverbs

Total: 2 point

Task. V

(Task for understanding)

Ex: 5 P: 62

Read through the sentences together and make sure students understand the difference between have to and don’t have to. Give more examples to help students.

Check answers as a class. Then ask students to write sentences about three things they have to do and three things they don’t have to do, e.g. I have to / don’t have to wear a uniform. I have to / don’t have to study Turkish.

Learners find these sentences in the text. What do have to and don't have to mean?

ANSWERS

We use have to to express obligation. We use don’t have to to say that something isn’t necessary.

Descriptor:

-read the sentences

- find these sentences

Total: 2 point

End

5 min

FEEDBACK

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

Ex:

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 5: Values		lesson 33
School:
Teacher name:
Date:
Grade: 5		Number present:	absent:
Lesson title	Asking about dates/ Summative assessment for the unit ”Values”
Learning objectives	5. 2. 8. 1 supported understanding of general and academic topics in a range of longer conversations, including stories 5. 5. 7. 1 use a format appropriate to the level of the text in some written genres in a familiar general and a number of educational topics with some support;
Lesson objectives (assessment criteria)	Learners will be able to: -Understand a conversation that uses dates to say when something is happening -Recognise the meaning of a story and extended talk with some support -Provide a point of view in connected sentences
Value links	The value based on the integrated educational program is to educate students for justice and responsibility By showing justice, kindness and responsibility willingness to help others

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 tell you the months of

the year in the correct order one by one. Start with one

student who says January, then point at another student

who says February and continue around the class.

Write the following numbers on the board: 28/29, 30, 31.

Ask students to put the correct months under the correct

number of days that they contain (28/29: February; 30: April,

June, September, November; 31: all other months).

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: 63

Focus students’ attention on the numbers in the box and explain that we call them ordinal numbers. This means that they tell us the order that things are in. Point out that we use ordinal numbers to say dates.

Learners match the words in the box with the ordinal numbers

ANSWERS

1 twenty-eighth

2 eleventh y

3 sixth

4 third

5 fourteenth

6 thirtieth

Descriptor:

- match the words

-use the ordinal numbers

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 63

Students work in pairs to practise the dates. Play the recording for them to check their answers.

Differentiation: A less motivated student will be supported by teacher and by helpers.

Learners study the key phrases and say dates

ANSWERS

1 the second of June

2 the twenty-sixth of August

3 the fifteenth of January 4 the first of March

5 the twenty-second of October

6 the thirty-first of May

Descriptor:

- complete the sentences

- use the words in the box

Total: 2 point

Worksheets

Task. III

(Task for understanding)

Ex: 3 P: 63

Explain the task and draw students’ attention to the two sentences.

Play the recording. Pause after each conversation to allow students time to choose their answers.

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

Learners listen to two conversations, choose the correct words.

ANSWERS

Conversation 1 is about a maths exam. Conversation 2 is about a football match.

Self assessment

Descriptor:

- listen to two conversations

- choose the correct words

Total: 2 point

Task. IV

(Task for understanding)

Ex: 4 P: 63

Refer students to the incomplete sentences and explain the task. Play the recording.

Students check their answers in pairs. Play the recording a second time for them to check their answers.

Check answers as a class.

Summative assessment for the unit ”Values”

Learners listen again and complete the sentences.

ANSWERS

1 2th June

2 Wednesday

3 17th March

4 Saturday

Descriptor:

- listen again

- complete the sentences

Total: 2 point

End

5 min

FEEDBACK

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

Ex:

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 5: Values		lesson 34
School:
Teacher name:
Date:
Grade: 5		Number present:	absent:
Lesson title	Project: Values
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. 3. 1 to understand the evidence in the context of some familiar general and academic topics;
Lesson objectives (assessment criteria)	Learners will be able to: -Learn about values. - Make a poster about a holiday.
Value links	The value based on the integrated educational program is to educate students for justice and responsibility For any type of service or activity take responsibility

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 holidays on the board.

Ask students to work in groups to make a list of five

holidays or special days in Kazakhstan.

Get some feedback from the class and write their ideas

on the board. Ask students what people celebrate on

each of these days, e.g. Independence Day – freedom and

independence, Teacher’s Day – education, New Year’s Day –

the first day of the calendar year, a new beginning.

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: 64

Draw students’ attention to the dictionary definition of the word values and read through it with the class. Check understanding by asking students to give examples of values. Help out with vocabulary where necessary.

• In pairs, students discuss different values and decide which three values are the most important ones for them.

Learners read the dictionary definition. What do you think are the three most important things in life.

ANSWERS

Students own answers

Descriptor:

- read the dictionary

-answer the question.

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 64

• Draw students’ attention to the quotes and read through them together with the class. Check understanding.

• Divide students into pairs and ask them to discuss the quotes to decide which ones they agree with. Encourage them to give reasons for their opinions

Learners read the quotes. Which ones do you agree with? Why?

ANSWERS:

Students own answers

Descriptor:

- read the quotes.

- give reasons

Total: 2 point

Worksheets

Student’s book

Task. III

(Task for understanding)

Ex: 3 P: 64

Refer students to the poster. In a weaker class, you could read the text together with the students.

Ask students what the poster is about and elicit the answer. (It is about a special holiday to celebrate

friendship.)

Give students a few minutes to read through the questions. Encourage them to underline the parts of the text which give them their answers.

Learners read the poster and answer the question.

ANSWERS:

1 It’s on 21st June.

2 Because the weather is good.

3 They send him or her a card.

4 There are competitions for friendship posters, friendship cakes, friendship bracelets, friendship badges and best friendship photos.

