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lesson plans 5 grade

Материал туралы қысқаша түсінік

ұстаздарға арналған күнделікті сабақ жоспары

Уанхан Меруерт Бауржанкызы

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

16 Маусым 2018

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Шет тілі Сабақ жоспары 5 сынып

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Short term plan

Unit 1 Homes and away Unit of a long term plan unit1					School:
Date:					Teacher name:
CLASS: 5					Number present:			absent:
Lesson title			Homes 1
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)			L1. Understanding sequence of supported classroom instructions S7. Use appropriate subject- specific vocabulary and syntax to talk about a limited range of general topics UE3. Use a growing variety of adjectives and regular and irregular comparative and superlative adjectives an a limited range of familiar general and curricular topics W3 write with support factual descriptions at text level which describe people, places and objects
Lesson objectives			All learners will be able to: Name parts of yurt, understand vocabulary, describe places Most of learners will be able to: Understand specific vocabulary
Assessment criteria			Say topic words with clear pronunciation. Say expressions clearly describe places and objects use adjectives in degrees
Language objective			Yurt , shanyrak uwyk a carcass
Values links			To keep ,to increase and to hand down traditions and friendship between people
Cross-curricular links			art
Previous learning			Review
Plan
Planned timings	Planned activities (replace the notes below with your 9planned activities)						Resources
Start	Greetings, Good morning pupils! Who is on duty today? Who is absent? Teacher divides pupils in 2 groups with cards: “ Yurts’, “ Homes
Middle	L1 Task 1 Listen to and repeat attentively after teacher : a bedroom, a dining room, bathroom, a living room, a toilet, a study, a round-shaped , a shanyrak , a kerege ,a uwyk L 1 Task 2 Match the pictures with the words Yurt is a round-shaped, it consists of three main parts and many other smaller parts. Three main parts include Shanyrak – top of the Yurt, Kerege – walls carcass and Uwyk – a carcass part from Kerege to the Shanyrak. Yurt usually does not have rooms in it, and it was a common practice to have a separate YuYrt as a bedroom, separate one as a kitchen, guesthouse, etc as long as people could afford that. Task 2 Find out which of these adjectives in positive degree, in comparative degree, in superlative degree 1 A building is bigger than yurt. 2. Yurt is smaller than a building. 3. A house is modern. 4. A living room is the most comfortable room in the house. 5.Yurt is the oldest house. Descriptor: Learners find degrees of adjectives W3 Task 4 Write things you remember from the texts Yurt, kerege ,house ,shanurak .small ,beautiful ,modern Bedroom, living-room ,comfortable Descriptor: Pupils write names of rooms ,describe of house
End	Answer the question “ How can be a modern house?”
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Health and safety check
Differentiation can be achieved through the selection of activities, identification olearning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner).				Use this section to record the techniques that you will use to assess what the learners have learned during the lesson.		Health saving technologies. Using physical exercises and active activities. Rules from the Safety Rules book which can be applied in this lesson.
Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve the lesson objectives/ learning objectives? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?

Short term plan

Unit of a long term plan Unit 1

School: B.Momyshuly

Date:

Teacher name: Akhmetova A

CLASS: 5

Number present:

absent:

Lesson title

Homes 2

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

S1. Provide basic information about themselves and others at sentence level on an increasing range of general topics.

S4. Respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics.

W1. Plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics.

UE14. Use prepositions to talk about and location: use prepositions like to describe things and about to denote topics: use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curriculum topics.

Lesson objectives

All learners will be able to:

Understand specific information related to the target.
Pronounce and name some words, according to the topic.
Recognize the theme and grammar material;

Most learners will be able to:

To write short sentences in a paragraph.
Answer the questions.
Do exercises with grammar material;

Some learners will be able to:

Use prepositions to make sentences.
Speak about things in a room.

Assessment criteria

To ask simple questions to get information about rooms

To develop the learners’ correct pronunciation of active vocabulary

To put prepositions of directions in right order.

To write and complete the sentences by putting names of the room

Values links

To respect each others opinion, to awake of their patriotic senses. To teach pupil to love our motherland.

Cross-curricular

Links

Kazakh and Russian

Previous learning

Learners have an information about rooms. New vocabulary according to the previous lesson. Define comparative and superlative adjectives.

Can compare yurts with modern houses.

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

Greeting. Teacher greets learners; learners respond to greeting and take their places.
Happiness circle.

Teacher greets and invites to stand in a circle and to greet each other. The teacher divided the class with the method of mosaic.

S1 Brainstorming.

Revision the previous lesson. Scrambled letters. You must make up some words and translate them into Kazakh.

t, l, a, f –
e, r, u, t, c, i, p –
b, e, l, a, t –
c, r, e, o, o, k –
e, g, f, r, i, d –
k, s, i, n –
m, p, a, l –
r, a, i, c, h –
i, o, r, d, a –
r, o, d, o –

Flashcards

PPT (slide – 1-2)

Pictures

Middle

IV.S4. Working with new vocabulary.

English	Transcription	Translation
Desk	[desk]	жазу үстелі
Chair	[tʃɛː]	Орындық
Mirror	[mɪrə]	Айна
Lamp	[læmp]	Шам
Clock	[klɒk]	Сағат
Table	[teɪb(ə)l]	Үстел
Bed	[bed]	төсек
Shelves	[ʃɛlvz]	Сөрелер
chest of drawers	[tʃɛst ov drɔːz]	Комод
Rug	[rʌɡ]	Клем
Wardrobe	[wɔːdrəʊb]	Гардероб

Prepositions:

In	Ішінде
On	Үстінде
Next to	Жанында
Above	Жоғарыда
Under	Астында
Opposite	қарама-қарсы
In front of	Алдында
Behind	артында

UE14. Task 1. Practice

Use prepositions. Complete the description of Sadie’s room.

The bed’s on the left and there’s small wardrobe on the right. There are some posters …… the wall …… the bed. There is a table …… the bed, and there is a lamp and clock …… the table. There is a chest of drawers …… the table, and there are some shelves …… the chest of drawers. There is a desk …… the door, …… the window. There is a chair in the corner and another chair ….. the desk. You can see Sadie’s tennis racket …… the desk.

Descriptor A learner:

Works cooperatively in a group;
Read the clause and put the precedent in the appropriate places.

S4. 1 Task 2. Group work

Read the puzzles and guess what rooms they are.

I - group
1. We have breakfast, lunch, dinner, supper there.
We eat in it. What room is it?
2. We cook dinner, wash up dishes there. There is cooker a fridge, a dishwasher there. There are plates, cups, cupboards there.
What room is it?
3. There is a bed, a picture, a window, a curtain, a toilet table in it.
What room is it?

