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Lesson plan "Excel 5" Term 3
Материал туралы қысқаша түсінік
Сабақтың 3 тоқсанға арналған қысқа мерзімді жоспары
Бұл бетте материалдың қысқаша нұсқасы ұсынылған. Материалдың толық нұсқасын жүктеп алып, көруге болады
Short term plan: term 3
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Unit: 5 Creativity |
Lesson 49 |
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School |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
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Lesson title |
Vocabulary: Mythical creatures |
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Learning objectives |
5. 2. 8. 1 understand with support a range of longer conversations on general and academic topics, including stories 5. 3. 1. 1 provide basic information about oneself and others at the sentence level within a number of general topics; 5. 6. 3. 1 in general and educational topics, the use of descriptive nouns, including dependent adjectives, the use of simple one-syllable and two-syllable adjectives (relative and selective) for comparison; |
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Lesson objectives |
Learners will be able to: - present some mythical creatures - present new vocabulary - relate mythical creatures to animals - describe mythical creatures |
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Value links |
"Law and Order" Know the basics of the legal system and human rights |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min. Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead – In
Ex:1 P: 57 Draw Ss' attention to the pictures and ask various Ss to read out the name of the creature each one shows. Play the recording. Ss listen and repeat chorally or individually. Elicit the L1 equivalents from Ss around the class. |
Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture Learners remember previous lesson vocabulary Learners answer the questions Learners look at the pictures. Listen and repeat. Answer the question. ANSWERS Students’ own answer |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - look at the pictures - listen and repeat. - answer the question. Total: 3 point |
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Ex: 2 P: 57 Go through the features in the list and explain/elicit the meanings of any unknown words. Play the recording. Ss listen and repeat chorally or individually and point to each feature as it is mentioned Ex: 3 P: 57 Elicit which creatures look like the animals in the list.
Differentiation: «Verbal support» method is used to help Ss use new words in the sentences.
Ex: 4 P: 57 Read out the example and ask various Ss around the class to describe the creatures using the phrases given earlier.
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Learners listen, repeat and point. ANSWERS Students’ own answer Learners answer the question ANSWERS A hippogriff looks like a horse and an eagle. A phoenix looks like an eagle. The Samruk looks like an eagle. A cyclops looks like a giant. A unicorn looks like a horse. A dragon looks like a huge snake Learners describe the creatures ANSWERS A phoenix looks like an eagle. It has got a long tail, sharp claws, a beak, big wings and long feathers. A hippogriff looks like a horse and an eagle. It has got a thick mane, a long tail, sharp claws, a beak, big wings and long feathers. A cyclops looks like a giant. It has got a single eye and sharp teeth. A dragon looks like a huge snake. It has got a long tail, sharp claws, big wings and sharp teeth. The Samruk looks like an eagle. It's got a long tail, a beak, big wings and long feathers |
Descriptor: - listen, repeat and point. Total: 3 point
Descriptor: - ask and answer the question Total: 3 point -Make CCQ questions Yes / No
Descriptor: - describe the creatures - use the phrases Total: 3 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
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Short term plan: term 3
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Unit 5 Creativity |
Lesson 50 |
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School |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Reading: Mythical creatures |
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Learning objectives |
5. 4. 1. 1 understand the main idea of some simple short texts on 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; |
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Lesson objectives |
Learners will be able to: - introduce the topic - read for specific information/detailed understanding/main ideas |
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Value links |
"Law and Order" Observance of norms and rules of order and justice understand the need |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min . Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead – In
Ex:1 P:58 Direct Ss' attention to the pictures and elicit answers to the questions in the rubric. |
Students of the class are listed. Students' attention is drawn to the lesson. Determines the topic and purpose of the lesson Students say different words from the picture Answer the question. Pupils look at the pictures. Answer the question. ANSWERS The Centaur is half human and half horse and it has got a human head. The Chimera has got three heads. The Phoenix has got a long tail and a sharp beak |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job!
Descriptor: - look at the pictures - answer the question Total: 2 point |
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Ex: 2 P: 58 Read the title aloud and allow Ss one minute to read the introduction to the text. Elicit answers/ guesses to the questions in the rubric and then play the recording. Ss listen and follow the text in their books and find out the answers. Ex: 3 P: 59 Allow Ss some time to read the text again and mark the sentences T (true) or F (false). Direct Ss to the Word List to look up the meanings of the words in the Check these words box. Check Ss' answers. As an extension ask Ss to correct the false statements. Ex: 4 P: 59 Allow Ss a couple of minutes to review the text and then ask various Ss around the class to tell the class the differences between the creatures in the Harry Potter books and the same creatures in mythology. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. |
Pupils read the title and the introduction to the text. Answer the question ANSWERS Harry Potter is a character in a series of books by J.K. Rowling. The mythical creatures in the pictures are related to Harry Potter because they are in the books about him. Pupils read the text and mark the sentences. ANSWERS 1 F (They had one head.) 2 F (Only in the Harry Potter books) 3 T 4 F (It was a beautiful bird.) ST 6 F (It had heads from 3 different animals.) 7 T 8 T Pupils tell the class. Answer the question. ANSWERS The Centaurs in mythology were wild dangerous beasts. The Centaurs in the Harry Potter books were intelligent and could see the future. Both types of centaurs lived in the forest and both had one special contour who was a teacher. |
Descriptor: - read the title aloud - answer the question Total: 2 point
Descriptor: - read the text - mark the sentences Total: 2 point Descriptor: - tell the class - answer the question Total: 2 point -Make CCQ questions Yes / No Total: 1 point |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
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Short term plan: term 3
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Unit 5 Creativity |
Lesson 51 |
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School |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Types of films |
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Learning objectives |
5. 2. 5. 1 understand with support most of the specific information and sections in short conversations on different learning topics; 5. 3. 4. 1 respond in sentences with some flexibility to unexpected comments on a variety of general and academic topics; |
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Lesson objectives |
Learners will be able to: - consolidate information from a text - To practise agreeing/disagreeing about your taste in films - To present adjectives and practise using them to describe films |
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Value links |
"Law and Order" Ensuring the protection and safety of society understand the importance of law and order as |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min . Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead – In
Ex:5 P:59 Allow Ss time to write their sentences. In closed pairs, Ss then read their sentences to their partner who correct the mistakes. Monitor the activity around the class and then ask some pairs to report back to the class. |
Students of the class are listed. Students' attention is drawn to the lesson. Determines the topic and purpose of the lesson Students say different words from the picture Answer the question. Pupils look at the pictures, choose a creature and write a few sentences about it. Make two mistakes. Read it to your partner, who corrects you. ANSWERS Centaurs were half human half bird. (half human half horse) Centaurs lived by the sea. (in the mountains and forests) The Phoenix was a golden bird with a red tail. (red bird with a golden tail) The Phoenix was from Greece. (India and Egypt) The Chimera had three heads from three different animals: a lion, a dog and a snake. (lion, goat, snake) It could breathe ice. (fire) |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job!
Descriptor: - look at the pictures - choose a creature and write a few sentences Total: 2 point |
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Ex: 6 P: 59 Go through the list of film types and explain/elicit the meanings of any which are unknown. Ss complete the task. Check Ss' answers. Point out that some types of films do not take the word 'film' after them (e.g. western, horror, musical etc). Ex: 7 P: 59 Elicit/Explain that we can use So + auxiliary verb + personal pronoun/noun to agree with what a person has said or Neither + auxiliary verb + personal pronoun/ noun to agree with sth negative that sb has said. Ss talk in pairs about their taste in films. Monitor the activity around the class and then ask some pairs to ask and answer in front of the class. Ex: 8 P: 59 Explain the task and read out the example exchange with a S. Ss then complete the task in pairs. Monitor the activity around the class and then ask some pairs to ask and answer in front of the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. |
Pupils match the titles to the types of films. Make sentences. ANSWERS 2 j 3 b 4 i 5 e 6 c 7 k 8 h 9 a/g 10 d 11 g/a 12 f Pupils work in pairs talk about types of films, as in the examples ANSWERS A: Do you like animated cartoon films? B: Yes, I love them. A: So do I. They're funny. B: How about historical films? A: I don't like them. B: Neither do I. They're boring. A: I don't like detective films. B: Really? I do. A: I like science-ficti Pupils use the words to talk about the films in Ex. 6 ANSWERS A: 'Cowboys' was on TV last night. B: Really? What was it like? A: It was very interesting. A: 'Mickey Mouse' was on TV last night. B: Really? What was it like? A: It was very funny. A: 'Detective Mallory' was on TV last night. B: Really? What was it like? A: It was very interesting. A: 'Dracula' was on TV last night. B: Really? What was it like? A: It was very frightening. A: 'Funny Faces' was on TV last night. B: Really? What was it like? A: It was very funny. |
Descriptor: - match the titles - make sentences. Total: 2 point
Descriptor: - work in pairs - talk about types of films Total: 2 point Descriptor: - complete the task in pairs - use the words to talk about the films Total: 2 point -Make CCQ questions Yes / No Total: 1 point |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
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Short term plan: term 3
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Unit 5 Creativity |
Lesson 52 |
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School |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Use of English: was / were |
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Learning objectives |
5. 3. 4. 1 respond in sentences with some flexibility to unexpected comments on a variety of general and academic topics; 5. 5. 4. 1 write long sentences in paragraph size with the teacher's support to provide personal information; |
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Lesson objectives |
Learners will be able to: - present the past simple of the verb 'to be' - was/were - practise the past simple of the verb 'to be' in the affirmative was/were - practise the past simple of the verb 'to be' in the negative wasn't/weren't |
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Value links |
"Law and Order" Know the basics of the legal system and human rights |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead – In
Ex:1 P: 60 Explain that was/were is the past simple form of the verb 'to be'. Go through the table with Ss and read out all the persons. Ss fill the gaps and then elicit when we use was/were. |
Students' attention is drawn to the lesson. Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils read the table and complete the gaps. ANSWERS 1 was 2 were 3 weren't 4 Was 5 Were 6 wasn't 7 weren't 8 were |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job!