5 Because they can spend the day with their friends and because they can make new friends on that day, too

Feedback:

“Thumbs up, thumbs down”

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

Descriptor:

- read the poster

- answer the question

Total: 2 point

End

5 min

FEEDBACK

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

Ex:

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 5 Values		lesson 35
School:
Teacher name:
Date:
Grade: 5		Number present:	absent:
Lesson title	Celebrations and special days
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. 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 the months and the seasons. - Understand an interview about holidays
Value links	The value based on the integrated educational program is to educate students for justice and responsibility Ability to work in a team, opinions of others to respect their positions and achieve common goals aspire to

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. To get the students thinking about the theme of family, ask them to think about the last family party or special occasion they attended and to tell their partners about it.

T asks students to think about topic that going to conduct.

T: What do you think about today’s theme?

What’s your grandmother’s name?

How old is she?

Where’s she from?

Setting the aim of the lesson.

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

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: 65

Students can research some words on the snail to include on their posters

Learners find nine words in the snail

ANSWERS:

Have

Make

Cook

Dance

Play

Decorate

Celebrate

Get

Sing

wear

Descriptor:

find nine words in the snail

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 65

Students can research some words month and seasons on the puzzle to include on their posters.

Differentiation: A less motivated learner match words with opposite gender with support by helpers

Students match words with opposite gender

ANSWERS

March

November

May

Spring

Summer

Descriptor:

- identify the family’s gender

- match words with opposite

Total: 2 point

Worksheets

Student’s book

Task. III

(Task for understanding)

Ex: 3 P: 65

Students can research some unscramble words month and seasons on the puzzle to include on their posters.

Learners unscramble month and seasons. Then write seasons.

ANSWERS

Autumn

Winter

Spring

Descriptor:

- research some unscramble words

Ttal: 2 point

End

5 min

FEEDBACK

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

Ex:

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 5 Values		lesson 36
School:
Teacher name:
Date:
Grade: 5		Number present:	absent:
Lesson title	Review of Unit
Learning objectives	5. 5. 8. 1 correct spelling of frequently used words in some general topics 5. 6. 7. 1 use common verbs in the completed form to convey the event that happened in a limited environment [in the indefinite tense] in familiar general topics;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn and practise the months and the seasons. - Understand an interview about holidays
Value links	The value based on the integrated educational program is to educate students for justice and responsibility The Republic of Kazakhstan is a unitary state with the presidential system of government

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 if they can remember who the famous people were in the photos on page 32. Elicit that they were the Obama family, Prince Charles and Serena Williams.

T asks students to think about topic that going to conduct.

T: What do you think about today’s theme?

Who has got twins at the family?

How old are they?

Are they similar in character?

Setting the aim of the lesson.

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

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: 66

Focus students’ attention on the unit review. Allow students a couple of minutes to look at the different celebrations and ask them to decide which one they think looks like most fun. Get some feedback from one or two students.

Draw students’ attention to the words in yellow. In a stronger class, ask them to try to use the context of the celebrations to guess their meanings and to complete the phrases in exercise 1 with the correct verb.

Learners match the verbs in the box with phrases

ANSWERS:

1 decorate

2 play

3 have

4 celebrate

5 dance

6 wear

7 sing

Pair assessment

Descriptor:

- match the verbs in the box with phrases

Total: 2 point

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 66

Ask the class what the incomplete words are and elicit that they are the months of the year. Tell stronger students to try to complete them before listening to the recording.

Write the correct spelling of the months on the board for students. Drill the class on pronunciation of the months.

Learners choose the correct words.

ANSWERS:

1 March

2 spring

3 May

4 on

5 March

6 autumn

7 Novemb

T’s ffedback

Descriptor:

- choose the correct words.

Total: 2 point

Worksheets

Task. III

(Task for understanding)

Ex: 3 P: 66

Refer students to the sentences and explain the task. They complete the activity individually. In a weaker class, do the first one together as an example.

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

Differentiation: A less motivated learner find the phrases in blue in the text with support.

Learners choose the correct form of the verbs

ANSWERS:

1 celebrate

2 has

3 visit

4 give

5 makes

6 wear

7 dance

8 visits

Descriptor:

- choose the correct form of the verbs

Total: 2 point

Task. IV

(Task for understanding)

Ex: 4 P: 66

Refer students to the sentences. Tell them to look through them quickly and ask them if they are affirmative. Elicit that they are all affirmative.

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

Learners write affirmative sentences. Use the present simple

ANSWERS:

1 My father cooks turkey.

2 I play an instrument in a band.

3 We live in a small village.

4 My parents have a party every year.

5 You ski in January.

6 She walks to school every day.

7 My dog plays football with me.

Descriptor:

- write affirmative sentences

- use the present simple

Total: 2 point

End

5 min

FEEDBACK

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

Ex:

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 5 Values		lesson 37
School:
Teacher name:
Date:
Grade: 5		Number present:	absent:
Lesson title	Reading for pleasure
Learning objectives	5. 2. 8. 1 supported understanding of general and academic topics in a range of longer conversations, including stories 5. 3. 5. 1 attempt to communicate in the exchange of information at the basic level within the framework of various general and educational topics;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn and practise the months and the seasons. - Practise talking about activities at different times of the year.
Value links	the value based on the integrated educational program is to educate students for justice and responsibility Classroom rules can help establish a sense of community when they’re built on collective classroom values.