II - group
4. There is a towel, a bath, a soap, a mirror, a sink, a shelf in it.
What room is it?
5. There is VCR, a sofa, a fire, a carpet, an armchair, a picture, a television in it. What room is it?
6. There is a computer, a desk, a bookshelf, a chair, a lamp, a flower, a plant, a clock in it. What room is it?

Descriptor A learner:

Read and translate
Define rooms and furniture’s
Answer the questions

W1. Task 3. Complete the sentences:
1. We cook in the …
2. We sleep in the …
3. We wash in the …
4. We watch TV in the …
5. We eat in the …
6. We read books in the …

Descriptor A learner:

Read and translate
Filling in the gaps

PPT (slide – 3)

Student’s book,

Picture, dictionaries

PPT (slide – 4)

PPT (slide – 5)

PPT (slide – 6)

End

Assessment. Traffic light.

Feedback. The teacher gives comments about learners work and awards learner. Students will choose one and put on the board their stickers.

Home task: Writing and speaking “My room” Use what you know

Draw your room and furniture’s in the paper. Make a dialogue with your partner about your room.

Stickers

PPT (slide – 7)

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

\\\\\\

Health and safety check

Task –completing the description

All learners will understand specific information related to the target, pronounce and name some words, according to the topic.

Most learners will answer the questions, do exercises with grammar material;

Some learners will use prepositions to make sentences.

Speak about things in a room

I will assess the learners works by praise orally and will give pictures for active pupils.

To pay attentions to learners safety during the doing activates, be careful in moving to places, in dividing to groups

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I

make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Use prepositions like to describe things and about to denote topics: use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curriculum topics.

All learners achieve the lesson objectives and learning objectives.

The lesson was exciting. The atmosphere was very positive.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1: Group work.

2: The method “Mosaic”

What two things would have improved the lesson (consider both teaching and learning)?

1: Some interesting facts.

2: Be more active students

What have I learned from this lesson about the class orindividuals that will inform my next lesson?

Today’s lesson was very interesting for me. The students were very active and very well done work with new material. They well prepared homework and well learnt a new lesson because all my questions, could make short sentences for new words. But I think the listening was difficult for students. I will consider it my next lesson.

Short term plan

Unit of a long term plan				School:
Date:				Teacher name:
CLASS: 5				Number present:		absent:
Lesson title		Homes 2
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)		5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.S7 and use appropriate subject-specific vocabulary syntax to talk about a limited range of general topics 5.W3 write with support factual descriptions at text level which describe people, places and objects 5. UE6 use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics
Lesson objectives		All learners will be able to: ask simple questions to get information and answer it use appropriate subject-specific vocabulary syntax to talk about Most learners will be able to: write with support factual descriptions use prepositions to talk about location Some learners will be able to: communicate meaning clearly at sentence level during, pair, group and whole class exchanges organise and present information
Assessment criteria		Ask and answer the questions using subject specific vocabulary Describe your room with the given objects fill in the correct pronouns and quantitative pronouns some, any, something, nothing anything Describe the given home
Language objective		Bedroom, living room, bathroom, kitchen, dining room, upstairs and downstairs, sofa, bed, TV, armchair, table, chair, carpet, curtain.
Values links		National unity and peace and harmony in our society to teach learners to love their home and protect it.
Cross-curricular links		Kazakh, Russian languages
Previous learning		Homes (bedroom, bathroom, living room, kitchen) They know all the objects belonging to the house and vocabulary They introduced with the construction there is / there are
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
Start 10min	T-S.Greetings: Good afternoon dear children How are you? What is the weather like today? Is it hot or warm? Is it rainy or sunny? What is the weekday today? What is the season now? Org moment: T-S. Dividing learners into three groups by the names of rooms Livingroom bathroom kitchen T-S .After dividing each groups should tell about the rooms and describe it what they can do in that room. Checking homework: “Moving questions” This is the activity for asking homework all of you stand up make a circle and round the rope and stop there are sticker on the rope with the given questions according to the previous lesson take a sticker opposite of you and answer the questions. What do we do in the living room? What mother does in the kitchen? Where do we sleep? Where do we wash our face? How many rooms are there in your house? T. Introducing the lesson objectives. Today we are going to talk about our homes and objects in it and will describe and talk about it. T-S. Teacher will put some questions according to the theme. Why should we need a home? Do we need rooms? What would we do if we have no rooms? Learners will answer to the given questions.						Cards flashcards of rooms A rope with stickers
Middle 30min	Task-1. W3. Describe your house with the given vocabulary Bedroom, living room, bathroom, kitchen, dining room, upstairs and downstairs, sofa, bed, TV, armchair, table, chair, carpet, curtain. Draw your ideal bedroom. In three minutes write a few sentences about it. Compare your room with your partner’s. What is similar/different? Tell the class My ideal bedroom has got ... . There’s a ... in my bedroom. ...There is a ………. My bedroom is cool! Descriptor: Describe your house with the given vocabulary UE6. In general we use some in positive sentences and any in questions and negative sentences .We also use any with the meaning ‘it doesn’t matter which’: • You can catch any bus. They all go to the centre. Task-2. UE6Complete the sentences with some or any. 1 .We didn’t buy ...any... flowers. 2 .This evening I’m going out with............................. friends of mine. 3.‘Have you seen............................. good films recently?’ ‘No, I haven’t been to the cinema for ages.’ 4. I didn’t have money, so I had to borrow............................. 5 .Can I have............................milk in my coffee, please? 6 .I was too tired to d o ............................work. 2)B. Make up your own sentences with the some ,any There is a nothing between two beds 3) C. Describe your room with the some ,any There is some flowers in the kitchen. Descriptor:fill in the correct pronouns Make up sentences using given pronouns Describe one room using pronouns Task-3 S6. Say the suitable sentences in pair work two learners in pair should say three sentences two sentences must be according to the theme one sentence must be the odd one and neighbours should recognize which is the odd one out. Living room is the place where we can sit and watch TV. Kitchen is the place where we can cook meals. Gym is the place where we can play volleyball with our friends Descriptor: give two clear sentences and one odd sentence during pair work Task-4 S7. Complete the grapes with the given vocabulary and talk about it. Bedroom, living room, bathroom, kitchen, dining room S-S. For the conclusion of the lesson teacher takes the activity “branches of grapes” there will be drawn branch of grapes and learners should put the names of rooms on the grapes and pronouns which relates to a house on branches learners will show and discuss about rooms and describe one room of their house using pronouns. Descriptor: Complete the grapes with the given vocabulary and describe one room of your house.						A cheet of paper pencil pictures of preposition cards Flipchart marker cards A list of descriptor Flipchart
End 5min	For the feedback we will talk about “Traffic lights” -Green The lesson is clear for me -Yellow I have got some question -Red I don’t understand anything Home work: Make up a story about your friend’s house using prepositions						Figures of traffic lights
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?		Health and safety check
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner).			Teacher assesses learners achievements with formative assessment by gests and by traffic lights		Health saving technologies. Using physical exercises and active activities. Rules from the Safety Rules book which can be applied in this lesson.
Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve the lesson objectives/ learning objectives? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Short term plan