Descriptor: - read the table - complete the gaps. Total: 2 point
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Pictures |
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Ex: 2 P: 60 Ss fill in the correct word. Check Ss' answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 60 Explain the task and read out the example. Ss complete the task. Check Ss' answers. Ex: 4 P: 60 Draw Ss' attention to the timetable and then Ss complete the task. Check Ss' answers around the class by asking one S to say a question and another to answer it. Ex: 5 P: 60 Explain the task and read out the example exchange with a S. Ss then work in pairs and ask and answer. Monitor the activity around the class and then ask some pairs to ask and answer in front of the class. Ex: 6 P: 60 Read out the table and explain that strong and weak forms relate to when words are stressed/ not stressed. Play the recording and elicit the strong/weak forms. |
Pupils complete with was or were ANSWERS 1 was 2 were 3 was 4 were 5 was Pupils write the sentences as in the example. Use wasn’t or weren’t ANSWERS 2 They weren't in Rome last month. 3 Milena wasn't at the party. 4 I wasn't at the gym yesterday. 5 You weren't at Jane's house Pupils complete with was or were. Answer the question. ANSWERS 2 Were, Yes, they were. 3 Was, No, he wasn't. 5 Were, Yes, they were. 6 Was, No, he wasn't. 7 Were, Yes, they were. 4 Was, Yes, she was Pupils find out about your partner. ANSWERS A: Were you at the cinema last Monday? B: Yes, I was./No, I wasn't. A: Were you at the gym last Saturday morning? B: Yes, I was./No, I wasn't. A: Were you at the theatre two days ago? B: Yes, I was./No, I wasn't. A: Were you at the zoo yesterday morning? B: Yes, I was./No, I wasn't. A: Were you at the beach last Monday? B: Yes, I was./No, I wasn't. A: Were you at the library last Saturday morning? B: Yes, I was./No, I wasn't. A: Were you at home two days ago? B: Yes, I was./No, I wasn't. A: Were you at school yesterday morning? B: Yes, I was./No, I wasn't. Pupils read the table, then listen and repeat. Which sentences ANSWERS John was at school yesterday (weak). Was the film good? (strong) The books were on the floor. (weak) Were they at the gym? (strong |
Descriptor: - complete with was or were - fill in the correct word Total: 2 point
Descriptor: - write the sentences - use wasn’t or weren’t Total: 2 point Descriptor: - complete with was or were - answer the question. Total: 2 point -Make CCQ questions Yes / No Total: 1 point Descriptor: - read out the example - find out about your partner Total: 2 point Descriptor: - read the table - listen and repeat Total: 2 point |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
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Short term plan: term 3
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Unit 5: Creativity |
Lesson 53 |
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School |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Use of English: had / could |
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Learning objectives |
5.6.1.1 use a structure to be going to express intention and plan on a limited range of familiar general and curricular topics; 5.5.3.1 write with support factual descriptions at text level which describe people, places and objects to visit and activities; |
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Lesson objectives |
Learners will be able to: - present the past simple form of 'have' had - practise the affirmative and negative forms of had -practise the interrogative form of had with short answers |
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Value links |
"Law and Order" Observance of norms and rules of order and justice understand the need |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead – In
Ex:7 P:61 Go through the table and elicit how we form the negative and interrogative of the verb 'have' in the past simple |
Students' attention is drawn to the lesson. Learners talk about daily routines previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils read the table. Answer the question. ANSWERS We form the negative form of had with a personal pronoun + didn't have which is the same in all persons. We form the interrogative form of had with did + a personal pronoun + have which is the same in all persons |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - read the table - answer the question. Total: 2 point |
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Ex: 8 P: 61 Explain the task and draw Ss' attention to the picture. Ss complete the task. Check Ss' answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 9 P: 61 Explain the task. Ss work in pairs and ask and answer questions. Monitor the activity around the class and then ask some pairs to ask and answer in front of the class. Ex: 11 P: 61 Ss complete the task. Check Ss' answers. Ex: 12 P: 61 Explain the task. Ss work in pairs and ask and answer using the prompts and could in the interrogative form with short answers. |
Pupils complete the sentences with had / didn’t have ANSWERS 1 didn't have 2 didn't have 3 didn't have 4 had 5 didn't have 6 didn't have 7 didn't have 8 had Pupils answer the question. Use the phrases to find out. ANSWERS A: Did you have short hair at the age of five? B: Yes, I did./No, I didn't. A: Did you have a dog at the age of five? B: Yes, I did./No, I didn't. Pupils complete with could or couldn’t ANSWERS 1 couldn't 2 couldn't 3 could 4 couldn't 5 could Pupils answer the question. Use the phrases to find out. ANSWERS A: Could you read at the age of seven? B: Yes, I could./No, I couldn't. A: Could you swim at the age of seven? B: Yes, I could./No, I couldn't. |
Descriptor: - complete the sentences with had / didn’t have Total: 2 point Descriptor: - answer the question. - use the phrases to find out. Total: 3 point
Descriptor: - complete with could or couldn’t Total: 2 point
Descriptor: - answer the question - use the phrases Total: 2 point -Make CCQ questions Yes / No Total: 1 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
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Short term plan: term 3
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Unit: 5 Creativity |
Lesson 54 |
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School |
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Teacher name: |
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Date: |
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Grade:5 |
Number present: |
absent: |
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Lesson title |
Reading: The Samruk |
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Learning objectives |
5. 3. 1. 1 provide basic information about oneself and others at the sentence level within a number of general topics; 5. 4. 2. 1 understand specific information in simple, short texts on a number of general and educational topics with little help from the teacher; |
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Lesson objectives |
Learners will be able to: - introduce the topic and stimulate interest in the text - read for specific information/detailed understanding/main ideas - make verb/noun phrases and summarise a text |
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Value links |
"Law and Order" Ensuring the protection and safety of society understand the importance of law and order as |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson 35min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead – In
Ex:1 P:62 Direct Ss' attention to the picture and ask if they know anything about the Samruk. Elicit a variety of questions and write three of them on the board. |
Students' attention is drawn to the lesson. Learners talk about days of the week previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils answer the question. Think of three question. ANSWERS Where did the Samruk go every summer? To the Tree of Life out on the steppe. What is the name of the Tree of Life? The Baiterek. What is the name of the dragon who lives at the bottom of the tree? Ajdahar. |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job!
Descriptor: - answer the question. - write three question. Total: 2 point |
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Ex: 2 P: 62 Allow Ss some time to read the texts and mark the sentences T (true) or F (false) or DS (doesn't say). Direct Ss to the Word List to look up the meanings of the words in the Check these words box. Check Ss' answers. Ss should justify their answers. Ex: 3 P: 62 Ss match the verbs to the nouns, then ask various Ss around the class to give a summary of the text using the phrases. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 4 P: 63 Read the Study Skills box aloud and write the examples on the board, underlining the years. Say the years aloud and direct Ss to repeat. Direct Ss' attention to the pictures and ask various Ss around the class who the people are. Ask various Ss to read out the captions under the pictures. Choose a pair of Ss to read out the example. Ex: 5 P: 63 Explain the task and play the recording. Ss listen and complete the fact file. Check Ss' answers. |
Pupils read the text again and mark the sentences. ANSWERS 1 DS 2 F (The Samruk had a nest high in the branches of the tree. In the spring a golden egg appeared in the nest.) 3 DS 4 T (He swallowed the golden egg and crawled back down to the underworld.) Pupils match the words in the two columns. Use the phrases ANSWERS 1 e 2 c 3 f 4 b 5 g 6 d 7h 8 a Pupils look at the pictures. Ask and answer as in the example. ANSWERS A: Who was James Joyce? B: A famous Irish writer. A: When was he born? B: In 1882. A: When did he die? B: In 1941 Pupils listen and complete the fact file in your notebook. ANSWERS 1 1915 2 miner 3 Kazakhstan 5 October 4 steppe |
Descriptor: - read the text - mark the sentences Total: 2 point
Descriptor: - match the words - use the phrases Total: 2 point Descriptor: - look at the pictures. - ask and answer as in the example Total: 2 point Descriptor: - listen and complete the fact Total: 1 point -Make CCQ questions Yes / No |
Card Worksheet Vocabulary card |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
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Short term plan: term 3
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Unit 5 Creativity |
Lesson 55 |
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School |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Use of English: past Simple regular verbs |
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Learning objectives |
5. 2. 6. 1 to determine a number of general and educational topics with the support of meaning from the context of a short conversation; 5. 3. 1. 1 provide basic information about oneself and others at the sentence level within a number of general topics; 5. 5. 1. 1 plan, write, correct and check text-level works on some general and academic topics; |
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Lesson objectives |
Learners will be able to: - present the past simple affirmative for regular verbs - practise the past simple affirmative - present the past simple negative. |
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Value links |
"Law and Order" Know the basics of the legal system and human rights |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 5 min
Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead – In
Ex:1 P:64 Ss close their books. Present the past simple. Say: I worked hard yesterday. Write it on the board. Underline worked and explain that this verb is in the past simple. Point to a S and say: You worked hard yesterday. Then write it on the board. Underline worked. Point to a male S and say: He worked hard yesterday. Then write it on the board. Underline |
Students' attention is drawn to the lesson. Determines the topic and purpose of the lesson Learners talk about favourite dayprevious lesson vocabulary Pupils read the table and complete the rule. ANSWERS -ed |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - read the table - complete the rule Total: 2 point |
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Ex: 2 P: 64 Explain the task and allow Ss some time to complete it. Check Ss' answers by reading the text aloud and eliciting the missing verb forms from various Ss around the class. Check correct spelling on the board. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 64 Ss close their books. Write on the board: I didn't work yesterday and She didn't work yesterday. Underline I didn't in the first sentence and She didn't in the second sentence. Explain that we use didn't in all persons to form the negative of the past simple. Point out that the main verb is also the same for all persons and is used in its base form. Ex: 4 P: 64 Explain the task. Allow Ss two minutes to read the text in Ex. 2 again and then read out the example. Ss complete the task. Ask various Ss to read out the answers to the class |
Pupils put the verbs in brackets into the past simple. ANSWERS 2 called 3 started 4 joined 5 invaded 6 hated 7 liked 8 died 9 buried Pupils read the table and complete the rule. ANSWERS didn't Pupils read the text and correct the false statements ANSWERS 2 He didn't live in Europe. He lived in Asia. 3 He didn't start the British Empire. He started the Mongol Empire. 4 He didn't join only two tribes together. He joined many tribes together. 5 He didn't invade many parts of Australia. He invaded many parts of China and Central Asia. 6 His men didn't bury him in Italy. They buried him somewhere in Mongolia |
Descriptor: - put the verbs in brackets into the past simple. Total: 3 point
Descriptor: - read the table - complete the rule Total: 2 point Descriptor: - read the text - correct the false statements Total: 2 point -Make CCQ questions Yes / No Total: 1point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
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Short term plan: term 3
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Unit 5 Creativity |
Lesson 56 |
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School |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Marco Polo |
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Learning objectives |
5. 2. 8. 1 supported understanding of general and academic topics in a range of longer conversations, including stories 5. 3. 3. 1 express an opinion in a sentence within the framework of a number of general and educational topics; 5. 5. 3. 1 write specific details with the support of the teacher, describing people, places and objects at the text level; |
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Lesson objectives |
Learners will be able to: -To present the past simple interrogative and short answers - To practise using the past simple affirmative - To practise using the past simple interrogative and short answers about Marco Polo |
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Value links |
"Law and Order" Observance of norms and rules of order and justice understand the need |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 5 min
Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead – In
Ex:6 P:65 Ss close their books. Write on the board: Did I play tennis yesterday? No, I didn't and Did you play tennis yesterday? No, you didn't. Explain that we use Did I/you/he/she/it/we/they/ to form questions in the past simple. Focus Ss' attention on the position of did (before the personal pronoun). The main verb is used in its base form. We answer in the short form with Yes/No, I/you/he/she/it/we/they/ did/didn't. Ask Ss questions to check their understanding. |