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:

-Divide students into pairs and allow them 1 minute to tell each other three things about their families.

-After 1 minute, ask each student to tell the class one or two things about their partner’s family, e.g. Francisco’s brother is a student at university.

Setting the aim of the lesson.

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

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: 67

Ask students if they know any of the words and to point them out in the comic story if they do. Encourage them to use a dictionary to find the meaning of other words in the comic.

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

Learners find these things in the comic and say where are they?

ANSWERS:

windsurfer: picture 1; starfish: picture 1; seagull: picture 7; ball: picture 3; boat: picture 2; frisbee: picture 5

Pair assessment

Descriptor:

- find these things in the comic

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 67

Play the recording and instruct students to follow it in their books. Draw their attention to the questions.

In a stronger class, ask students to go ahead and answer the questions individually. In a weaker class, ask students to do the task in pairs

Differentiation: define the rules and complete them from the text.

Learners listen and read the story. Then answer the question

ANSWERS:

1 They are on the beach.

2 The Super Survival Jacket.

3 She presses the green button first.

4 She pressed the red button next.

Descriptor:

- listen and read

- answer the question

Total: 2 point

Student’s book

Task. III

(Task for understanding)

Ex: 3 P: 67

• 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.

Learners listen and repeat. Then translate.

ANSWERS:

Students’ own translations

Descriptor:

- listen and repeat

- find the expressions in the comic

Total: 2 point

End

5 min

FEEDBACK

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

Ex:

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 6 The world of professions		lesson 38
School:
Teacher name:
Date:
Grade: 5		Number present:	absent:
Lesson title	Studying habits.
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. 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 learning. - Learn and practise adverbs of frequency. - Practise talking about studying and learning.
Value links	The value based on the integrated educational program is to educate students for unity and solidarity Ability to build positive relationships with others and contribute to public life

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 what their favourite thing about school is and why.

Encourage them to give two reasons for their choice.

After about 2 minutes, stop the students. Get feedback from a few pairs by asking a few students to say what their partner’s favourite thing about school is and why.

Setting the aim of the lesson.

Arman always does his homework at home.

Ainash usually reads a book at the library.

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

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: 68

Focus students’ attention on the questionnaire on page 69 and ask them to look at the pictures. Allow them 1–2 minutes to look and skim through the text. Then ask which of the students in the pictures they think works hardest and which of them works the least.

Learners look at the questionnaire on page 69. What are the phrases in your language.

ANSWERS:

Students own answers

Pair assessment

Descriptor:

- talk about my studying habits.

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 68

Draw students’ attention to the table and explain the task. Students work individually to complete the table with the phrases from the questionnaire, according to their own opinions

Differentiation with individual need learners:

*Define a picture of the people and choose with the words with support.

learners complete the columns with phrases from the questionnaire.

For example:

I think it is fun to study.

I don’t think it is fun to study but I think it is important.

ANSWERS:

Students own answers

Descriptor:

- complete the columns with phrases

Total: 2 point

Student’s book

Task. III

(Task for understanding)

Ex: 3 P: 68

Refer students to page 53 and explain that they are going to listen to two students, Jana and Piotr, doing the questionnaire.

Explain the task. Play the recording. In a weaker class, you could pause after each question to allow students to choose their answers.

Learners look again at the questionnaire on page 69 and listen to a conversation between Piotr and Jana.

ANSWERS:

Questions 1, 2, 3 and 4

Teacher’s comment

Descriptor:

- look again at the questionnaire

- listen to a conversation

Total: 2 point

Task. IV

Ex: 4 P: 68

In a stronger class, ask students to carry out the task before you play the recording again to check their answers.

In a weaker class, allow them time to read the statements before playing the recording again. Pause after each answer to allow students time to decide true or false.

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

Learners listen again and write true or false

ANSWERS :

1 False: Jana sometimes does her homework.

2 False: Piotr sometimes watches DVDS and listens to music.

3 False: Jana never revises before a test.

4 True.

Pair assessment

Descriptor:

- listen again

- write true or false.

Total: 2 point

Task. V

Ex: 5 P: 68

Look at the table with the class and examine it with them.

Highlight the days of the week and explain that the pictures of the books mean study for that day. Point out

the top row includes study every day of the week and that the bottom row means no study on any day of the week.

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

Learners complete the table with the words in blue. Then choose the correct word in the rule.

ANSWERS :

1 usually

2 often

3 never

Adverbs of frequency go before the verbs.

Feedback:

“Thumbs up, thumbs down”

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

Descriptor:

- complete the table

- choose the correct

Total: 2 point

Worksheets

End

5 min

FEEDBACK

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

Ex:

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 6 The world of professions		lesson 39
School:
Teacher name:
Date:
Grade: 5		Number present:	absent:
Lesson title	A day at school
Learning objectives	5. 2. 1.1 Understand with support the sequence of instructions in class 1; 5. 3. 3. 1 express an opinion in a sentence within the framework of a number of general and educational topics; 5. 4. 6. 1 identify the author's opinion or point of view in short texts on some general and educational topics;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn and practise verbs talking about school subjects. - Understand an article about school.
Value links	the value based on the integrated educational program is to educate students for unity and solidarity Build trusting relationships and enjoy working in a team being able to maintain the situation

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 three true or false sentences on the

board about the school. For example: Classes always start at 9 a.m.

We never have English class on Wednesday. We sometimes watch films in class.

In pairs, students decide if the sentences are true or false.

If they are false, ask them to correct them.

Setting the aim of the lesson.