Unit :1 HOME AWAY

School:

Date:

Teacher’s name:

CLASS: 5

Number present:

absent:

Lesson title

Cities and countries 1

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

5.L1understand a sequence of supported classroom instructions

5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

5.S2 ask simple questions to get information about a limited range of general topics

5. UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to:understand a sequence of supported classroom instructions ask simple questions to get information

Most learners will be able to: use adjectives and regular and irregular comparative and superlative adjectives with support

Some learners will be able to: provide basic information about themselves and others at sentence level on an increasing range of general topics

Assessment criteria

understand specific information and ask information

use appropriate regular and irregular comparative and superlative adjectives

write factual descriptions

write an information about your city

Language objective

the UK the USA Kazakhstan Turkey France Russia Italy Portugal Greece Mexico China Spain

Values links

National unity and peace and harmony in our society to teach learners to love their home and protect it.

Cross-curricular

Geography, country study

Previous learning

Homes (dining room, hall, bedroom, bathroom, livingroom, kitchen)

Learners know all the names of rooms belonging to the house

Learners introduced with the construction there is / there are and direction prepositions on,under, behind, next to, in front of , between

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

5min

Greeting: Good day, dear learners! Nice to meet you

How are you? Thank you, sit down.

Are you ready for today’s lesson?

Who is absent today?

Who is on duty today?

What is the weather like today?

Checking home task: “Brainstorming”everyone takes a piece of paper and writes as many words as you remember from the theme homes. Share ideas asking each student to read out a word from their list. They must not repeat a word that has already been said.

T-S. Dividing learners into two groups by “magic box” there will be some sweets choose one of them. Who choose red sweets sit to red group and who choose green sit to green group.

T. Teacher plays a video a conversation between boy and a girl they talk about cities and countries and then learners recognize by this video the name of the new theme.

T. Introducing the lesson objectives. Now boys and girls the theme of our new lesson is Cities and countries Today we are going to speak about the best places for living

T-S. Teacher will put some questions according to the theme. Do you live in a city? What is the difference between city or a country? Where do we live? How do you think is the city better place to live?

Sweets, box, board, video

The pictures of cities and the names of countries

Middle

8min

5min

6 min

10min

Task 1.

L1.Listen to the recorder and complete the table with the capitals of countries and nationalities.

Country	Capital	Nationality
the UK ,	London	English
the USA
Kazakhstan
Turkey
France
Russia
Uzbekistan
Kirgizia
Turkmenia
Mexico
Japan
Spain

Descriptor: Complete the table.

Presentation of the grammatical materials through “Bus stop”.

The teacher presents materials as a guide in the bus. Each bus stop presents one city of the Kazakhstan.

Bus stop 1 “Astana”

Adjectives

Bus stop 2 “Almaty”

Bus stop 3 “Shymkent”

Task -2

UE3. Learners change the words into the right form of adjectives

Irregular Forms of Comparison

Good	Better
	Worse
Hot		The hottest
	Bigger

Task -3

UE3. Learners change the words into the right form of adjectives.

Clean –cleaner – cleanest

Easy - ______ - easiest

Fat - ______ - fattest

Hot - ______ - hottest

--------- – simplier - _______

Thin – thinner - _________

Descriptor: - change the words into the right form of adjectives;

put the words in the right form of adjectives.

Task-4

S2. “Ten question on stickers” One learner comes to the board and puts a sticker on forehead and learners will put question according the city and the country of a city

For ex: What is the capital city of England?

What is the country of Moscow city?

Descriptor: Answer the questions

S6. “Creative work” Make your own story about your city with the given vocabulary

Bank, airport, museum, hospital, theatre, chemist’s ,library, bus stop, police station, police station

I live in Astana city. There are a lot of banks…….

Descriptor: Create a story using given vocabulary.

CD,

blanks

Map of the world

Pictures of cities

Stickers

posters markers

End

3 min

R eflection “Five fingers”

Which task did you like the most?

What was easy for you?

What was difficult for you?

Show on your fingers your opinion about the lesson

1-the lesson was difficult

2-you liked the most

3- your mood glad, sad, bad

4- Activities you have done

5- I learnt today

Reflection through “Five fingers”

1 finger – difficulties during the lesson

2 finger – what do you like during the lesson

3 finger – your mood

4 finger – what do you do today?

5 finger – what do you learn today?

Learners draw the shape of their hands and write on each finger.

Home work: Look for from internet and find information about language population capital the weather and best places of your favourite country.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check

More support will be given in the form of speaking prompts, gestures, and additional questions.

Challenge more able learners:

according to the video learners guess the theme of the lesson;
answer to the questions;
make own stories.

In order to motivate learners after each their answer a teacher gives formative assessment by the

Sun-the best

star -good

cloud-need work.

Reflection through “Five fingers”

1 finger – difficulties during the lesson

2 finger – what do you like during the lesson

3 finger – your mood

4 finger – what do you do today?

5 finger – what do you learn today?

Learners draw the shape of their hands and write on each finger.

During the lesson moving activities will be used.