Students' attention is drawn to the lesson. Determines the topic and purpose of the lesson Learners talk about favourite dayprevious lesson vocabulary Pupils complete the table. ANSWERS 1 Did 2 didn't 3 did 4 didn't 5 didn't 6 they 7 they |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - complete the table Total: 2 point |
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Ex: 7 a P: 65 Allow Ss some time to complete the task and then check Ss' answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 7 b P: 65 Explain the task and read out the example. Ss do the task. Check Ss' answers. Ex: 8 P: 64 Explain the task and read out the example exchange. Ss work in closed pairs and complete the task. Monitor the activity around the class and then ask some pairs to ask and answer in front of the class. |
Pupils put the verbs in brackets into the past simple. ANSWERS 1 lived 2 travelled 3 visited 3 visited 4 stayed 5 explored 6 returned 7 enjoyed 8 died Pupils put the words in the correct order to form questions based on the text. Answer them. ANSWERS 2 Did he travel to Asia with his mother and father? No he didn't. He travelled to Asia with his father and his uncle. 3 Did they visit the court of Kublai Khan? Yes, they did. 4 Did they stay in Asia for 17 years? Yes, they did. 5 Did Marco Polo explore all of China? Yes, he did. 6 Did he return to Venice in 1295? Yes, he did. 7 Did people enjoy his stories? Yes, they did. 8 Did he die in 1326? No, he didn't. He died in 1324. Pupils answer the question. What did your partner do yesterday afternoon? Use the phrases to find out. ANSWERS A: Did you watch TV yesterday afternoon? B: Yes, I did. A: Did you play computer games yesterday afternoon? B: Yes, I did. A: Did you study English yesterday afternoon? B: No, I didn't. A: Did you meet your friends yesterday afternoon? B: Yes, I did. A: Did you cook dinner yesterday afternoon? B: No, I didn't. A: Did you go to school yesterday afternoon? B: No, I didn't. |
Descriptor: - put the verbs in brackets into the past simple. Total: 3 point
Descriptor: - put the words - in the correct order Total: 2 point Descriptor: - answer the question - use the phrases Total: 2 point -Make CCQ questions Yes / No Total: 1point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
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Short term plan: term 3
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Unit 5: Creativity |
Lesson 57 |
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School |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
The lost Island of Atlantis. |
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Learning objectives |
5. 3. 4. 1 respond in sentences with some flexibility to unexpected comments on a variety of general and academic topics; 5. 4. 2. 1 understand specific information in simple, short texts on a number of general and educational topics with little help from the teacher; |
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Lesson objectives |
Learners will be able to: - introduce the topic and predict the content of the text - read for comprehension - practise the past simple and revise question words |
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Value links |
"Law and Order" Ensuring the protection and safety of society understand the importance of law and order as |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead – In
Ex:1 P:66 Elicit what Ss know about Atlantis. Read out the title and subheadings in the text as well as the words in the list. Play the recording. Ss listen and follow the text in their books to find out how the words are related to Atlantis. |
Students' attention is drawn to the lesson. Learners write the numbers from previous lesson Determines the topic and purpose of the lesson Students say different words from the picture Pupils answer the question. ANSWERS I know there is a story about Atlantis being a lost island. No one knows for sure where it was or what happened to it. Plato - described Atlantis in 'Timaeus' Poseidon - A Greek god who created and protected Atlantis the Mediterranean - possible location of Atlantis the Azores-Atlantis could be near here Sardinia - Atlantis could be near here Malta - Atlantis could be near here Santorini - Atlantis could be near here |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - answer the question. Total: 2 point |
Pictures |
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Ex: 2 P: 67 Draw Ss attention to the Study Skill box and read it aloud. Give an example of key words and then explain the task. Allow Ss some time to read the text and answer the questions. Then direct Ss to the Word List to look up the meanings of the words in the Check these words box. Check Ss' answers around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 67 Explain the task and ask two Ss to read the example exchange aloud. Ss do the task in closed pairs, then ask some pairs to ask and answer in front of the class. Ex: 4 P: 67 Explain the task and go through the verbs in the rubric explaining any unknown ones. Allow Ss two minutes to read the text again and then ask various Ss to give their summary to the class using as many of the verbs in the list as they can. Evaluate Ss' performance. Check for: inclusion of all points, correct word order, spelling mistakes (if written), grammar (syntax mistakes), pace (if spoken), rapport (if spoken) Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the text and answer the question. ANSWERS 1 A Greek philosopher. 2 In 355 BC. 3 The Greek god of the sea who created and protected Atlantis. 4 It was amazing. In the centre there was a temple dedicated to Poseidon. 5 A gold statue of Poseidon driving six horses. 6 Most of them were sailors and traders. They sailed around the world. Some were farmers. They worked in the fields and raised cows and sheep. 7 In beautiful palaces. 8 An earthquake caused it to sink into the ocean. 9 It could be near the Azores, or near Sardinia, Crete, Malta or Santorini in the Mediterranean Sea. 10 An earthquake destroyed it at the same time Atlantis sank Pupils ask and answer questions based on the text. ANSWERS A: He was from ancient Greece. What is 'Timaeus'? B: A book by Plato. Where was Atlantis? A: In the Atlantic Ocean. Who created it? B: The Greek god of the sea, Poseidon. What was the capital city like? A: It was amazing. It had a temple in the centre. Inside the temple there was a gold statue of Poseidon. What did the people do? B: They were rich. They were sailors, traders and farmers. What did they raise? A: Cows and sheep. Who ruled the island? B: The kings. What was in their palaces? A: Statues, paintings and fountains. How did the island disappear? B: An earthquake destroyed it. Where could Atlantis be? A: Near the Azores or in the Mediterranean Sea. Etc Pupils read the text again. Use the verbs below to write or give the class a summary of the text. ANSWERS The people who lived there were rich sailors who sailed all around the world. There were also farmers there who worked in the fields. They raised cows and sheep. The kings who ruled Atlantis lived in beautiful palaces. No one knows what happened but the island disappeared into the ocean. Only a few people survived. Some people think Santorini is Atlantis. They believe Atlantis sank at the same time when an es thquake destroyed Santorini too |
Descriptor: - read the text - answer the question Total: 2 point
Descriptor: - ask and answer questions Total: 2 point -Make CCQ questions Yes / No Total: 1 point Descriptor: - read the text - use the verbs below - write or give the class a summary Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
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Short term plan: term 3
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Unit 5: Creativity |
Lesson 58 |
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School |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Use of English: Past simple (irregular verbs) |
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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; |
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Lesson objectives |
Learners will be able to: - present the past simple for irregular verbs - practise the past simple of irregular verbs - practise the past simple interrogative and affirmatives of irregular verbs |
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Value links |
"Creativity and Innovation" Monitoring, measuring, conducting experiments and experiments ability; |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min
Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead - in
Ex:1 P:68 Explain that irregular verbs don't take -ed in the past simple but they all change differently and Ss must learn the forms. Refer Ss to the irregular verbs list at the back of their books and advise them to study it and learn the irregular forms. Read out the table and elicit the L1 equivalents for the examples. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils read the table ANSWERS Students own answer |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - read the table - learn the irregular forms. Total: 2 point |
Pictures |
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Ex: 2 P: 68 Allow Ss some time to complete the task. Check Ss' answers. Ex: 3 P: 68 Give Ss time to read the biography and fill in the gaps. Check Ss' answers and then elicit the irregular verbs. Ex: 4 P: 69 Give Ss some time to complete the gaps then check Ss' answers. |
Pupils match the verbs to their past forms ANSWERS 1 k 2 f 3 j 4 l 5 I 6 b 7 e 8 g 9 0 10 p 11 d 12 a 13 h 14 n 15 m 16 q 17 c Pupils read the biography and put the verbs into the past simple. ANSWERS 1 was - irregular 2 went - irregular 3 created began-irregular 4 fought-irregular 5 married 6 had - irregular 7 became - irregular 8 began-irregular 9 made-irregular 10 wrote irregular 11 took-irregular 12 died Pupils write questions and answer them as in the example. ANSWERS 2 How many fantasy languages did Tolkien create? He created 15 fantasy languages. 3 Which war did he fight in? He fought in World War I. 4 Who did he marry? He married Edith Brott. 5 When did he marry her? He married her in 1916 |
Descriptor: - match the verbs - complete the task Total: 2 point Descriptor: - read the biography - put the verbs into the past simple. Total: 2 point
Descriptor: - write answer them as in the example Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
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Short term plan: term 3
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Unit 5: Creativity |
Lesson 59 |
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School |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Talking about the past |
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Learning objectives |
5. 3. 4. 1 respond in sentences with some flexibility to unexpected comments on a variety of general and academic topics; 5. 5. 1. 1 plan, write, correct and check text-level works on some general and academic topics; |
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Lesson objectives |
Learners will be able to: - To consolidate information in a text and further practise the past simple of irregular verbs (negative and affirmative) - To practise the past simple of irregular verbs (interrogative) and short answers |
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Value links |
"Creativity and Innovation" Ability to find optimal ways to solve educational tasks to use new and already familiar algorithms combining, using them in solving non-standard problems |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead - in
Ex:5 P:69 Explain the task and read out the example. Ss complete the task. Check Ss' answers. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Pupils read the text again and correct the false statements. ANSWERS 2 The English didn't build Sauran. The Arabs built it. 3 Kamila and her family didn't spend the whole day there. They spent the whole morning. 4 They didn't speak to any tour guides. They spoke to some archaeologists. 5 They didn't eat their lunch inside. They ate it outside. 6 They didn't see many people exploring the city. They saw eagles, horses, lizards and cute tortoises exploring the city. |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - read the text - correct the false statements Total: 2 point |
Pictures |
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Ex: 6 P: 69 Ss work in pairs and ask and answer, as in the example. Monitor the activity around the class and then ask some pairs to share their answers with the class.y Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 7 P: 69 To practise using time expressions with the past simple Explain the task and read out the example. Elicit a variety of personal sentences from Ss around the class Ex: 8 P: 69 To practise the past simple (regular + irregular verbs) interrogative and short answers Ss ask and answer in pairs, as in the example. Monitor the activity around the class and then ask some pairs to ask and answer in front of the rest of the class. |
Pupils ask and answer, as in the example. ANSWERS 2 A: Did your dad read a book last week? B: Yes, he did./No, he didn't. 3 A: Did you listen to music yesterday? B: Yes, I did./No, I didn't. 4 A: Did you buy a DVD last month? B: Yes, I did./No, I didn't. 5 A: Did your family visit a castle last year? B: Yes, they did./No, they didn't. Pupils use the time expressions to write or say sentences about yourself, as in the example. ANSWERS I watched TV last night. I ate fish last Sunday. I got up late yesterday morning. I visited a castle two years ago Pupils use these verbs to find out what your partner did last weekend ANSWERS A: Did you eat fish? B: No, I didn't. A: Did you study English? B: No, I didn't. A: Did you go out? B: Yes, I did. A: Did you read a book? B: No, I didn't, etc. |
Descriptor: - ask and answer Total: 2 point
Descriptor: - use the time expressions - write or say sentences about yourself Total: 2 point Descriptor: - use these verbs - find out what your partner did Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
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Short term plan: term 3
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Unit 5: Creativity |
Lesson 60 |
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School |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Describing a past event |
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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. 2. 1 understand specific information in simple, short texts on a number of general and educational topics with little help from the teacher; |
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Lesson objectives |
Learners will be able to: -To practise pronunciation of situational language -To identify the context of a dialogue and predict the content |
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Value links |
"Creativity and Innovation" Use of various cognitive tools, knowledge about the world be able to collect (linguistic, reading culture, information, service in the digital environment) |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead - in
Ex:1 P:70 To practise pronunciation of situational language Play the recording. Ss listen and repeat. Pay attention to Ss' pronunciation and intonation and correct as necessary |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture What did they do yesterday? Pupils listen and repeat. ANSWERS Students own answer |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - listen and repeat Total: 2 point |