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

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: 70

Refer students to page 82 of the Workbook and ask them to look through the school subjects. Check for understanding, and ask students to translate the subjects into their own language

Learners look at the school subjects and discuss.

ANSWERS:

Students own answers

Pair assessment

Descriptor:

- look at the school subjects and discuss.

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 70

Draw students’ attention to the photo and ask them what they can see. Elicit that there are students in a classroom, and that one of the students looks older.

• Explain the task. Focus students on the text and play the recording.

Learners read and listen to the text. Which subjects are difficult for Paul.

ANSWERS:

ICT and French are difficult for Paul.

Descriptor:

- read and listen to the text.

- answer the question.

Total: 2 point

Student’s book

Task. III

(Task for understanding)

Ex: 3 P: 70

Refer students to the sentences 1–5.

Explain the task. In a weaker class, ask students to underline the parts of the text that helped them find their answers.

Students check answers in pairs. Check answers as a class. Ask fast finishers to correct the false sentences.

Learners read the text again and write true or false for each sentense

ANSWERS:

1 False: Paul is Matt’s father.

2 False: Mrs Murphy teaches maths.

3 True

4 True

5 False: The French teacher doesn’t speak English in class.

Teacher’s comment

Descriptor:

- read the text again

- write true or false

Total: 2 point

Task. IV

Ex: 4 P: 70

Read the questions with the class and check for understanding. You might want to revise school subjects by eliciting from the class all the names of the subjects that they know in English and writing them on the board.

Learners ask and answer the questions

ANSWERS :

Students’ own answers

Descriptor:

- read the questions

- ask and answer

Total: 2 point

End

5 min

FEEDBACK

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

Ex:

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 6 The world of professions		lesson 40
School:
Teacher name:
Date:
Grade: 5		Number present:	absent:
Lesson title	A school report
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. 7. 1 use a format appropriate to the level of the text in some written genres in a familiar general and a number of educational topics with some support; 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 object pronouns. - Use the present simple to talk about school. - Understand and write a school report.
Value links	The value based on the integrated educational program is to educate students for unity and solidarity Supportive and loving relationships are more likely to make you feel happy and satisfied

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 a list of subject pronouns on the

board, I, you, he, she, it, we, you, they. Write them on

separate lines.

Divide students into pairs. Ask them to complete sentences

in the present simple for each subject pronoun.

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

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: 71

Draw students’ attention to the table and highlight the subject pronouns in the left-hand column.

Explain that the words in the right-hand column are object pronouns. In other words, they are the object of the verb. Look at the sentences 1–4 with the students as an example of how object pronouns work.

Learners complete the table. Use the words in blue.

ANSWERS:

1 Me

2 Her

3 It

4 Us

Pair assessment

Descriptor:

-complete the table. Use the words in blue.

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 71

Draw students’ attention to the sentences and explain the task. Point out that they should underline the object in each sentence before choosing the pronoun to help them.

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

Learners choose the correct object pronoun

ANSWERS:

1 them

2 him

3 it

4 them

5 her

6 us

7 me

T’s ffedback

Descriptor:

- choose the correct object pronoun

Total: 2 point

Student’s book

Task. III

(Task for understanding)

Ex: 3 P: 71

Focus students on the example sentence and explain the task.

Monitor students as they work, helping with ideas as necessary.

Ask students to compare their sentences in pairs. Check answers by getting some feedback from each pair.

Learners complete the sentences. Start each sentence with your ideas and finish with an object pronoun.

ANSWERS:

Students’ own answers

Teacher’s comment

Descriptor:

- complete the sentences

- and finish with an object pronoun.

Total: 2 point

Task. IV

Ex: 4 P: 71

Ask students to tell you what is different about the third person singular form of the verb. Elicit that it is the only example of a form change in the present simple and that we usually add -s to the base form of the verb.

Refer students to the spelling rules and explain the task.

Students to do the task individually before comparing

their answers in pairs. Check answers as a class.

Learners read the spelling rules. Then write the third person form of the vrbs.

ANSWERS :

1 plays

2 finishes

3 copies

4 watches

5 likes

6 carries.

Descriptor:

- read the spelling rules

- write the third person

Total: 2 point

Task. V

Ex: 5 P: 71

Focus students on the report and ask them what they think it is. Elicit what a school report is.

Explain the task. Students complete the report and check answers in pairs. Check answers as a class. Ask students if they think that Matt’s parents will like his report.

Learners complete the report from Matt’s French teacher. Use the correct form of the present form.

ANSWERS :

1 listens

2 like

3 finishes

4 uses

5 think

Descriptor:

- complete the report

- use the correct form

Total: 2 point

End

5 min

FEEDBACK

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

Ex:

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 6 The world of professions		lesson 41
School:
Teacher name:
Date:
Grade: 5		Number present:	absent:
Lesson title	Langugages and communication.
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. 4. 1 reading some short texts in fiction and non-fiction with little help from the teacher;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn and practise vocabulary to talk about languages. - Understand a programme about a chimpanzee. - Practise talking about language
Value links	The value based on the integrated educational program is to educate students for unity and solidarity To know the norms of behavior and to observe them understand the meaning

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 question on the board:

Why are you learning English?

In pairs, students discuss the question and think of two

reasons why they are learning English, e.g. to get a good

job or to go travelling

Setting the aim of the lesson.

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

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: 72

Draw students’ attention to the table and to the words in blue. Explain the task.

In a stronger class, ask students to do the task individually. In a weaker class, ask students to work together in pairs.

Ask students if they know the names of any other languages in English and put their suggestions on the board.