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Short term plan

Lesson plan

Unit of a long term plan 1. Home and away					School:
Date:					Teacher name:
CLASS: 5					Number present: 15			absent:
Lesson title			Cities and countries 1
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)			5.S2 ask simple questions to get information about a limited range of general topics 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 5.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics 5.UE1 use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics
Lesson objectives			All learners will be able to: Say some words and understand the meaning of new words Ask simple questions Most learners will be able to: Use some short form answers correctly Differentiate countable and uncountable nouns Some learners will be able to: Correct and find mistakes Write short text according to the theme
Assessment criteria			Asking simple questions to get information Using vocabulary and syntax on certain theme Plan, write and edit at text level Describe places and objects Use countable and uncountable nouns
Language objective			Useful classroom language for dialogue/writing: south-east, desert, steppe, north-west.
Values links			The independence of Kazakhstan and Astana. To give general information about Astana through questionnaire. To respect each other, awaken the patriotic feelings.
Cross-curricular links			Geography. It will take place when we will describe about places; use map; compare cities;
Previous learning			They have already know about the cities of Kazakhstan and adjectives to describe cities.
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
Start 5 min	Greetings: Good afternoon, dear students! Good afternoon, teacher! The game “Bingo”. Teacher gives nine pictures of souvenirs around the cities of Kazakhstan. On the words they should write the names of cities, who finish first tells “Bingo”. After they will correct, if they have mistakes.						Picture of souvenirs
Middle 35 min	(S7)Task-1. Check the meaning of the words. Then match the words with 1-6 Mountain forest desert lake river steppe Descriptor: A learner: recognizes matches with the pictures says Task-2. Method insert. Reading text with tags. Look at the map of Kazakhstan and choose the correct words in the text. Say and check. There are forests/lakes in the north and west. In the centre of the country there is a steppe/lake called Saryarka and a desert/mountain called Aral Karakum. Kyzylkum and Moyunkum are in the south. There are three long rivers/deserts in the south Syrdarya, Shu and Ile. In the south-east, there is a big lake/river called Balkhash. The mountains/forests in the east are called the Altay and in the north-west there are the Urals and the Tien Shan. Descriptor: A learner: reads the text chooses correct words Children, we know that the Kazakh, the Russian languages have plural forms. (Explaining by inductive approach )Everything will be understandable when we did task-3. Task-3.Complete the sentences with the plural forms of the nouns in task 1. 1.In winter, there is a lot of snow in the …When the weather is good, people go there to ski. 2. There is a lot of fish in the …People go there to catch the fish. 3 .There is more water in the …after heavy rain. People go there to swim. 4. There are a lot of trees in the … and the air is very clean. People go there to hike. 5.There is a lot of sand in the …Sometimes people go there to ride a camel. 6.. There are no trees in the … but there is grass. People go there to see interesting plants and animals. Children, how do you think why I write these words in blue, what kind of words are they and give translation of these words. You are right, can you give me plural forms of these words in your language? Yes, they don’t have plural forms, in English it’s called uncountable nouns. Task-4. Answer the questions according to the task 3. Can we count these nouns using numbers? Do uncountable nouns have plural forms? Do we use a/an in front of uncountable nouns? Descriptor: A learner Understands Translates the given words Completes the sentences Answers the questions						English plus (pictures of six words) The picture of the map
End 5 min	Method “Free letter” in 2 minutes learners express thoughts according to the theme, it may be an essay. Home task: Choose a country and write a short text about it. Include the following information: What is the name of the country? Are there any mountains, deserts, lakes, etc.?Where are they in the west, east, north? Why are people go there?
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Health and safety check
Complete the sentences with the plural forms of the nouns in task 1. Answer the questions according to the task 3. All learners will read and translate Most learners will complete the sentences correctly Some learners will answer the questions according to the grammar				I will assess learners by giving oral feedback and explane why they have taken such kind of assessment.		Health saving technologies. Using physical exercises and active activities. Rules from the Safety Rules book which can be applied in this lesson.
Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve the lesson objectives/ learning objectives? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?

Lesson plan

Unit of a long term plan

School:

Date:

Teacher name:

CLASS: 5

Number present:

absent:

Lesson title

Weather and climate 1

Listening, reading, writing and talking about the weather.

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

5.L3 understand an increasing range of unsupported basic questions on general and curricular topics

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics

Level of thinking skills

Comprehension, Application, Evaluation

Lesson objectives

All learners will be able to:

Understand the meaning of topical vocabulary

Write a at least short sentence using them

Most learners will be able to:

Hold a communication clearly at sentence level during pair, group and the whole class exchanges

Write a sentence correctly keeping the correct word order

Some learners will be able to:

Interpret the whole content of the video using phrases and topical vocabulary

Assessment criteria

They will understand the content of the video with the help of revised new vocabulary

They get involved in speaking activities at least with one idea

They write a letter to people around the word to invite to protect the nature

Differentiation

Less able learners will just write two sentences on nature protection letter

Most able students will be able to

make up sentences using those words.

write a letter according to the style of letter

More able students will be able to

understand the meaning of the nature and climate vocabulary and learn the usage them in sentences

Values links

The strategy “Mangilik Yel”

Cross-curricular links

Geography

Previous learning

Weather and climate. Natural disaster new words and word expressions

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

5mins

Organization moment.

Checking for their attendance and home task.

5mins

10mins

5mins

10mins

8mins

Listening/Watching

Divide your learners into 3-4 groups with 4 students. Make sure each group has at least one the most able student to assist others while they are doing listening activities. In a group, there will be definitely one-two less able students who should be supported with the transcript of the listening track.

Video segment teaching method

Pre-listening- Words on the board method

Unfamiliar words to this video are displayed on PPT : CO2, to come out of, go up into, electricity, to come from power station, climate change, to cause, drought, coral reef, to die, to protect, ride a bike and so on.

Ask one student to come to the board and circle two words, and make a good sentence using both. Repeat the same with others until the words are picked.

While listening activity

They start watching a video and try to pause when they meet those revised new words and again repeat their meanings. If it is important, translate into Kazakh language for better understanding.

Post listening. Discussion through noting method.

When they finish listening to video the following questions to the video are given on PPT. Leader of the group divides them into the number of the pupils. BUT, according to the levels of pupils, the most able student may have not 1, but 2 questions to answer. Here interpretation method will be useful in which students write on their own words using new words above

What is climate change?
How do understand CO2?
What happens if all people use cars?
Is it harmful to the air if we watch TV and use electricity so often?
If the climate change what does it cause?
What is coral reef?
What must we do to stop climate change?

Slef- assessment

Descriptor
I can interpret the answer to the question using topical vocabulary
I keep the rule of writing- noun first, verb second and then other parts of speech in the sentence

Group work.

Writing skill. Persuasive style method

Pre-writing activity. Support your learners with vocabulary to write a letter in the group. The question they need to discuss and write within the group is: “We are schoolchildren who must take care of our nature. What should we do?”

The following useful expressions and words are:

“to take care of, to plan, throw away litter, trash bin, to warn others, ride a bike, go for a walk, clean the area where I live, to invite other friends to protect our environment”.

As a teacher with less able students try to teach them to use those new phrases in the sentences and assist with mistakes. More and most able students may start writing at once

Descriptor
1	His task achievement and linking devices are logically connected
2	He uses at least 5 given model words into his persuasive writing

https://www.youtube.com/watch?v=ko6GNA58YOA

PPT with new words

Handout with these words and expressions

PPT with questions

Descriptor sheet

Copy books, pens and PPT with useful words

End

2mins

Concluding the lesson

Assessment

Self-assessment chart

Three things I’ve learnt.

Giving the hometask To read the text “Saving the planet” They will work on new words and retell to the whole class.

Handout

KWL chart

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check

Less able learners will just write two sentences on nature protection letter Most able students will be able to

make up sentences using those words.

write a letter according to the style of letter

More able students will be able to

understand the meaning of the nature and climate vocabulary and learn the usage them in sentences

peer and individual assessment were used using special assessment descriptor.

Health saving technologies.

Using physical exercises and active activities.

When they were working in a group, they were controlled attentively how they sat, what they were talking about and so on. Physical exercise was offered after 20 minutes. They were warned to be careful to use electronic tools during the lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

What two things would have improved the lesson (consider both teaching and learning)?