Pictures |
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Ex: 2 P: 70 To identify the context of a dialogue and predict the content Elicit what Ss think the dialogue is about. Ss listen and follow the text in their books and check. Ex: 3 P: 70 To read for specific information Allow Ss time to read the dialogue again and complete the task. Check Ss' answers. Ex: 4 P: 70 To learn synonymous phrases Read out the phrases. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class. Ex: 5 P: 70 Draw Ss' attention to the Study Skills box at the side. Read it, or have one of the Ss read it aloud, and remind Ss to be aware of intonation patterns as they practise the dialogues. Play the recording again. Then ask Ss to work in pairs and take roles and read out the dialogue. Monitor the activity around the class and ask some pairs to read out the dialogue in front of the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils listen, read and check ANSWERS The dialogue is about a party. Pupils read the dialogue. Answer the question. ANSWERS Bob had a nice time at Mark's party at the weekend. Pupils find the sentences in the dialogue. ANSWERS I'm sorry you weren't there. - It's a pity you couldn't make it. Was it fun? - Did you have a nice time? You must be kidding! - I don't believe it! Pupils listen to the dialogue. Take roles and read it out. ANSWERS Students own answer |
Descriptor: - listen, read and check Total: 2 point Descriptor: - find the sentences in the dialogue. Total: 2 point
Descriptor: - listen to the dialogue - take roles and read it out. Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
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Short term plan: term 3
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Unit 5: Creativity |
Lesson 61 |
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School |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Across cultures Summative assessment for the unit ” Creativity” |
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Learning objectives |
5. 2. 8. 1 supported understanding of general and academic topics in a range of longer conversations, including stories 5. 4. 3. 1 to understand the evidence in the context of some familiar general and academic topics; 5. 5. 6. 1 logically combine sentences into paragraphs with some support using basic connectives on some common topics; |
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Lesson objectives |
Learners will be able to: - To introduce the topic - To predict the content of a text - To use specific vocabulary to write sentences |
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Value links |
"Creativity and Innovation" Monitoring, measuring, conducting experiments and experiments ability; |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead - in
Ex:1 P:71 Explain what the word 'profession' means (a type of job that needs a high level of training or education) and read out the examples. Then allow Ss one minute to write down as many as they can think of. Ss check their list with their partner and then ask some Ss to read out their list to the class. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture What did they do yesterday? Pupils write as many professions as you can think of. Check with your partner. ANSWERS lawyer, doctor, photographer, actor, dancer, scientist, musician etc |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - Descriptor: - write as many professions - check with your partner. Total: 2 point |
Pictures |
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Ex: 2 P: 71 Direct Ss' attention to the pictures and elicit what, if anything, they know about the people in them. Read the questions in the rubric aloud and elicit guesses from Ss' in answer to them. Draw Ss' attention to the Check these words box. Elicit the meanings of the words or allow Ss time to look up the words and check meanings around the class. Ex: 3 P: 71 Explain the task and elicit the meaning of any unknown words in the list. Allow Ss time to write their sentences. Check Ss' answers around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 4 P: 71 Draw Ss attention to the Did you know? box. initiate a discussion about well-known painters or elicit names of Kazakhstani artists. Ask Ss to look up information on the internet or look in encyclopaedias/other reference books. Allow Ss time to collect the information and prepare their presentations. Alternatively, assign the task as HW. Ask Ss to present their work to the class. |
Pupils read the questions in the rubric. Answer the question ANSWERS C.S. Lewis was a writer from Northern Ireland. His most famous work is 'The Chronicles of Narnia.' Pablo Picasso was a painter from Spain. His most famous work is a painting called 'Guernica.' Pupils use these words to write sentences about C. S. Lewis and Pablo Picasso. ANSWERS When C.S. Lewis was a child, he was an eager reader. He had a great imagination and he was a skilful writer. C.S. Lewis is best known for his children's books but he also wrote science fiction and poetry for adults. Pablo Picasso is the 20th century's most famous painter. He is also famous as a sculptor and poet. 'Guernica' is his most well-known painting. Pupils think of a famous artist in your country. In groups, collect information using her/his name as the key words. ANSWERS Students own answer. |
Descriptor: - read the questions in the rubric - answer the question Total: 2 point
Descriptor: - use these words - write sentences Total: 2 point Descriptor: - think of a famous artist in your country - collect information Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
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Short term plan: term 3
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Unit 5: Creativity |
Lesson 62 |
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Teacher name: |
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Grade: 5 |
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Lesson title |
Across the curriculum: Music |
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Learning objectives |
5. 2. 6. 1 to determine a number of general and educational topics with the support of meaning from the context of a short conversation; 5. 3. 6. 1 to express one's thoughts clearly and concretely in sentences in pairs, groups and with the whole class; |
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Lesson objectives |
Learners will be able to: - To introduce the topic and present musical instruments - To present types of music - To listen for specific information |
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Value links |
"Creativity and Innovation" Ability to find optimal ways to solve educational tasks to use new and already familiar algorithms combining, using them in solving non-standard problems |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead - in
Ex:1 P:72 To introduce the topic and present musical instruments Draw Ss' attention to the musical instruments in the pictures. Play the recording. Ss listen and repeat chorally or individually. Elicit the L1 equivalents from Ss around the class. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Pupils listen and repeat. Answer the question. ANSWERS Students own answer. |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - listen and repeat - answer the question Total: 2 point |
Pictures |
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Ex: 2 P: 72 To present types of music Go through the names and types of music in the lists. Play the recording. Ss listen and match. Check Ss' answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 72 To listen for specific information 10 Go through the instruments in the list A-H. Play the recording. Ss listen and match the items. Explain to them there are two extra instruments they do not need to use. Check Ss' answers. |
Pupils listen and match the types of music to the musical instruments in the pictures. ANSWERS A/8 rock-electric guitar B/10 jazz-saxophone C/2 classical-harp D/4 ethnic-accordion E/6 folk-violin F/3 heavy metal - drums G/11 disco-synthesiser H/11 pop-synthesiser Pupils listen and match the people to the instruments they play. ANSWERS 2 G 3 F 4 H 5 E 6 C |
Descriptor: - present types of music - listen and match the types of music Total: 2 point
Descriptor: - listen for specific information - match the people to the instruments Total: 2 point -Make CCQ questions Yes / No |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
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Short term plan: term 3
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Unit 5: Creativity |
Lesson 63 |
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School |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Writing: An email about an event you attended |
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Learning objectives |
5. 3. 4. 1 respond in sentences with some flexibility to unexpected comments on a variety of general and academic topics; 5. 5. 4. 1 write long sentences in paragraph size with the teacher's support to provide personal information; |
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Lesson objectives |
Learners will be able to: - To read for lexico-grammatical structure - To use descriptive language - To talk about an event you attended |
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Value links |
"Creativity and Innovation" Use of various cognitive tools, knowledge about the world be able to collect (linguistic, reading culture, information, service in the digital environment) |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead - in
Ex:1 P:73 Explain the task. Allow Ss time to complete the gaps with the correct adjectives. Direct Ss to the Word List to look up the meanings of the words in the Check these words box. Ss compare their answers with their partner, then check Ss' answers around the class. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture What did they do yesterday? Pupils use these adjectives to complete the email. Check with your partner. ANSWERS 1 upset 2 perfect 3 fantastic 4 excellent 5 delicious |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - use these adjectives - complete the email. Total: 2 point |
Pictures |
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Ex: 2 P: 73 Read the Study Skills box aloud. To consolidate Ss' understanding, write the words good, bad and nice on the board. Elicit various adjectives from Ss around the class that mean the same as these words and write them under each one. Ss may copy the lists into their notebooks. Explain the task and explain/elicit the meanings of any unknown adjectives in the list. Ss complete the task. Check Ss' answers. Ex: 3 P: 73 Ss ask and answer the questions in pairs about their events. Monitor the activity around the class and then ask some pairs to report back to the rest of the class on the event their partner attended. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 4 P: 73 Explain the task and allow Ss time to complete it in class. Ask various Ss to read out their emails to the class. Alternatively, assign as HW and check Ss answers in the next lesson. |
Pupils replace the adjectives in bold with adjectives from the list. ANSWERS 1 disappointing/terrible 2 great 3 delicious 4 amazing 5 terrible/disappointing Pupils answer the question and talk about an event you attended. ANSWERS A: Where were you? B: I was at a concert. A: Who were you with? B: I was with my friends Irzhu and Aruzhan. A: What was the weather like? B: It was perfect. A: Was there any food or music? B: Yes, the music was excellent and we had hot dogs. They were delicious. A: Did you have a nice time? B: Yes, we had a great time. Pupils write an email to your English pen – friend about an event you attended. ANSWERS Hi Bill, I hope you're well. Guess where I was last weekend! I was at a concert. I was with my friends Irzhu and Aruzhan. The weather was perfect and there were many people there. Everyone had a fantastic time. The music was excellent and we ate some delicious baursaks (a sort of doughnut). Anyway, we had a great time and it's a pity you weren't there. Write to me and let me know how you are. Yours, Nurai |
Descriptor: - replace the adjectives in bold - complete the task Total: 2 point
Descriptor: - answer the question - talk about an event Total: 2 point Descriptor: - write an email Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
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Short term plan: term 3
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Unit 6: Reading for pleasure |
Lesson 64 |
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School |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Vocabulary: Types of literature |
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Learning objectives |
5. 2. 4. 1 to understand general and educational topics in a long conversation with the support of the main ideas; 5. 4. 1. 1 understand the main idea of some simple short texts on general and educational topics; |
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Lesson objectives |
Learners will be able to: -To present and categorise types of literature - present new vocabulary |
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Value links |
"Creativity and Innovation" Monitoring, measuring, conducting experiments and experiments ability; |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead - in
Ex:1 P:75 Explain that in literature non-fiction refers to texts that discuss the real world and fiction refers to texts from the world of imagination. Explain the task. Allow Ss time to look at the pictures and choose which type each is. Check Ss' answers. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Pupils listen and repeat. Answer the question ANSWERS Fiction: action & adventure, fairy tale, science fiction, mystery & suspense, horror, fables, legends Non-fiction: biography, articles in newspapers/magazines |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - listen and repeat - answer the question Total: 2 point |
Pictures |
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Middle of the lesson Presentation part. 30 min |
Ex: 2 P: 75 Explain the tasks. Ss explore the books in the school library or at home and report back to the teacher on which types of books they find. Ss present answers to the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. |
Pupils look at some books in the school library or at your house. Answer the question. ANSWERS Students own answer. |
Descriptor: - look at some books in the school library or at your house. - answer the question Total: 2 point -Make CCQ questions Yes / No |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
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Short term plan: term 3
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Unit 6: Reading for pleasure |
Lesson 65 |
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School |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
The fisherman and fish |
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Learning objectives |
5. 3. 3. 1 express an opinion in a sentence within the framework of a number of general and educational topics; 5. 4. 5. 1 identify the main idea from the context of short texts within the framework of some familiar general and educational topics; |
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Lesson objectives |