Learners look at the Languages Quiz and complete column with the words in blue in pairs.

ANSWERS:

Languages:

Spanish, English, German, Turkish, French, Russian

Other words:

letters, alphabet, symbol, word

Pair assessment

Descriptor:

- look at the Languages Quiz

- complete column with the words

Total: 2 point

Student’s book

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

Ex: 2 P: 72

Divide students into pairs to do the quiz. In a weaker class, go through the questions with the students to check for understanding.

Point out that students can guess the answers if they don’t know what they are.

Get some feedback from the class for each answer. Play the recording for them to check their answers

Learners do the quiz in pairs then listen and check their answers.

ANSWERS:

1 a

2 b

3 c

4 c

5 a

T’s ffedback

Descriptor:

-work in pairs

- do the quiz

Total: 2 point

Student’s book

Task. III (Task for understanding)

Ex: 3 P: 72

Draw students’ attention to the photo and ask them what they see. Elicit that there is a woman and a chimpanzee. They are looking at a book with pictures in it.

Read the sentences with the students and check for understanding. Explain the task and play the recording.

Students check the answer in pairs. Check as a class

Learners look at the picture and listen to a programme about Kanzi the chimpanzee.

ANSWERS:

Teacher’s comment

Descriptor:

- look at the picture

- listen to a programme

Total: 2 point

Task. IV

Ex: 4 P: 72

Focus students on the questions and on the words.

Students do the task and check their answers in pairs then as a class.

Get some feedback from the class about Kanzi. Are they surprised? Do they think this story is true?

Learners look at the questions and choose answers from the box. Then listen and check

ANSWERS:

1 Kanzi lives in the USA.

2 No, they don’t. They work in a university.

3 No, she doesn’t.

4 She communicates with symbols.

5 She understands about 200 symbols.

Pair assessment

Descriptor:

- look at the questions

- choose answers

Total: 2 point

Task. V

Ex: 5 P: 72

Divide students into small groups of three or four. Ask them to discuss the questions about language.

Circulate, helping with more ideas and vocabulary.

Get some feedback from each group for each question and check that they got the alphabet correct in English.

Learners ask and answer the questions.

ANSWERS:

1 & 2 Students’ own answers

3 A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z

4 Possible answers: the Mandarin symbol for ‘father’; the

listening symbol for exercises 2, 3, and 4; the symbol for

‘Language Research Centre’ on the woman’s T-shirt

Descriptor:

- work in groups

- ask and answer the questions.

Total: 2 point

End

5 min

FEEDBACK

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

Ex:

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 6 The world of professions		lesson 42
School:
Teacher name:
Date:
Grade: 5		Number present:	absent:
Lesson title	Studying habits
Learning objectives	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 how to use question forms in the present simple. - Practise asking and answering questions about studying.
Value links	The value based on the integrated educational program is to educate students for unity and solidarity A lesrner is responsible not only for himself, but also for the entire team to be ready to be

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 make four sentences in the

present simple. Each sentence should contain a different

adverb of frequency (always, usually, sometimes, never).

Students compare their sentences in pairs. Get feedback

by asking each pair to tell you some of their sentences

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

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: 73

Focus students on the table and point out the questions and the answers. Explain the task.

Play the recording, pausing in the relevant places if necessary to allow students time to note their answers. Check answers as a class. Ask the class if they would like to learn Chinese or not.

A learner with less motivated: will be supported by teacher and by helpers from his class.

Learners listen to a conversation between Tina, Jake and their father. Match question with answers.

ANSWERS:

1 b

2 d

3 a

4 e

5 c

Descriptor:

- listen to a conversation

- match question

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 73

Refer students to the table and explain the task

Learners listen and check your answers

ANSWERS:

1 Does

2 do

3 does

4 don’t

5 doesn’t

Descriptor:

- listen and check your answers

Total: 2 point

Student’s book

Task. III

(Task for understanding)

Ex: 3 P: 73

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

Divide students into pairs and ask them to ask and answer the questions. Point out that they should use short answer forms in their answers. Monitor, checking that they are using the forms correctly

Learners complete the question and write your answers.

ANSWERS:

1 Do your friends listen to music?

2 Does this book teach grammar?

3 Do monkeys usually speak English?

4 Do you understand Italian?

5 Does your teacher watch DVDs in English? 6 Does Kanzi live in Japan?

7 Do you ever look at websites in English?

8 Do your parents speak a foreign language?

Teacher’s comment

Descriptor:

- complete the question

- write your answers

Total: 2 point

Task. IV

Ex: 4 P: 73

Draw students’ attention to the verbs in the box and explain the task. Elicit some examples of possible questions from stronger students, e.g. Do you speak English / Chinese?,

Do you live in the school?, etc.

When students are ready with their questions, ask them to work in pairs to ask and answer them. Monitor, checking they are forming their questions correctly and that they are using the correct form of the present simple in their answers.

Learners invent more “Do you…” questions using verbs from the box. Then ask and answer the questions.

ANSWERS :

Student’s own answer

Self ssessment

Descriptor:

- work in pairs

- ask and answer the questions.

Total: 2 point

Task. V

Ex: 5 P: 73

Refer students to the incomplete questions and to the words in the box. Check for understanding.

Students complete the task individually and then compare their answers in pairs.

Check answers as a class. Ask fast finishers to work in pairs to ask and answer the questions.