Short- term plan

Unit of a long term plan Unit 1: Home and away					School:
Date:					Teacher name:
CLASS: 5^th					Number present:			absent:
Lesson title Weather and climate 1
			S2. Ask simple questions about a limited range of general topics. W1. Plan, write and check sentences with support on a range of basic personal, general and some curricular topics . UE3. Use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics. R1. Understand the main points in a limited range of short simple texts on general and curricular topics. L1. Understand a sequence of supported classroom instructions
Lesson objectives			All learners: - Learners use a wide range of comparative and superlative adjectives. Most learners: - Read and understand the context and find mistakes. Express opinions, describe pictures and compare objects using a good lexical and grammatical accuracy. Some learners: -Ask and answer general and complex questions. Write short topic.
Assessment criteria			Learners recognize the instructions of grammar on higher degree of accuracy. Learners create and apply the rule and use a good lexical range of comparison and superiority Plan, write and speak on the topic Reading and asking about different characteristics of the specific context.
Level of thinking skills			Knowledge, Understanding, Application,
Values links			To train the learners to love, appreciate our Motherland and to be positive in any kind of weather
Cross-curricular links			Kazakh, Geography
Previous learning			The learners already know adjectives concerning the topic The learners should know how to compare things, describe pictures and make short topics The learners apply a good grammatical accuracy and express own ideas, describe pictures, compare things How can I activate the existing knowledge? Practicing and applying the rules and also the learners’ general knowledge
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
Start	The organization moment Greeting Talking about the weather. Discover the theme (The learners listen to some nature sounds find out the topic which we are going to talk)
Middle	R1. L1. Active vocabulary Listen and read Cold warm Hot changeable Snowy humid Cloudy dry Rainy foggy Stormy UE3. Grammar: Inductive approach What do you think about the picture? What is it like? What about the weather? London is …. Moscow is …. Astana is … Warm- warmer – the warmest What about adjectives with 2 or more syllables? How do you think? Beautiful- more beautiful - ? UE3. Find out (create) the rule Comparative degree Adj+ Adj+ Superlative degree + adj + Adj Descriptor: The learners should think and create the rule according to the previous examples UE3. Work with cards. Match the pictures with the cards Big – bigger – the biggest Expensive – more expensive – ? Descriptor: 1.Apply the rule and match the pictures with the correct adjectives. 2. Compare the objects 6. Pre- reading task - What’s the weather like in Almaty? - Is the weather changeable in Almaty? - Have you ever been there? R1. S2. 7. Read about Asel and find 4 mistakes in the text. Hello. My name is Asel and I live in Almaty. It’s a beautiful city. It’s spring here now and it’s the rainy season capital. It’s rainy all day and the weather is warm today. It’s very hot and humid ice-cream in the summer and it’s very cold in winter. I like spring, cloudy it’s my favorite season because the blossom on the trees is very beautiful. I don’t like city autumn as it is very windy and the weather is very changeable in autumn. Descriptor: 1. Read and find out 4 mistakes in the text 2. Answer the questions: - What’s Asel’s favourite season? -Why does she like it? - What’s the weather like in summer in Almaty? - Why Asel doesn’t like autumn? W1. 3.Complete the sentences about yourself My favorite season is…. The weather is …. I usually go …. End. Answer the questions. Concept questions -Is the weather cold and snowy in winter? - What’s the weather like in spring? - How do we form adjectives in the comparative degree? - What’s the comparison of “hot”? - How do we form adjectives with 2 or more syllables? - What’s the superiority of “changeable”?
End	Feedback. In what stage are you?
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Health and safety check
1.Read the text and underline adjectives 2. Form comparative and superlative forms of adjectives 3. Read and find out 4 mistakes in the text 4. Answer the questions: - What’s Asel’s favourite season? -Why does she like it? - What’s the weather like in summer in Almaty? - Why Asel doesn’t like autumn? 5.Complete the sentences about yourself My favorite season is…. The weather is …. I usually go ….				Use this section to record the techniques that you will use to assess what the learners have learned during the lesson.		Health saving technologies. Using physical exercises and active activities. Rules from the Safety Rules book which can be applied in this lesson.
Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve thelesson objectives/ learning objectives? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning) What have I learned from this lesson about the class or individuals that will inform my next lesson?

Unit of a long term plan Unit 1: Home and away

School:

Date:

Teacher name:

CLASS: 5^th

Number present:

absent:

Lesson title

Weather and climate 2

Learning objectives

5.L7 recognise the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics

5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics

5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics

5.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics

5.W7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics

5.S2 ask simple questions to get information about a limited range of general topics

Lesson objectives

All learners will be able to read the text, learn new words, make a simple sentences according to the theme,

Most learners will be able to make a dialogue according to the theme with correct pronunciation.

Some learners will be able to compeer our climate with other countries and answer the questions.

Assessment criteria

to develop the learners’ correct pronunciation of active vocabulary
listen and discuss of a given topic and questions
to develop the learners’ reading skills with the support of a dialogue
differentiate among weather, season and climate according to the pictures;
planning, crafting “Handprint Sun” and speaking on the given topic

Level of thinking skills

Knowledge, Understanding, Application,

Values links

Lesson is aimed to bring up pupils of such qualities as patriotism, consciousness, national spirit, social activity, who will protect our country and nature.

Cross-curricular links

Giving theme has cross curricular links with geography

Previous learning

Learners have an information about the weather

The features of the weather in every season. New vocabulary according to the previous lesson

Plan

Planned timings

Resources

Start

5min

3 min

10min

Organizational moment

Good morning pupils! How are you today?

Are you ready for the lesson?

Who is on duty to today?

Warm up “Listen and remember ”

To learners will be given 8 simple words twice.

Lion, baby, sweet, balloon, friend, umbrella, house, bike

Скругленный прямоугольник 2

L6. New vocabulary

Forecast – ауарайы

Lovely - сүйкімді

Outing – шығу, қыдыру

Bright – ашық

Absolutely – мүлде, өте тамаша

Rainbows – кемпірқосақ

L7, R2. Task №1 Listen and read the dialogue in pair, underline adjectives from the dialogue and answer the questions

- Hello, Charles.
- Hello, Dick, lovely day, isn't it?
- Absolutely wonderful, nice and warm. What's the weather forecast for tomorrow? Do you know?
- Yes, it says it will be bright and sunny.
- How nice. Nice weather for outing.
- You are right.

ICT, pictures, audio-player

middle

5min

10min

7min

S2. Task №2 Answer the following questions

1 Who are the names of these two friends?

What about they are talking?

What says the weather forecast for tomorrow?
What is the weather like today?