Learners will be able to: -To introduce the topic and stimulate interest in the text -To present vocabulary for a story |
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Value links |
"Creativity and Innovation" Ability to find optimal ways to solve educational tasks to use new and already familiar algorithms combining, using them in solving non-standard problems |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead - in
Ex:1 P:76 Explain the task. Allow Ss time to read through the text in order to answer the questions. Check answers around the class. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Do you read a story about Golden fish? Pupils read the biography to find out. Answer the question. ANSWERS Alexander Pushkin was a poet, novelist and playwright. He was from Russia |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - read the biography - answer the question Total: 2 point
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Pictures |
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Ex: 2 P: 76 Explain the task. Allow time for Ss to look at the pictures and choose the descriptions from the list. Check answers. Ex: 3 P: 77 Play the recording. Ss listen and read the text. Allow Ss time to put the pictures in the correct order. Check Ss answers. Ex: 4 P: 77 Allow Ss time to prepare their answers. Ss can work in closed pairs. Check Ss answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. |
Pupils look at the pictures. choose the descriptions from the list ANSWERS 1 F 2 D 3 A 4 B 5 C 6 E Pupils listen to and read the story and put them in the correct order ANSWERS D-B-F-C-E-A Pupils read the story again and complete the sentences. ANSWERS 1 let it go 2 want anything 3 fool 6 a small house and the old bucket 4 new house 5 Land and Sea |
Descriptor: - look at the pictures - choose the descriptions Total: 2 point Descriptor: - listen to and read the story - put them in the correct order Total: 2 point Descriptor: - read the story - complete the sentences. Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
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Short term plan: term 3
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Unit 6: Reading for pleasure |
Lesson 66 |
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School |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
The fisherman and fish |
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Learning objectives |
5.1.4.1 evaluate and respond constructively to feedback from others; 5.6.5.1 use numbers to complete the fact file of a country; 5.4.1.1 understand the main points in a limited range of short simple texts on general and curricular topics. |
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Lesson objectives |
Learners will be able to: - To personalise the topic -To practise adjectives |
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Value links |
"Creativity and Innovation" Use of various cognitive tools, knowledge about the world be able to collect (linguistic, reading culture, information, service in the digital environment) |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead - in
Ex:5 P:77 Elicit answers from the Ss around the class. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture What do you do if you catch a golden fish? Pupils answer the question. ANSWERS Maybe the sea changes as the fisherman asks for more wishes because the fish is angry and his anger makes the sea change. |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - answer the question Total: 2 point |
Pictures |
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Ex: 6 P: 77 Draw Ss' attention to the Study Skills box. Have one student read aloud the content of the box. Elicit more examples from the class. Allow Ss time to complete the task. Check Ss' answer Ex: 7 P: 77 Explain the task. Allow Ss to work in closed pairs and come up with their own ideas. Elicit answers from around the class. Ex: 8 P: 77 Explain the task. Allow Ss to work in closed pairs and choose an answer. Elicit answers from around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. |
Pupils use the adjectives to complete the summary. ANSWERS 1 small 2 golden 3 kind 4 new 5 rich 6 huge Pupils imagine you met the golden fish. Answer the question. ANSWERS I would only ask the fish for one thing, a new house, etc Pupils answer the question. Explain your choice. ANSWERS I think the message is to be happy with what you have got because the woman in the story wanted more every time. She was never happy with what she got. And this caused her to lose everything. |
Descriptor: - use the adjectives - complete the summary Total: 2 point
Descriptor: - imagine you met the golden fish - answer the question. Total: 2 point Descriptor: - answer the question. - Explain your choice. Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
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Short term plan: term 3
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Unit 6: Reading for pleasure |
Lesson 67 |
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School |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Robin Hood |
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Learning objectives |
5. 1. 7. 1 systematic argumentation and confirmation in oral and written words; 5. 4. 5. 1 identify the main idea from the context of short texts within the framework of some familiar general and educational topics; |
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Lesson objectives |
Learners will be able to: - To introduce the topic and stimulate interest in the text - To read for specific information |
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Value links |
"Creativity and Innovation" Monitoring, measuring, conducting experiments and experiments ability; |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead - in
Ex:1 P:78 Explain the task. Allow Ss time to read through the text in order to answer the questions. Check answers around the class. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils read the background information to find out. Answer the question. ANSWERS Robin Hood is a character from an English legend. He lived in Sherwood Forest with the Merry Men. He was loyal to the real king and a brilliant archer, etc |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - read the background - answer the question. Total: 2 point |
Pictures |
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Ex: 2 P: 78 Explain the task. Allow Ss time to match the pictures with the captions. Check answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 78 Explain the task. Play the recording. Ss listen and read the text. Allow time for the Ss to identify the people in the pictures. Check Ss' answers aloud around the class. Ex: 4 P: 79 Explain the task. Allow Ss time to put the pictures in the correct order. Check Ss' answers. Ex: 5 P: 79 Draw Ss attention to the Check these words box. Elicit meaning of the words or allow Ss time to look up the words and check meanings around the class. Explain the task. Allow Ss time to complete the sentences. Check Ss' answers. |
Pupils look at the picture. Match the pictures with the captions. ANSWERS 1 E 2 C 3 A 4 D 5 B 6 B Pupils listen and read to find out. Answer the question. ANSWERS Picture A - Robert, Earl of Huntingdon (Robin Hood) and the Sheriff of Nottingham Picture B - Robin Hood, and the Merry Men Picture C - Marian, Robert, Earl of Huntingdon (Robin Hood), the Sheriff of Nottingham and his men Picture D - Robert, Earl of Huntingdon (Robin Hood) and a group of outlaws Picture E-Marian and Robert, Earl of Huntingdon (Robin Hood) Pupils read again and put the pictures in the correct order. ANSWERS Correct Order -, C, A, D, B Pupils read again and complete the sentences. ANSWERS 1 the door burst open 2 to arrest Robin 3 rode away 4 a group of men 5 outlaws 6 title or castle 7 a bow and arrow and a green hood 8 Robin Hood |
Descriptor: - look at the picture - match the pictures with the captions. Total: 2 point
Descriptor: - Pupils listen and read - answer the question. Total: 2 point Descriptor: - read again - put the pictures in the correct order Total: 2 point Descriptor: - read again - complete the sentences Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
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Short term plan: term 3
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Unit 6: Reading for pleasure |
Lesson 68 |
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School |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Robin Hood |
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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. 5. 1 identify the main idea from the context of short texts within the framework of some familiar general and educational topics; |
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Lesson objectives |
Learners will be able to: -To consolidate vocabulary learnt in this module -To practise sequence of events -To read for specific information |
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Value links |
"Creativity and Innovation" Ability to find optimal ways to solve educational tasks to use new and already familiar algorithms combining, using them in solving non-standard problems |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead - in
Ex:6 P:79 Explain the task. Allow Ss time to complete the sentences. Check Ss' answers. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils complete the sentences ANSWERS 1 ordered 2 stopped 3 escaped 4 gathered 5 presented |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - complete the sentences Total: 2 point |
Pictures |
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Ex: 7 P: 79 Explain the task. Ask Ss to work in pairs and find alternatives to said. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 8 P: 79 Explain the task. Ask Ss to work individually or in pairs to put the sentences in the order the happened in the story. Allow time for Ss to complete the task and check Ss' answers. Ex: 9 a P: 79 Explain the task. Allow Ss time to complete the table. Check Ss answers. Ex: 9 b P: 79 Ss work in pairs and tell each other the difference between the two characters. Explain that Ss need to use but when they compare the two characters since they don't share similar characteristics. Monitor the activity around the class. Ask some students to present to the class. |
Pupils in pairs, find seven verbs in the text that mean said ANSWERS 1 shouted 2 answered 3 told 4 ordered 5 explained 6 suggested 7 cheered Pupils put the events in the order they happened. ANSWERS 2 d 3 g 4 f 5 h 6 a 7 c 8 b Pupils complete the table using the words. ANSWERS Robin Hood loyal to King Richard honest lives in Sherwood Forest the Sheriff of Nottingham loyal to Prince John evil lives in Nottingham Castle Pupils answer the question. ANSWERS Robin Hood is loyal to King Richard, but the Sheriff of Nottingham is loyal to Prince John. Robin Hood is honest but the Sheriff of Nottingham is evil. Robin Hood lives in Sherwood Forest, but the Sheriff of Nottingham lives in Nottingham Castle. |
Descriptor: - work in pairs - find seven verbs Total: 2 point
Descriptor: - put the events in the order - to complete the task Total: 2 point Descriptor: - complete the table Total: 2 point Descriptor: - answer the question. Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
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Short term plan: term 3
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Unit 6: Reading for pleasure |
Lesson 69 |
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School |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
The pearl of Kazakhstan |
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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. 1. 1 understand the main idea of some simple short texts on general and educational topics; |
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Lesson objectives |
Learners will be able to: - To stimulate interest in the topic and read for specific information - To listen and read for gist and specific information |
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Value links |
"Creativity and Innovation" Use of various cognitive tools, knowledge about the world be able to collect (linguistic, reading culture, information, service in the digital environment) |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead - in
Ex:1 P:80 Explain the task. Elicit answers from Ss. Allow Ss time to read the text for answers. Check answers around the class. |
.Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Ex:1 P:80 Explain the task. Elicit answers from Ss. Allow Ss time to read the text for answers. Check answers around the class. |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - read the text - answer the question. Total: 2 point |
Pictures |
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Ex: 2 P: 80 Explain the task. Play the recording. Students read and listen to find the information. Check Ss' answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 71 Explain the task. Allow Ss time to answer the questions working in pairs. Check the answers by asking individual Ss around the class. . Ex: 4 P: 81 Explain the task. Allow Ss time to complete the questions. Ex: 5 P: 81 Explain the task Allow Ss time to complete the lists. Check answers around the class |
Pupils listen and read to find out. Answer the question. ANSWERS 'The Pearl of Kazakhstan' is Burabai National Park. It came to be because Aldar-Kosse made a hole in the Creator's sack and the mountains, lakes, forests, rivers, fish and wild animals all fell out there. Pupils read the text and answer the question. ANSWERS 1 They were sad because they had no mountains, lakes, forests, etc. 2 Aldar-Kosse was very kind and didn't like to see the Kazakhstani people so miserable. 3 He asked for some mountains. 4 The Creator kept his treasures in a sack. 5 He made a hole in the sack Pupils complete the sentences ANSWERS 1 watched 2 stretched 3 fell, landed 4 kept 5 made Pupils complete the graphic organiser with the adjectives. The writer uses in the story. ANSWERS
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Descriptor: - listen and read - aanswer the question. Total: 2 point
Descriptor: - read the text - answer the question Total: 2 point Descriptor: - complete the table Total: 2 point Descriptor: - complete the graphic organiser Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
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Short term plan: term 3
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Unit 6: Reading for pleasure |
Lesson 70 |
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School |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
The two Giants |
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Learning objectives |
5. 3. 7. 1 use subject-specific vocabulary and syntax within a number 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; |
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Lesson objectives |
Learners will be able to: - To introduce the topic and stimulate interest in the text - To predict content of a text and read for specific information - To read for specific information |
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Value links |
"Independence and patriotism", To the past, present and future of the people understand the relevance |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min . Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead - in