Learners complete the questions with words in the box

ANSWERS:

1 Where

2 do

3 Kanzi

4 live

5 you

6 understand ,

7 does

Descriptor:

- complete the questions

-use words in the box

Total: 2 point

End

5 min

FEEDBACK

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

Ex:

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 6 The world of professions		lesson 43
School:
Teacher name:
Date:
Grade: 5		Number present:	absent:
Lesson title	Asking questions in class
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
Lesson objectives (assessment criteria)	Learners will be able to: - Learn and practise phrases for asking questions. - Practise asking about the meaning and spelling of words.
Value links	The value based on the integrated educational program is to educate students for unity and solidarity Effective communication with other people, mutual achieving goals based on help and support

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:

Ask students to choose two languages they would like to

learn, and to give a reason for their choices.

Get feedback by asking a few students to tell the rest of the

class which languages they would like to learn and why.

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

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: 74

Focus on the photo and ask students to discuss it in pairs.

Discuss the photo briefly as a class to check the answer

Learners look at the photo. Where are Rosa and Tom?

ANSWERS:

They are in class at school.

Pair assessment

Descriptor:

- look at the photo

Total: 2 point

Student’s book

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

Ex: 2 P: 74

Draw students’ attention to the incomplete dialogue and the words in the box. Explain the task.

Play the recording. Students complete the dialogue. Check answers as a class.

Learners complete the dialogue with the words in the box.

ANSWERS:

1 can

2 understand

3 How

T’s ffedback

Descriptor:

- complete the dialogue

-use words in the box.

Total: 2 point

Student’s book

Task. III

(Task for understanding)

Ex: 3 P: 74

Draw students’ attention to the key phrases and explain the task.

Play the recording and ask student to repeat.

Divide students into pairs and allocate each student the role of Tom or Rosa. Ask them to practise the dialogue in pairs.

Learners listen to the key phrases. Answer the question. Practice the dialogue.

ANSWERS :

Yes, I can. I think it’s ‘lesen’. It’s ‘lesen’. It’s L-E-S-E-N.

Teacher’s comment

Descriptor:

- listen to the key phrases.

- answer the question.

Total: 2 point

Task. IV

Ex: 4 P: 74

Draw students’ attention to the questions. Ask them to underline the verbs and to tell you how these questions are different from those on page 57.

Elicit that these questions use can instead of do. Point out that we use can to ask about ability and to make requests.

A learner with less motivated: will be supported by teacher and by helpers from his class.

Learners match question with answers.

ANSWERS :

1 B 2 A

Question 2 is a request.

Example from dialogue: … can you say that again?

Pair assessment

Descriptor:

- match question with answers.

- to underline the verbs

Total: 2 point

Task. V

Ex: 5 P: 49

Instruct students to complete the questions and explain the task.

Ask students to identify which of the questions are asking about ability and which of them are making requests.

In pairs, students ask and answer the questions. Circulate to check that they are using the structure correctly.

Get some feedback from each pair by asking students about their partner.

Learners work in pairs. Take turns to ask questions with can.

ANSWERS :

Student’s own answer

Descriptor:

- work in pairs

- ask questions with can

Total: 2 point

End

5 min

FEEDBACK

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

Ex:

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 6 The world of professions		lesson 44
School:
Teacher name:
Date:
Grade: 5		Number present:	absent:
Lesson title	Writing a report. Summative assessment for the unit “The world of work
Learning objectives	5. 4. 5. 1 identify the main idea from the context of short texts within the framework of some familiar 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: - Figure out the content of a short text with some support - Write topic related vocabulary accurately
Value links	The value based on the integrated educational program is to educate students for unity and solidarity Contributing to the achievement of common goals, ability to work effectively in a team

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. Allow students 1–2 minutes to think about different ways they can learn and improve their English apart from studying in a classroom, e.g. watch films in English, read English books, look at English websites, go to an English-speaking country, etc.

After about 1 minute, stop the students and ask them to tell you their ideas. Put them on the board as they say them, explaining any new vocabulary as they do. Have a class vote on the most interesting way to improve English.

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: 75

Draw students’ attention to the questionnaire and the report and ask them to look through them quickly to see how they are connected to each other. Elicit that the report contains the answers to the questions in the questionnaire.

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

Learners look at the questionnaire and read the report. What are Mehmet’s answers to questions.

ANSWERS:

1 I go to school in Antalya, Turkey.

2 My native language is Turkish.

3 I speak some German and English.

4 I study three hours at school and two hours at home.

5 I like listening, learning vocabulary and watching DVDs.

6 I don’t like speaking and acting.

7 I sometimes watch DVDs in English.

8 I never listen to English music.

9 I think my English is OK.

10 I want to improve my speaking, pronunciation and writing

Pair assessment

Descriptor:

- look at the questionnaire

- read the report

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P:7 5

Refer students to the key phrases and explain that they have to complete them about themselves, replacing the words in blue as necessary. Circulate, helping where necessary

Differentiation with individual need learners: Ask students to do the activity in pairs and encourage them to underline the parts of the text where they find their answers.

Learners study the key phrases and write them with your information. Change the words in green if necessary.

ANSWERS:

Student’s own answer.

T’s ffedback

Descriptor:

- study the key phrases

- write with your information

Total: 2 point

Student’s book

Task. III

(Task for understanding)

Ex: 3 P: 75

Remind students that they have already looked at the

rules for using capital letters on page 19 in Unit 1 of the

Student’s Book. Ask them if they can remember any of the rules and get some feedback from the class.

Explain the task. In a stronger class, ask students to complete the rules by themselves before checking answers in pairs. In a weaker class, go through the rules with the students and complete them as a class, encouraging students to identify examples in the text as you go through them.