Descriptor

A learner: listen attentively the dialogue

Read in pair and translate

Underline adjectives

Answer the questions

R6. Task №3 Group work.

Differentiate among weather, season and climate according to the pictures, describing;

Rain, stormy, hot, shining, wind, freeze, umbrella, coat...etc

Descriptor

A learner: read words from the picture

Stick by differentiating with group

Describe their works

Play a game “Freeze in a circle” when teacher will say freeze pupils will stop walking and freeze by showing a nature phenomenon.

Posters, markers

End

5min

W1. Task №4 Planning, crafting and speaking on the “Hand print Sun” and write about:

- what they learned about weather and climate

- what remained unclear for them

- what they need to continue working on

Home task: write comparative and superlative forms of underlined adjectives from the dialogue

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check

I have used following tasks as -

Working with a dialogue, in this task learners will work with 4 skills individually such as- listening, reading, writing and speaking.

All learners will read and make simple sentences to the giving dialogue.

Most learners will translate, underline adjectives and answer the questions.

Some learners will compeer our climate with England and make a dialogue

I will assess the learners works by praise orally and will give little sunshine- for active pupils

Little clouds - for good participators

Rainy clouds- for satisfied pupils

To pay attentions to learners safety during the doing activates, be careful in using scissors’ in moving to places, in dividing to groups.

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve thelesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

What two things would have improved the lesson (consider both teaching and learning)?

What have I learned from this lesson about the class orindividuals that will inform my next lesson?

Unit2: Living things	School:
Date:	Teacher name:
Class:5	Number present:		Absent:
Theme: Plant 1	Finding out about plants through pictures and a chant and writing about plants.
Learning objective	5L3 Understand an increasing range of unsupported basic questions on general and curricular topics. 5C4 Evaluate and respond constructively to feedback from others. 5S7 Use appropriate subject- specific vocabulary and syntax to talk about a limited range of general topics. 5R1 Understand the main points in a limited range of short simple texts on general and curricular topics. 5W2 Write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics.
Lesson objective	All learners will be able to: participate in discussions; give and respond the questions; Most learners will be able to: answer the questions; talk about the plants ; uses appropriate layout; improve communication skills; Some learners will be able to: Make their own sentences learners speak out their opinions about the topic covered; gives constructive feedback;
Assessment criteria	Recognize basic general question without support. Analyze given feedback and give constructive answers to feedback. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Read the text and identify the main idea of it. Write short sentences on familiar topics; Connect sentences into a paragraph.
Value links	Universal Labor Society Upbringing of the respectful attitude towards the nature.
Cross- curricular links	Kazakh, Russian language; Biology
Previous learning	Weather and climate: cold, snowy, rainy, sunny, foggy;
Plan
Planned timings					Resources
Beginning 5 min.	Greeting. Teacher shows the video. Warm up Sing a song of flowers. Sing a song of flowers, Flowers all around Flowers that are growing, Growing in the ground Flowers of every color They look so pretty too?				video you. tube
Middle 5 min. 10min. 10 min. 10 min.	5L3 Task 1 The method ‘’Think,integrate,share’’ Listen to the teacher. Look at the pictures and name the words. . Answer the question. 1.Do you plant flowers? 2. When do you usually plant flowers? 3. Where do you usually plant flowers? 4. What’s your favorite flower? 5. Do you water it? 6. How often do you water it? 7. What kind of flowers do you plant? 8. What do living plants need? 9. What do plants provide us? 10 What type of plants do you know? Descriptor: A learner answer the questions; make grammatically correct sentences; 5C4 ;5S7 Task 2 The method ‘’Storyboards’’. Group work. Look at the pictures. Learners A: Choose a picture. Present ideas to the class. Evaluate the feedback and respond to it. Learners B: Give feedback to classmates on presenting his / her thoughts. Ask questions to clarify the ideas. Descriptor: A learner talks about plants ; evaluates partner’s answer; gives constructive feedback; asks the questions for clarification. 5R1 Task3(reading one by one) Read the text and answer the questions. Plants are very important kind of life. Plants are living organisms such as flowers, trees, herbs, bushes, grasses, vines, ferns, mosses and green algae. They provide us with food materials, wood and also the live giving oxygen. Plants cover most land and can be big or small and come in many colors, but they are not animals. Plants usually can’t move. They breathe a different kind of air than people and animals do. Plants make their own food from water, sunlight and the soil. Plants usually make more plants, or reproduce, with seeds. Questions: 1.Why plants are very important kind of life? 2.What do living plants need? 3.How do plants grow? 4.What do plants provide us? Descriptor : A learner -reads the text; -answer the questions using the information from the text; 5W2 Task4 The method ‘’Cluster mapping’’ Write a short topic using the picture from task 2. Follow the instructions. 1.Give the title to the topic. 2.Make up a short plan. 3.Write the main idea. 4.Give three details. 5.Write summary sentence. 6.Use your draft organizer. 7.Follow the layout structure. 8.Write a short story (about 10 sentences). Descriptor : A learner writes a short topic; uses appropriate layout; keeps the format of a given genre.				pictures ICT ICT board poster Internet Pictures
End 5min.	At the end of the lesson, learners reflect on their learning: Learners have to write their answers on the stickers and stick it on a tree: - What have you learnt today? What would you like to learn? What would you like to work on?
Additional information
Differentiation- how do you plan to give more support?		Assessment- how are you planning to check learners’ learning?		Health and safety check
- to give children additional materials constructions; - to work individually with some children; - support less able learners and develop the progress of more able learners; - to give the task depending on learners’ abilities; - time is used flexibly;		- by giving feedback; -by observing; -by smiling I’ll give 3 different flowers: 1.Roses for active learners. 2.Tulip for not active learners. 3.Daisy for satisfied learners.		Using physical activity singing. Using CD, computer, internet.
Reflection: Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why? If not, why? Did my planned differentiation work well? Did the learners achieve the LO?		Now it’s interesting to hear your reflection on the lesson. What was the most interesting part of the lesson? The lesson is over. Thank you for cooperation.		Descriptor:
Summary evaluation. What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or achievements/ difficulties of individual that will inform my next lesson.