Ex:1 P:82 Play the music extract. Elicit which musical instrument it is from the Ss. Elicit further information. Allow Ss time to read the text. Ss check their answers. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils listen to the music extract. Read the text to find out. ANSWERS It's a dombra. It has a wooden body with a long neck and two strings. |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - listen to the music extract - read the text to find out. Total: 2 point |
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Ex: 2 P: 82 Explain the task. Ask Ss to read the title and the first sentence of each paragraph. Elicit Ss' answers. Ss listen to and read the text of the story to check their answers Ex: 3 P: 83 Explain the task. Allow Ss time to fill in the answers. Check Ss' answers. Ex: 4 P: 83 Explain the task Allow the Ss time to complete the sentences. Check Ss' answers around the class. Ex: 5 P: 83 Explain the task. Allow Ss time to complete the questions. Check Ss' answers. |
Pupils read the title of the story and the first sentence in each paragraph. Listen and read to find out. Answer the question. ANSWERS The story tells how people discovered the dombra, after a giant smashed the shape of one into a rock. Pupils read the text. ANSWERS 1 Y 2 0 3 0 4 Y 5 Y 6 0 Pupils complete the sentences. ANSWERS 1 brothers 2 the Altai Mountains 3 happy 4 on enormous stone bridge 5 the mountain 6 didn't help him/played music all day 7 smashed it against a rock 8 found the shape in the rock and used it to make a musical instrument Pupils complete the sentences. ANSWERS 1 smashed 2 played 3 carried 4 made 5 snatched 6 gave |
Descriptor: - read the title - answer the question. Total: 2 point
Descriptor: - read the text Total: 2 point Descriptor: - complete the sentences. Total: 2 point Descriptor: - complete the sentences Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
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Short term plan: term 3
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Unit 6: Reading for pleasure |
Lesson 71 |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Edutainment |
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Learning objectives |
5.1.7.1 develop and sustain a consistent argument when speaking or writing; 5.5.8.1 spell most high-frequency words accurately for a limited range of general topics; |
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Lesson objectives |
Learners will be able to: - To develop values and talk about reading -To personalise the topic -To test knowledge learnt in this module |
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Value links |
"Independence and patriotism", Assessment of the importance of loyalty to the motherland, the history of the country respect culture |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson 3 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead - in
Ex:1a P:84 Explain the task. Ask the Ss to work in pairs and read the sentences. Allow Ss time to discuss the reasons for reading. Monitor the activity around the class. Ss present answers in pairs. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils read the sentences. Answer the question. Decide in pairs. ANSWERS A: To me, reading fiction/non fiction is important because I learn new words and can write better. B: I love reading because I like seeing how characters solve their problems. This helps me, too. A: That's true. I also learn new words and can write better. B: That's correct. Another reason I love reading is that I learn about other people's lives and culture. |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - read the sentences - answer the question. Total: 2 point |
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Ex:1b P:84 Elicit Ss' reasons why they like reading from around the class. Ex: 2 P: 84 Explain the task. Allow Ss some time to read the questions and mark the sentences as true or false. Alternatively, you may allow Ss to review the module and find the relevant information to complete the statements correctly. Check Ss' answers. Ex: 3 P: 84 Explain the task and allow Ss time to look through the module and think of quiz questions in pairs Tell Ss they can use the quiz in the previous task as a model. Offer an example (e.g. The older brother of the giants liked to play music. (F)) Ss swap their quizzes with another pair and do it and then report back to the class. Ex: 4 P: 85 Explain the task. Play the recording for Ss to fill in the missing words. Check answers. Play recording again for Ss to sing along. |
Pupils complete the sentences. ANSWERS I like reading because stories teach me about other ways of solving my problems. I often get good ideas when I am reading that I wouldn't think of myself Pupils do the quiz. Mark sentences. ANSWERS 1 T 2 F 3 F 4 T 5 F 6 T 7 F 8 T Pupils look at the module 6 and write quiz of your own. ANSWERS 1 The Fisherman's wife wanted to be the Queen of the Land and the Sea! (T) 2 Will Scarlett recognised Robert, Earl of Huntingdon. (T) 3 The Sheriff of Nottingham supported King Richard. (F - Prince John) 4 Burabai National Park is the 'diamond' of Kazakhstan. (F-pearl) 5 The older giant brother wanted to build a bridge. (T) 6 The guitar is a national symbol of Kazakhstan. (F- the dombra) Pupils listen and fill in the missing words. Then listen again and sing along. ANSWERS 1 young 2 walk 3 stream 4 woods 5 fairy 6 told 7 believed 8 never |
Descriptor: - complete the sentences Total: 2 point
Descriptor: - do the quiz - mark sentences. Total: 2 point Descriptor: - look at the module 6 - write quiz of your own. Total: 2 point Descriptor: - listen to the song - fill in the missing words Total: 2 point -Make CCQ questions Yes / No |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
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Short term plan: term 3
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Unit 7: Fantasy world |
Lesson 71 |
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School |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Vocabulary: Animals |
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Learning objectives |
5. 2. 4. 1 to understand general and educational topics in a long conversation with the support of the main ideas; 5. 3. 5. 1 attempt to communicate in the exchange of information at the basic level within the framework of various general and educational topics; |
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Lesson objectives |
Learners will be able to: - To introduce the topic; to assess prior knowledge - To present vocabulary about animals -To consolidate vocabulary; to draw on existing knowledge |
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Value links |
"Independence and patriotism" Respect the state symbols of Kazakhstan, understand the meaning of public holidays |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead - in
Ex:1 P:85 Ask Ss to write down all the animals they know English names for. Suggest they think of: animals on land, air and sea, big and small, pets and wild. Give Ss time to complete the task. Elicit answers from Ss around the class. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils in a minute write down as many animals as you can think of. Compare with your partner. ANSWERS cat, dog, bird, fish, mouse, lion, insect, sheep, cow, pig, rabbit, etc |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - down as many animals - compare with your partner Total: 2 point |
Pictures |
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Ex: 2 P: 85 Play the recording with pauses for Ss to repeat chorally and or individually. Check Ss' pronunciation and intonation. Students say the names of the animals in Kazakhstani. Ex: 3 P: 85 Ask Ss to think of famous films with animals. Remind Ss of the difference between films with animals talking and interacting (like The Jungle Book) and films about humans and an animal, (e.g. Jaws, Lassie, etc.) |
Pupils look at the film poster. Listen and repeat. ANSWERS Pupils answer the question. ANSWERS 'Animal Farm' (1954) - farm animals, "Watership Down' (1978) - rabbits; 'Finding Nemo' (2003) - fish; 'Madagascar' (2005) - lots of animals |
Descriptor: - look at the film poster. - say the names of the animals in Kazakhstani Total: 2 point Descriptor: - answer the question Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
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Short term plan: term 3
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Unit 7: Fantasy world |
Lesson 72 |
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School |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Reading: The ghost of the Mountains |
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Learning objectives |
5. 4. 2. 1 understand specific information in simple, short texts on a number of general and educational topics with little help from the teacher; 5. 5. 3. 1 write specific details with the support of the teacher, describing people, places and objects at the text level; |
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Lesson objectives |
Learners will be able to: - To introduce the topic and stimulate interest in the text - To read for specific information - To consolidate new vocabulary in a text |
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Value links |
"Independence and patriotism", To the past, present and future of the people understand the relevance |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead - in
Ex:1 P:86 Direct Ss' attention to the picture and ask if they know the name of this animal or anything about it. Elicit a variety of questions about it and write three of them on the board. Play the recording. Ss listen and follow the text in their books and check if their questions were answered. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils answer the question. Write three questions. Listen and see if you can answer them. ANSWERS It looks like a big cat, like a tiger or leopard. It lives in places where it is cold and snowy. What time of day does it come out? (Usually at night) Do they attack people? (Rarely) How many of these animals are there in the world? (Between 4,080 and 6,590) |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - answer the question - write three questions. Total: 2 point |
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Ex: 2 P: 86 Allow Ss some time to read the text again and answer the questions. Direct Ss to the Word List to look up the meanings of the words in the Check these words box and draw Ss' attention to the Did you know? box. Check Ss' answers. Ex: 3 P: 86 Explain the task and give Ss time to complete it. Then check Ss' answers around the class. Ex:4 P: 87 • Allow Ss a minute to go through the text. Ss close their books. Ss work in pairs and talk about the text and say what they remember. • Ask various pairs to report back to the class. |
Pupils read the text and answer the question. ANSWERS 1 Snow leopards live in the mountains and forests of central Asia. 2 Snow leopards have black spots on their head, body and long tail. They also have big paws. 3 Their thick fur keep them warm. 4 Snow leopards eat wild sheep and goats. 5 They can jump up to 50 feet. 6 They rarely attack humans. 7 There are fewer than 200 snow leopards in Kazakhstan Pupils complete the sentences with the words from the box. ANSWERS 1 ghost 2 hide 3 wild 4 species 5 hope Pupils write three facts you remember from the text. Tell your partner. ANSWERS People call the snow leopard 'the ghost of the mountain'. Its big paws help it walk on the snow. They can kill animals that are three times bigger than them. |
Descriptor: - read the text - answer the question Total: 2 point
Descriptor: - complete the sentences Total: 2 point Descriptor: - write three facts you remember - Tell your partner Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
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|
Short term plan: term 3
|
Unit 7: Fantasy world |
Lesson 73 |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Vocabulary: Parts of animals |
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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. 5. 2. 1 systematic writing of sentences in a paragraph on some general and educational topics with the support of the teacher; 5. 6. 3. 1 use of adjectives, including dependent adjectives, when describing things in general and educational topics, use of |
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Lesson objectives |
Learners will be able to: - To present vocabulary for parts of animals - To use adjectives in descriptions - To ask and answer about animals |
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Value links |
"Independence and patriotism", Assessment of the importance of loyalty to the motherland, the history of the country respect culture |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead - in
Ex:5 P:87 Play the recording. Ss listen and repeat chorally or individually and then elicit the L1 equivalents. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils listen and repeat. Answer the question. ANSWERS Students own answer. |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - listen and repeat - answer the question Total: 2 point |
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Ex: 6a P: 87 Explain the task. Explain/Elicit the meaning of the adjectives. Direct Ss to the Word List or their dictionaries to look up any unknown words. Ss complete the descriptions. Check Ss' answers on the board. Ex: 6b P: 87 Explain the task and read the example aloud. Ss work in pairs and ask and answer questions to guess the animals. Remind Ss to use their answers from Ex. 5a to help them. Monitor the activity around the class and then ask some pairs to ask and answer in front of the class Ex: 7 P: 87 Ask Ss to read through the fact file and think about what type of information is missing from each gap. Play the recording. Ss listen and fill the gaps. Check Ss' answers • Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils use the adjectives to complete the descriptions. ANSWERS Parrot 1 sharp beak 2 small body 3 sharp claws 4 long tail Bear 1 wide mouth 2 big nose 3 small ears 4 sharp teeth Giraffe 1 long neck 2 thin tail 3 small head 4 long legs Pupils choose an animal. Your partner asks questions to find out which it is. ANSWERS B: Yes, it has. A: Has it got a wide mouth? B: Yes, it has. A: Is it a bear? B: Yes, it is, etc. Pupils listen and complete the fact file about the bald eagle in your notebook. ANSWERS 1 black 2 beak 3 (very) sharp 4 wings 5 65 6 fish 7 20-30 |
Descriptor: - use the adjectives - complete the descriptions Total: 2 point
Descriptor: - choose an animal. - asks questions to find out Total: 2 point Descriptor: - listen and complete the fact file - Tell your partner Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
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Short term plan: term 3
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Unit 7: Fantasy world |
Lesson 74 |
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School |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Use of English: Adverbs of frequency |
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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. 14. 1 on some familiar general and academic topics, use auxiliaries to talk about time and location, to indicate the subject, auxiliaries to describe things, to, into, out of, from, towards auxiliaries to indicate the direction of movement using words; |