Check answers as a class.

Learners complete the rules. Then find the examples in the text and in the questionnaire.

ANSWERS :

1 names

2 languages

3 pauses

4 lists

5 sentence

6 question

Teacher’s comment

Descriptor:

- complete the rules.

- find the examples

Total: 2 point

End

5 min

FEEDBACK

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

Ex:

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 6 The world of professions		lesson 45
School:
Teacher name:
Date:		Teacher name:
Grade: 5		Number present:	absent:
Lesson title	Creative work: I can talk about famous Kazakh artists
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. 4. 4. 1 reading some short texts in fiction and non-fiction with little help from the teacher;
Lesson objectives (assessment criteria)	Learners will be able to: - Read a text about famous artists from Kazakhstan. -Talk about famous people from Kazakhstan. - Learn and practise using the past simple, regular and irregular verbs. - Learn about clauses with when, before and after
Value links	The value based on the integrated educational program is to educate students for unity and solidarity Teamwork skills are essential to your success at work, no matter your industry or job title.

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. Divide students into pairs and ask them to

tell each other about their favourite writer, composer and

painter. Encourage them to give reasons for their choice

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

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: 76

Draw students’ attention to the photos.

Elicit the names of the people. Encourage students to share any other information they know about them.

Learners look at the photo. Who are these people?

ANSWERS:

1 Mukhtar Auezov

2 Gaziza Zhubanova

3 Abilkhan Kasteyev

Pair assessment

Descriptor:

- look at the photo

-identify the names

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 76

Give students time to read through the sentences.

In a weaker class, pre-teach the following words and phrases: poetry, play (noun), novel, based on, in his honour.

Play the recording and ask students to follow the text as they listen.

Allow students

Learners read and listen to the texts. Complete the sentences with the names of the people

ANSWERS:

1 Gaziza Zhubanova

2 Gaziza Zhubanova, Akhmet Zhubanova

3 Abilkhan Kasteyev

4 Abilkhan Kasteyev

5 Mukhtar Auezov

T’s ffedback

Descriptor:

- read and listen

- complete the sentences

Total: 2 point

Student’s book

Task. III

(Task for understanding)

Ex: 3 P: 76

Write the present and past forms of the verbs on the board, then focus students on rules 1–4. Ask them to refer to the verbs on the board while completing the rules.

Check answers and point out that there is no rule for forming the past simple tense of irregular verbs. Students have to check them in a dictionary and memorize them.

In a stronger class, you could dictate some more regular verbs to the class and ask students to write their past simple forms, e.g. like – liked, finish – finished, arrive – arrived, watch – watched, stay – stayed, walk walked, use – used, etc

Learners find the past simple forms of the verbs in the text. Then choose the correct words in the rules.

ANSWERS :

be – was / were, love – loved, can – could, start – started, teach – taught, work – worked, translate – translated, go – went, return – returned, become – became, write – wrote, live – lived, paint – painted, die – died, rename – renamed

1 was 2 the same 3 -ed 4 write

Teacher’s comment

Descriptor:

- find the past simple

- choose the correct words

Total: 2 point

Task. IV

(Task for understanding)

Ex: 4 P: 76

Explain the task and ask students to do it individually.

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

ANSWERS :

1 painted

2 wrote

3 became

4 translated

5 were

Descriptor:

- complete the sentences

-use past simple forms

Total: 2 point

Task. V(Task for understanding)

Ex: 5 P: 76

Read through the instructions together. Draw students’ attention to the words in blue in the text and encourage them to use the context to guess their meaning.

Allow students to check their answers in pairs.

Learners match the words with the meanings.

ANSWERS :

1 c

2 a

3 b

Descriptor:

- match the words

-complete the task

Total: 2 point

End

5 min

FEEDBACK

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

Ex:

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 6 The world of professions		lesson 46
School:
Teacher name:
Date:
Grade: 5		Number present:	absent:
Lesson title	Asking about Timetable
Learning objectives	5. 2. 7. 1 identifying the speaker’s thoughts in a simple conversation with the help of a teacher on a number of general and educational topics 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 phrases to talk about school information. - Understand a conversation about school timetables. - Practise talking about school timetables.
Value links	the value based on the integrated educational program is to educate students for unity and solidarity Critically evaluate and correct your own behavior when interacting with other people

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 tell you what their timetable

is on Mondays, e.g. We’ve got English at nine o’clock. Then

we’ve got geography at ten o’clock, etc.

Write the times and subjects on the board and ask

students to work in pairs. Tell them they are allowed to

make three changes to the timetable to make it better –

i.e. include more subjects or activities that they like.

Get some feedback from each pair.

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

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: 77

Focus students’ attention on the messages on the noticeboard.

Explain the task. Point out that they should be able to tell what kind of information is missing by looking at the words around the gaps.

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

Learners complete the message with the words in the box.

ANSWERS:

1 240

2 2.30

3 31st March

4 Friday

Pair assessment

Descriptor:

- complete the message

-use words in the box

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 77

Explain the task and focus students on the question.

Play the recording. Students check their answers in pairs.

Check the school subjects as a class.

Differentiation with individual need learners: Ask students to match the pairs of opposite adjectives.

Learners listen to Beth and Tom talking about their new timetable. What three school subjects do they mention?

ANSWERS:

maths, PE, geography

T’s ffedback

Descriptor:

- listen to Beth and Tom

-answer the question.