Short term plan

Unit of a long term plan:					School: №89 L. Zholdasov
Date:					Teacher name:
CLASS: 5					Number present:			absent:
Lesson title			PLANTS 2
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)			R.2 Understand with little support specific information and detail in short simple texts on a limited range of general and curricular topic(s W.7 Use with support appropriate layout a text level for a limited range of written genres on familiar on general to general topics and some curricular topics U.E3 Use a grouping variety of adjectives and regular and irregular comparative and superlative on limited range of familiar general and curricular topics
Lesson objectives			All learners will be able to understand with support specific information detail short simple texts Most learners will be to use a grouping variety of adjectives Some learners will be to read and write some of the words from the topic.
Assessment criteria			- Understand with little support specific information and detail about plants. - Write a text keeping a register and format of given gentle - Use variety regular irregular comp0rative and superlative adjectives.
Values links			Universal Labor Society.
Cross-curricular links			Biology
Previous learning			Plants 1
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
Start 10 минут	Warming up Teacher asks learners «How are you?» to find out their mood at the beginning of the lesson: students choose one of the smiles they see on the slide, saying «I am happy/sad....etc.» Planned activities: Dividing into two groups by method “Flowers” Steppe flowers- Room flowers. ( with picture) “Brainstorming” Look pictures and answer this questions: 1. What colour do you like? (green or red) 2. What plant do you like? (Trees or flowers) 3. Why do you like tree ? 4. Why do you like flower ?						Slide
Middle 25 минут	R2 Read the short text about «The little plant» And find adjectives. Compare the plant with flower using these adjectives. A little plant lived inside a dark damp room.One day she heard a soft tapping on her door, «Who is there?» she asked «I am little raindrop.Please let me in,» cried the visitor. «No way!» said the Plant angrily. Little Raindrop was very sad for being turned away.After sometime the Plant heard a soft rustle near the door. « Who is there now?» she asked « I am Sunny Sunshine,» said the new visitor. «I don’t have time for sunshine,» said the Plant haughtily. A few days later, the leaves of the Plant turned brown in colour, and her young stem began drooping. Then one day, she heard the chirping of birds, and opened her door to see outside.It was spring and there were colourful flowers and greenery all around. Descriptor a learner reads text and finds adjectives. Compare the plant with flower using adjectives. W.7 Read the sentences and write True or False. 1. Leaves take in sunlight, water and soil to make food. 2. Roots absorb water from the air. 3. Fruit protect the seeds. 4. Plants need soil, air, sunlight and milk to grow. 5. Flowers attract mammals. 6.We use plants to make cosmetics such as perfumes, shampoos and cream Description: Write the sentences and choose True or False. UE 3 Fill in the correct from of the adjectives.Regular and irregular Comparative Superlative forms. 1 bad-worse-the worst. 2 This is the..... picture on the wall 3 My test was.... yours 4 Ben and Jake were the....t actor in the school play 5 .Good - better – the best 6. This plant ..... than this 7. Football is .... than hockey 8. I am ..... now than yesterday; Description: Use adjectives
End 10 минут	Summarizing all the lesson 1.Number these sentences in order 1-5 … Next, the small plant grows flowers. ….First, a seed falls into the ground. ….Finally, the adult plant grows fruits and seeds. ….Then, the seeding grows a stem and leaves. …Roots start to grow from the seed. 2. Answer the questions. Use full answers. Why are plants important? ………………. What do plants need to grow? Plants needs w….., s……t, and … grow. What do we use plants for? We use plants to make f…, d…., c…., m….. and c….. . Where do seeds grow? ………….. In summary section use method “Success ladder”(Feedback) The first stairs: I know information about plants. The second stairs: I know read and understand text about plants. The third stairs: I know what grow plants and use forms adjectives in the sentences.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Health and safety check
All learners will be to: Write name flowers you like. Most learners will be to: Full the chart adjectives forms Some learners will be to: Make up the short conversation about plants.				“Success ladder” (Feedback) The first stairs: I know information about plants. The second stairs: I know read and understand text about plants. The third stairs: I know what grow plants and use forms adjectives in the sentences.		To pay attention to learners safety during the doing activates be careful in moving to places in dividing to groups.
Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve thelesson objectives/ learning objectives? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class orindividuals that will inform my next lesson?

Long term plan unit:

School:

Date:

Teacher name:

Grade: 5

Number present:

Absent:

Theme of the lesson: Animals

Learning objectives (s) that this lesson is contributing to

5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics

5R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topic

5.W3 write with support factual descriptions at text level which describe people, places and objects

5.UE9 use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

- write with support factual descriptions at text level which describe animals, places and objects with support;
- get information about a limited range of the topic «Animals» with support;

- use simple present to describe routines, habits and states on topic “Animals” with support

Most learners will be able to:

- write with support factual descriptions at text level which describe animals, places and objects with some support;
-understand unexpected comments about a limited range of the topic «Animals» with some support;

- use simple present to describe routines, habits and states on topic “Animals” with some support

Some learners will be able to:

- understand specific information and detail in short, simple texts on theme ‘Animals’ without support

-write with support factual descriptions at text level which describe animals, places and objects without support;

- use simple present to describe routines, habits and states on topic “Animals” without support

Assessment criteria

- describe specific information and detail in short simple text on given theme;

-write with support factual descriptions at text level which describe animals, places and objects ;

- make a response on an increasing range of the topic «Animals»

-use simple present and simple past regular and irregular forms

Value links

Secular society with high spirituality

Cross curricular links

Biology

ICT skills

Slide: pictures of animals

Previous learning

Plants

Plan

Time

Planned activities

Resources

Beginning

10 min

1. Greeting: duty’s report

2. Psychological atmosphere

Phonetic drill

You can go to Africa
To see some chimpanzees
You can see huge rhinos
And giraffes as tall as trees
Travel to Australia
And meet a kangaroo
Or see a scary spider
And a cute koala too

3. Checking up the home task talk about sea animals

New words: teacher will pronounce every word, students will repeat after teacher

domestic animal-үй жануары, wild animal- жабайы жануар, woods- ормандар, ағаштар, jungles-джунгли, fields-жайылым, fox-түлкі, tiger-жолбарыс, wolf-қасқыр, elephant-піл, hare-қоян, horse-жылқы, bull-өгіз, sheep-қой

Descriptors:

guessing the name of animals

pictures

Middle

25 min

Speaking4

Method: 5W Questions

Ex: 2 Answer the questions

Teacher will ask questions then children will answer

If some students can’t answer the questions teacher shows them and help with some gestures. Teacher makes discussion around this question:

1. What kind of animals do you know?

2. Where do wild animals live?

3. Where do domestic animals live?

4. When do people use animals?

5. Which animals are very clever?

Students try to share their opinions

Descriptors;

- Answer the questions

Method: Imagine

Guessing game. Ex: 3. Learners look at the picture and guess, parts of what animals are there on the picture

Teacher asks learners: “What animal is it?’’ Learners choose one card and answer.

R.2

Ex:2 Read and translate the text.

Differentiation by task for the text:

Group 1: underline new words and explain their meanings

Group 2: ask 10 questions about the specific details of the text.

Group 3: summarize the text.

Animals

There are two types of animals.

We know wild animals. They are those that live in the woods, jungles and in the fields. They are: foxes, tigers, wolves, elephants, hares and so on.

And there are animals that live near the people. They are called domestic animals. And some of them even help people. Horses, bulls, dogs help people a lot. Domestic animals are cows, cats, sheep and so on.