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Lesson objectives |
Learners will be able to: - learn and understand the position of adverbs of frequency in sentences - practise using adverbs of frequency - talk about habits using adverbs of frequency |
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Value links |
"Independence and patriotism" Respect the state symbols of Kazakhstan, understand the meaning of public holidays |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead - in
Ex:1 P:88 Ask questions to elicit the information to complete the rule (e.g., Which word is the verb in the first sentence? (are) Which is the adverb of frequency? (always) Where is the adverb of frequency in the first sentence before or after the verb? (after). Which word is the verb in the second sentence? (eat) Which is the adverb of frequency? (usually) Where is the adverb of frequency in the first sentence before or after the verb? (before). |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Students say different words from the picture Pupils read the sentences. Complete the rule ANSWERS Adverbs of frequency usually go before the main verb but after the verb 'to be'. |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - read the sentences - momplete the rule Total: 2 point |
Pictures |
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Ex: 2 P: 88 Explain the task and allow Ss some time to complete the sentences about themselves. Check Ss' answers. Ex: 3 P: 88 Explain the task. Choose two Ss to read the example aloud. Ss work in pairs and complete the task. Monitor the activity around the class and then ask some pairs to ask and answer in front of the class. Ex: 4 P: 88 Practise using adverbs of frequency Allow Ss time to complete the sentences and elicit answers from Ss around the class. |
Pupils complete the sentences with adverbs of frequency. ANSWERS 1 I often walk to school. 2 My friend sometimes watches TV in the afternoon. 3 My parents never go to the cinema. 4 I usually meet my friends after school. 5 My mum always cooks dinner. 6 I often have a shower in the morning Pupils work in pairs. Make true sentences. ANSWERS A: How often do you go swimming? B: I usually go swimming on Saturdays. A: How often do you watch TV? B: I sometimes watch TV in the evening. A: How often do you play tennis? B: I never play tennis. A: How often do you tidy your room? B: I always tidy my room on Saturdays. A: How often do you go to the theatre? B: I never go to the theatre. Pupils use adverbs of frequency to write sentences about yourself. ANSWERS 1 I usually get up at 7 in the morning. 2 I never walk to school. 3 I often watch TV in the evening. 4 I sometimes go to the cinema with my friends. 5 I never go jogging in the evening |
Descriptor: - complete the sentences Total: 2 point
Descriptor: - work in pairs - make true sentences Total: 2 point Descriptor: - use adverbs of frequency - write sentences about yourself. Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
|
|
Short term plan: term 3
|
Unit 7: Fantasy world |
Lesson 75 |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Use of English: Adverb of degree |
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Learning objectives |
5. 5. 6. 1 logically combine sentences into paragraphs with some support using basic connectives on some common topics; 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; |
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Lesson objectives |
Learners will be able to: - present comparatives and superlatives - practise comparative forms |
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Value links |
"Independence and patriotism", To the past, present and future of the people understand the relevance |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead - in
Ex:7 P:89 Ss close their books. Explain that we use the comparative form to compare two people, things, places, etc. We usually use than with comparative adjectives. Janet is taller than Paul. We use the superlative form to compare one person/thing, etc with the entire group. Danny is the tallest boy in the class. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils read the table. Complete the rule. ANSWERS Students own answer. |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - read the table - complete the rule Total: 2 point |
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Ex: 8 P: 89 Explain the task and allow Ss some time to complete it. Check Ss' answers around the class. Ex: 9 P: 89 Explain the task and give Ss some time to complete it. Check Ss' answers. Ex: 10 P: 89 Go through the table and explain that we use adverbs of degree to give more information about the extent or degree of a quality/feature that the person/animal/object etc has. Read out the table. Explain the task and read out the example sentence. Ss complete the task, using the key in the table. Check Ss' answers. |
Pupils put the adjectives in brackets into the comparative. ANSWERS 1 faster 2 more 3 heavier 4 longer 5 stronger 6 more powerful Pupils put the adjectives in the superlative. ANSWERS 1 biggest 2 heaviest 3 largest 4 strongest 5 most unusual 6 most aggressive Pupils look at the table and form sentences. ANSWERS 2 Rabbits have got quite small bodies. 3 Pigeons have not got very long tails./Pigeons' tails are not very long. 4 Goats have got very big horns. 5 Elephants have got extremely big ears |
Descriptor: - put the adjectives in brackets into the comparative. Total: 2 point
Descriptor: - put the adjectives in the superlative Total: 2 point Descriptor: - look at the table and form sentences. Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
|
|
Short term plan: term 3
|
Unit 7: Fantasy world |
Lesson 76 |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Narnia Summative assessment for the unit ”Fantasy world” |
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Learning objectives |
5. 2. 7. 1 of a simple conversational speaker with teacher assistance on a range of general and academic topics 5. 4. 2. 1 understand specific information in simple, short texts on a number of general and educational topics with little help from the teacher; |
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Lesson objectives |
Learners will be able to: - present vocabulary to do with mythical/magical creatures - read for specific information - consolidate vocabulary about a fantasy world |
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Value links |
"Independence and patriotism" Respect the state symbols of Kazakhstan, understand the meaning of public holidays |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead - in
Ex:1 P:90 Ask Ss to look at the pictures. Explain that they may know some of the animals from the real world, while others are mythical. Explain that mythical creatures do not and have never existed, except in stories. Give Ss time to complete the task. Get answers from Ss around the class. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Ex:1 P:90 Ask Ss to look at the pictures. Explain that they may know some of the animals from the real world, while others are mythical. Explain that mythical creatures do not and have never existed, except in stories. Give Ss time to complete the task. Get answers from Ss around the class. |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - look at the pictures - answer the question. Total: 2 point |
Pictures |
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Ex: 2 P: 90 Explain the task to the Ss. Give them time to complete it. Check answers around the class. Evaluate Ss' answers Ex: 4 P: 90 Explain the exercise to the Ss. Give them time to complete the task. Check Ss' answers around the class. Ex: 5 P: 91 Read the box about the wolf with Ss. Ss say the sentences in their own language. Explain that Ss should use the words in bold to complete the sentences in the box about the lion. Suggest that they look for certain verbs and quantities as clues. Give Ss time to do the exercise. Check Ss' answers around the class. Ex: 6 P: 91 Ss copy the fact file into their books. Play the recording. Ss fill in the missing information. Check answers around the class. |
Pupils read the text and complete the sentences ANSWERS 1 C.S. Lewis 2 Aslan 3 fight very well with a sword 4 fly high in the sky 5 half man and half horse 6 Aslan Pupils compete the sentences ANSWERS 1 army 2 fight 3 enemies 4 creatures 5 wise 6 cruel Pupils read the examples in the box. Say them in your language. ANSWERS 1 How much 2 How long 3 How fast 4 How many 5 How long Pupils listen and complete the fact file. ANSWERS 1 mountain 2 wings 3 teeth 4 fly |
Descriptor: - read the text - complete the sentences T Descriptor: - compete the sentences Total: 2 point Descriptor: - read the examples in the box - say them in your language Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
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Short term plan: term 3
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Unit 7: Fantasy world |
Lesson 77 |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Expressing fear |
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Learning objectives |
5. 2. 7. 1 of a simple conversational speaker with teacher assistance on a range of general and academic topics 5. 4. 6. 1 identify the author's opinion or point of view in short texts on some general and educational topics |
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Lesson objectives |
Learners will be able to: - identify the context of a dialogue and practise pronunciation - learn synonymous phrases - read for specific information |
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Value links |
"Independence and patriotism" Respect the state symbols of Kazakhstan, understand the meaning of public holidays |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson 3 min . Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead - in
Ex:1 P:92 Explain the task. Ss read the sentences and say what they think the dialogue is about (a strange pet sb has that frightens their friend). Play the recording. Ss listen and follow the text in their books. Ask various Ss to say the L1 equivalents for the phrases. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils look at the sentences from a dialogue between two friends. ANSWERS The dialogue is about Frank's new pet spider |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - look at the sentences - answer the question. Total: 2 point |
Pictures |
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Ex: 2 P: 92 Read the phrases aloud. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class. Ex: 3 P: 92 Allow Ss time to read the dialogue again and answer the questions. Ex: 4 P: 92 Ask Ss to work in pairs and take roles to read the dialogue aloud. Monitor the activity around the class and ask some groups to read the dialogue aloud in front of the class. |
Pupils read the dialogue again and answer the question. ANSWERS 1 Oh my goodness! 2 What's wrong? 3 I'm afraid of spiders. Would you like to try? Pupils find parts of the dialogue ANSWERS 1 a baby wolf spider 2 three months old 3 He thinks it's cute. 4 No, she doesn't. She's afraid of spiders./ She thinks it's dangerous. Pupils listen to the dialogue again, then take roles. ANSWERS. Students own answer. |
Descriptor: - read the dialogue - answer the question. Total: 2 point
Descriptor: - find parts of the dialogue - complete the task Total: 2 point Descriptor: - listen to the dialogue - take roles. Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
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Short term plan: term 3
|
Unit 7: Fantasy world |
Lesson 78 |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Across culture. Mythical creatures. |
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Learning objectives |
5. 2. 7. 1 of a simple conversational speaker with teacher assistance on a range of general and academic topics 5. 4. 6. 1 identify the author's opinion or point of view in short texts on some general and educational topics 5. 5. 2. 1 systematic writing of sentences in a paragraph on some general and educational topics |
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Lesson objectives |
Learners will be able to: - introduce the topic - read for specific information |
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Value links |
"Independence and patriotism" Respect the state symbols of Kazakhstan, understand the meaning of public holidays |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead - in
Ex:1 P:93 Direct Ss' attention to the creatures in the pictures and the countries and elicit how they may be related (the creatures are the mythical creatures of the countries). Play the recording. Ss listen and follow the text in their books and check. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils listen and read to find out. Answer the question. ANSWERS The Bunyip can eat people. The Tulpar can fly really fast and help people. |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - listen and read - answer the question. Total: 2 point |
Pictures |
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Ex: 2 P: 93 Elicit/Explain the meaning of the words in the Check these words box. Allow Ss four minutes time to read the text again and do the task. Check Ss' answers and elicit corrections for the false statements. Ex: 3 P: 93 Explain the task. Ss work in pairs and complete it. Monitor the activity around the class. |
Pupils read the text and mark the sentences. ANSWERS 1 F (The Bunyip eats people) 2T 3 F (The Bunyip is on some Australian stamps) 4 F (The Tulpar has the body of a horse) 5 F (They are very big) 6 T Pupils use the phrases to say or write sentences about each mythical creature. ANSWERS 1 rivers and lakes 2 scales 3 tusks 4 snake, mane 5 horse, wings 6 strong 7 fly 8 to people |
Descriptor: - read the text- - mark the sentences. Total: 2 point
Descriptor: - use the phrases - write sentences about each mythical creature. Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
|
|
Short term plan: term 3
|
Unit 7: Fantasy world |
Lesson 78 |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Summative control work for the 3rd term |
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Learning objectives |
5. 2. 6. 1 to determine a number of general and educational topics with the support of meaning from the context of a short conversation; 5. 3. 7. 1 using subject-specific vocabulary and syntax within a range of general topics 5. 4. 6. 1 identify the author's opinion or point of view in short texts on some general and educational topics 5. 5. 6. 1 logically combine sentences into paragraphs with some support using basic connectives on some common topics; |
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Lesson objectives |
Learners will be able to: - summarize the main idea with the limited support of details they hear or write down -identify the details of a text - use simple transitional phrases (firstly, secondly…, in conclusion, then, but) -convey ideas and basic information (age, hobbies, interests, family and educational background) |
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Plan |
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Short term plan: term 3
|
Unit 7: Fantasy world |
Lesson 79 |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Across the curriculum: Science |
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Learning objectives |
5. 2. 7. 1 of a simple conversational speaker with teacher assistance on a range of general and academic topics 5. 3. 3.