Total: 2 point

Student’s book

Task. III

(Task for understanding)

Ex: 3 P: 77

Refer students to the key phrases and read through them together as a class. Check for understanding.

Explain the task.

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

Learners study the key phrases. Then listen to the conversation again and answer the question.

ANSWERS:

1 No, they haven’t.

2 It’s at two o’clock in the afternoon.

3 It’s in room 12.

4 It’s in room 108.

5 It’s on Thursday afternoon.

Descriptor:

- study the key phrases

- listen to the conversation

Total: 2 point

Task. IV

Ex: 4 P: 77

Ask students to close their books and play the recording. Ask them to identify how many subjects are mentioned and what they are. Elicit that the students talk about three subjects, French, PE and food technology.

Instruct students to open their books again and draw their attention to the conversation. Play the conversation once again and ask students to follow it

Learners listen and repeat the dialogue.

ANSWERS:

Role play

Descriptor:

- talk about three subjects

- listen and repeat the dialogue

Total: 2 point

End

5 min

FEEDBACK

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

Ex:

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 of a long term plan: World of work		Lesson 47
School
Teacher name:
Date:
Grade: 5		Number present:	absent:
Lesson title	Summative control work for the 2^nd term
Learning objectives	5.L8 Understand supported narratives, including some extended talk, on an increasing range of general and curricular topics 5.R2 Understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics. 5.W5 Link without support sentences using basic coordinating connectors 5.S7 Use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics.
Lesson objectives	Learners will be able to: Learners listen to the recording twice and complete the sentences with suitable words from the box. Learners read the text on topic Learners write a short letter using appropriate grammar structures
Value links	The value based on the integrated educational program is to educate students for unity and solidarity
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment

1.Greeting.

Ask about the weather.

Tasks for the Summative Assessment for the term 2

LISTENING

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

CD3. Tapescript 2.

READING

Task. Read the text about Molly’s job.

Example: Molly works at a garage. False.

1) She looks after the big animals.

2)Her favorite animals are the tigers.

3)There are four elephants at the zoo.

4)Molly gets up at 6 o’clock.

5)The lions eat salad.

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

Efficiency: By telling the wishes they show their appreciations .

Students listen and fill in the blanks with suitable words

ANSWERS:

1 lives

2 large

3 flowers

4 married

5 works

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

“Good job!

Well done!”

Formative Assessment

Good job!

Assessment criteria

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

Middle of the lesson

Presentation part.

3 min

WRITING

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

Write your answer to Miras.

SPEAKING

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

Who is on the picture?

What does he/she do?

Where does he/she work?

Who does he/she work with?

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

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

1 true

2 false

3 false

4 true

5 false

Students write a letter to your friend

ANSWERS:

Students own answer

Students choose one pictures and describe

ANSWERS:

Students own answer

Descriptor:

- listen and fill in the blanks with suitable words

Descriptor:

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

Descriptor:

- write a letter to your friend

Make CCQ questions

Yes / No

End of the lesson

5 min

FEEDBACK

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

Ex:

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

KWL chart

Short term plan

Unit		lesson 48
School:
Teacher name:
Date:
Grade: 5		Number present:	absent:
Lesson title	Projects: countries, people and jobs
Learning objectives	5. 3. 7. 1 using subject-specific vocabulary and syntax within a range of general 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: - Learn some facts about New Zealand. - Make a poster about a country
Value links	The value based on the integrated educational program is to educate students for unity and solidarity Ability to build positive relationships with others and contribute to public life

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 New Zealand on the board and ask the class to brainstorm any facts that they know about it. If there is a map in the classroom, you could point it out to

them.

Write any suggestions the class give you on the board (they may not have many and they may not be accurate, but put them on the board anyhow), e.g. It’s English speaking, It’s beside Australia, Its capital city is Wellington.

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: 78

Refer students to the map of New Zealand and to the questions. Read through the questions with the class and check for understanding.

Ask students to try to answer the questions without looking at the texts yet (they may have touched on some of the answers during the warm-up, but that isn’t a problem). Refer the to the headings and to the photographs for ideas.

Learners look at the map and answer the question

ANSWERS:

1 New Zealand is south-east of Australia.

2 Wellington is the capital city.

3 Auckland is another big city. It is the largest city in New Zealand.

4 It is famous for the All Blacks, the national rugby team.

5 Sir Edmund Hillary and Peter Jackson.

Pair assessment

Descriptor:

- discuss in pairs

- match phrases

Total: 2 point

Student’s book

Task. II

(Wh, I) (Task for location)

Ex: 2 P: 78

Draw students’ attention to the texts and instruct them to read through them to find the answers to the questions in exercise 1. Ask students in a stronger class to do the activity individually, while students in a weaker class can do the activity in pairs. Encourage them to underline the parts of the texts which give them their answers

Differentiation with individual need learners: Ask students to complete the song with the phrase

Learners read the text on the poster and check your answer

ANSWERS:

Students own answer

Descriptor:

- read the text

- find the answers

Total: 2 point

Student’s book

Task. III

(Task for understanding)

Ex: 3 P: 78

Divide students into pairs or small groups of three, whichever you think will work best. Read through the instructions for making a poster with them and check that they understand what they have to do.

You could either ask students to draw a map of their country or you could just photocopy one for them. If you do give them one, make sure that it is an ‘empty’ map, i.e. it shouldn’t contain cities or natural features.

Learners make a poster about your country.

ANSWERS:

Students own answer

Teacher’s comment

Descriptor:

- make a poster

Total: 2 point

End

5 min

FEEDBACK

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

Ex:

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

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