1 5. 4. 6. 1 identify the author's opinion or point of view in short texts on some general and educational topics |
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Lesson objectives |
Learners will be able to: - present new vocabulary and improve pronunciation skills - recognise bird sounds and match them to birds |
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Value links |
"Independence and patriotism", To the past, present and future of the people understand the relevance |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson 5 min Middle of the lesson Presentation part. 35 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead - in
Ex:1 P:94 Draw Ss' attention to the pictures. Play the recording. Ss listen and repeat, either chorally or individually. Explain/Elicit the meanings of forest, city, mountain, coast, lake and initiate a class discussion to match the birds to the places they live. |
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture Pupils listen and repeat. Answer the question. ANSWERS In the forest: parrot, ow, bluebird In the city: pigeon In the mountains: howk On the coast: pelicon At a lake: swan |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - listen and repeat - answer the question. Total: 2 point |
Pictures |
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Ex: 2 P: 94 Explain the task and play the recording. Ss listen and match the sounds to the birds. Check Ss' answers. Ex: 3 P: 94 Read the questions aloud one at a time and elicit answers from the class. Play the recording. Ss listen and follow the text in their books and check their answers. Ex: 4 P: 94 Allow Ss two minutes to prepare their answers. Monitor the activity and help Ss with vocabulary and sentence structure. Ask several Ss to tell the class their answers. |
Pupils listen and number the birds in the order you hear them. ANSWERS 1 pigeon 2 owl 3 parrot 4 hawk Not heard: pelican, bluebird, swan Pupils try to answer the questions. Listen and read then text and check your answers. ANSWERS 1 Ten thousand. 2 They live in different places - in forests, at the top of mountains, in gardens or near water. 3 Many eat insects, but some eat small animals, fish or other birds or plants, fruit and nuts. 4 Birds keep insects under control and help plants by spreading seeds around. Pupils in two minutes, write three facts from the text. ANSWERS There are ten thousand types of birds in the world. Birds keep insects under control. Some birds can't fly. |
Descriptor: - listen and number the birds - match the sounds to the birds. Total: 2 point
Descriptor: - try to answer - listen and read then tex Total: 2 point -Make CCQ questions Yes / No Descriptor: - write three facts from the text. Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
|
|
Short term plan: term 3
|
Unit 7: Fantasy world |
Lesson 80 |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Writing: a review of a film. |
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Learning objectives |
5.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics; 5.5.6.1 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics; |
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Lesson objectives |
Learners will be able to: -brainstorm for films with animals - read for specific information - answer questions about a fantasy film with animals |
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Value links |
"Independence and patriotism", To the past, present and future of the people understand the relevance |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson 3 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson Lead - in
|
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! |
Pictures |
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Middle of the lesson Presentation part. 35 min |
Ex:1 P:95 • Allow Ss one minute to write down as many films with animals they can think of and then compare with their partner. Write Ss' answers on the board. Ex: 2a P: 95 Read the first sentence of the text aloud and then play the recording for Ss to listen and follow the text in their books. Elicit answers from around the class. Ex: 2b P: 95 Explain the task to the Ss. Ask Ss to read the text again. Give them time to complete the exercise. Elicit answers around the class. Ex: 3 P: 95 Explain the task to the Ss. Give them time to complete the exercise. Check answers around the class. Ex: 4 P: 95 Ask Ss to get into small groups. Ask Ss to think of a fantasy film with animals. Refer them to the answers in Ex. 1 Allow them time to research the details online, if necessary. Elicit answers around the clas |
Pupils in one minute, write down as many films with animals as possible. ANSWERS 'Watership Down' (1978) rabbits; 'Finding Nemo' (2003)-fish; 'Madagascar' (2005) - lots of animals .Pupils answer the question. Listen and read to find out. ANSWERS 'The Jungle Book' is an adventure story about a young boy, Mowgli, who lives in a jungle with animals. Some of them want to kill him and others want to protect him Pupils answer the question. ANSWERS 1 The Jungle Book 2 Jon Favreau 3 Bill Murray and Scarlett Johansson 4 Mowgli, Shere Khan, Baloo and Bagheera 5 It's really exciting and very funny . Pupils put the words in the correct order. Mind the punctuation. ANSWERS 1 This film is fantastic. 2 It is about pets. 3 Don't miss it. 4 It is the story of a fox. 5. It is a very funny film. Pupils in groups, think about fantasy film with animals. Choose one and answer the question. ANSWERS 1 The name of the film is Watership Down. 2 The director of the film is Martin Rosen. 3 The actors in the film are John Hurt, Richard Briers and Nigel Hawthorne. 4 A group of rabbits must leave their home and travel to find a new place to live. They face many dangers and enemies. 5 There are rabbits called Fiver, Hazel and Bigwig. There is a seagull called Keehar. 6 I think the film is very exciting, sad and beautiful |
Descriptor: - write down as many films with animals - compare with their partner. Total: 2 point Descriptor: - answer the question - listen and read to find out Total: 2 point Descriptor: - answer the question. Total: 2 point
Descriptor: - put the words in the correct order - mind the punctuation. Total: 2 point Descriptor: - Choose one and answer the question Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
|
|
Short term plan: term 3
|
Unit 7: Fantasy world |
Lesson 81 |
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Teacher name: |
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Date: |
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Grade: 5 |
Number present: |
absent: |
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Lesson title |
Edutainment |
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Learning objectives |
5.1.4.1 evaluate and respond constructively to feedback from others; 5.1.7.1 develop and sustain a consistent argument when speaking or writing; 5.3.6.1 communicate meaning clearly at sentence level during, pair, group and whole class exchanges |
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Lesson objectives |
Learners will be able to: -discuss a quotation; to develop values -express reasons for respect and love for animals -develop creative skills |
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Value links |
"Independence and patriotism", To the past, present and future of the people understand the relevance |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson 5 min |
Organization moment : 1.Greeting. Ask about the weather. Warming up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Lead - in
|
Students' attention is drawn to the lesson. Learners talk about favourite day previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! |
Pictures |
|
Middle of the lesson Presentation part. 35 min |
Ex:1 P:96 Ask Ss to get into pairs. Refer Ss to the quotation. How might animals' eyes be different from humans' eyes? How can eyes 'speak a language'? Allow Ss time to discuss the quotation. Elicit answers from around the class. Ex: 2a P: 96 Read through the list of words with Ss. Ask if they agree that animals have these qualities. Think of examples. Ask them to take turns telling their partner. Monitor the activity around the class. Ex: 2b P: 96 Encourage the students to find pictures of animals as examples of the qualities in the list in Ex. 2a. Ss write a sentence beside each picture. Remind Ss to use their answers to Ex. 2a to help them create their poster. Allow Ss some time to create the poster, or assign the task as HW Ex: 3 P: 96 Explain the task to the Ss. Allow Ss some time to read the questions and mark the sentences true or false. Alternatively, you may choose to allow them to look back through the module and find the answers. Check answers around the class. |
Pupils in pairs discuss the quotation. ANSWERS The eyes are the window of the soul, they say. They can tell us what the mind is thinking, more honestly than words. A human's eyes show a mind that has selfish ideas and plans, but an animal's eyes look on the world with patience and without judgment. Perhaps by looking at an animal's eyes, we can help us to see the things as they are, not as we want them to be. Pupils use the words/phrases below to tell your partner why we should love animals. ANSWERS B: They are beautiful, too. Think of an eagle or a deer. A: Animals can be loyal, too. Dogs are often very loyal to their owners. B: Many animals are special. I can't believe the size of the blue whale. A: Other animals are unique. There's no other bird like the peacock! B: An animal can be your best friend, too. Many riders feel like this about their horses. A: Some animals help each other. Even little ants work as a team to bring food to their nests. B: Do you think animals show respect for each other - or humans? A: I don't know about that. Some people say animals are 'full of love', but I think respect and love are human emotions. B: Yes. We should show respect and be full of love for animals, etc. Pupils work in groups. Design a poster with the title I love animals. ANSWERS Students own answer. Pupils do the quiz. ANSWERS 1 f 2 f 3 t 4 t 5 f 6 f |
Descriptor: - in pairs discuss the quotation. Total: 2 point
Descriptor: - use the words/phrases - tell your partner why we should love animals. Total: 2 point Descriptor: - work in groups - design a poster Total: 2 point Descriptor: - do the quiz Total: 2 point -Make CCQ questions Yes / No Total: 10 point |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster Success
|
|
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