Many years ago when there were no cars and trucks people used horses and bulls working in the fields. Dogs are our great friends but they also guard our houses and they are used in the army and by the police. Cats catch mice and rats. As for other domestic animals they are also very useful. Hens, ducks, geese, turkeys give meat and eggs. Cows and goats give milk.

It should be said that both wild and domestic animals can be good actors and we can see them in the circus. There are animal-trainers that train a certain kind of animals. For example, Kucklachov has the theatre where cats play main parts. Such shows are really funny and interesting.

Descriptors;

- Read and translate the text

UE. 9

Present Simple Tense

The simple present tense in English is used to describe an action that is regular, true or normal.

We use the present tense:

Examples:

1. For repeated or regular actions in the present time period.

I take the train to the office.

The train to Berlin leaves every hour.

John sleeps eight hours every night during the week.

2. For facts.

The President of The USA lives in The White House.

A dog has four legs.

We come from Switzerland.

3. For habits.

I get up early every day.

Carol brushes her teeth twice a day.

They travel to their country house every weekend.

4. For things that are always / generally true.

It rains a lot in winter.

The Queen of England lives in Buckingham Palace.

They speak English at work.

Past Simple Tense

The Past Tense is used to talk about something that started and finished at a definite time in the past.

Affirmative form

I played	We played
You played	You played
He / she / it played	They played

Question form

Did I play?	Did we play?
Did you play?	Did you play?
Did he / she / it play?	Did they play?

Negative form

I did not play	We did not play
You did not play	You did not play
He / she / it did not play	They did not play

Inductive methods

Ex: 1 Make sentences

You should make sentences from present and past simple using these verbs

Live, help, use, work, play

For example:

In present: I live in Shymkent. In past: I lived in Moscow

Descriptors:

- Use of grammar;

W.3

Writing: Ex: 4.

Write this exercise in your copybook.

PRESENT SIMPLE / PAST SIMPLE

1. I (study) about Animals last night.

2. I (buy) a dog for my little brother but I (think) he (not like) it.

3. I (have) a cat when I (be) a little child, but now it (be) very old.

4. Janet (write) a letter to George last night.

5. Ellie (brush) he teeth twice a day.

6. Alex (can) ride a horse when she was 12.

Descriptors:

write the sentences

Student’s book “Oxford” Grade 5, p 48

End

10 min

My mood after the lesson

Self-assessment		Tick (˅)
1	I can find the name of the pictures
2	I can read and translate the text
3	I can answer the questions
4	I can share my ideas

Smiles

Stickers

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check
ICT links

Most support:

-they will repeat the new words and they can learn words by repeating

-I’ll give them cards which have translation of the words in the text

- I’ll show the pictures, if they can’t say it in English, they can say it in their native language

Challenge:

More able learners:

- if they can’t know the name of the picture I’ll tell them the first letter of the word

-I will give them unfinished sentences they will continue it.

Teacher gives different activities for each subgroup.

Group 1: underline new words and explain their meanings

Group 2: ask 10 questions about the specific details of the text.

Group 3: summarize the text.

1. After each activity teacher will assess in oral form (excellent, good, very clever boy or girl, good job )

2. According to their mood after the lesson students will stick stickers to the smiles that handing on the board

3 Students fill in assessment sheets (put ticks and crosses)

Safety health technology

CD disk

Health activities

Reflection

Were the lesson objectives/learning objectives realistic?

Did the learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

What two things would have improved the lesson (consider both teaching and learning)?

What have I learned from this lesson about the class or achievements/ difficulties of individuals that will inform my next lesson?

Lesson plan

Unit of a long term plan: Leaving things				School:
Date:				Teacher name:
Class: 5				Number present:		Absent:
Lesson title:		Animals 1
Learning objectives:		5.S7 Use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics. 5.R4 Read with some support a limited range of short fiction and non-fiction texts. 5.UE1 Use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics. 5.W3 Write with support factual descriptions at text level which describe people, places and objects.
Lesson objectives		All learners will be able to: Listen, repeat the new word follow the instruction according the new words; Most learners will be able to: Read and answer the true or false questions of a given topic. Some learners will be able to: Make sentences, using of countable and uncountable nouns.
Assessment criteria		use appropriate limited range of general topics; read some support a limited range of short texts; use appropriate countable and uncountable nouns in the sentences; To define countable and uncountable nouns from the text
Values links		to bring up pupils to protect animals; to save it to our future generation
ICT skills:		slides and videos
Cross-curricular links		Communicate with biology and geography
Previous learning		Plants 2 Finding out and writing about parts of plants and trees
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)				Resources
Start 10 min	Greeting. Warm up Good morning, children ! How are you? I am fine, thank you. Who is on duty today? Who is absent today? What month is it now? What date is it today? Now, it’s time to play now. One pupil say sea animals name one word. Another pupil will name one word. Another repeat it and add his word for example: a sea horse. A sea horse and a shark. A sea horse, a shark and a fish. A sea horse, a shark, a fish and a whale. So, Today we are going to talk about sea animals. I will divide you into two group. I give you dolphin’s pictures. And you are take them. Method: ‘Mosaic’ 1^st group: blue dolphin 2^nd group: grey dolphin.				Cards of animals
Middle 25min	5.S7 Task 1 Children catch at the picture and find the new words. The method: “ Catch a fish” Sea - теңіз Whale – кит Jelly-fish - медуза Shark –акула Island – арал boat – қайық Mammal – сүт қоректі жануарлар Ocean – мұхит Find the missing letter and connect with pictures. S_a dolphin_ _hale jellyfi_h mam_ al s_ark b_at oc_an Descriptor: a learner Read and repeat the words; Find the pictures; Full the missing letter. The method: Brainstorming Do you know about this animal? Have you ever seen a dolphin? Where? Do you like this animal? 5.R4 Task 2 Read the text “Dolphins – The dogs of the Sea Dolphins are sometimes thought of as the dogs of the sea because they are usually playful and friendly. They’re also among the smartest animals on Earth. Dolphins are water mammals. Scientists believe they’re as smart as chimpanzees or dogs. Dolphins live in rivers and oceans, but the fun thing all about dolphins is that they must come up to breathe air. Are the sentences True or False? Circle the correct answer. 1. Dolphins are smart animals. True False 2. Dolphins live in Lakes True False 3. Dolphins are related to whales. True False 4. Dolphins can live without air. True False Descriptor: A learner • reads the text; • reads the statements; • circles the correct answer according to the text. 5.UE1 Task 3 Write two forms of nouns. Make sentences with nouns. Countable Uncountable Dog Dolphin Chimpanzee River animal animal Water Air Sea Milk rice For example: I have got a dog. Dolphins live in the rivers and oceans. Chimpanzee is smart animal. I drink water. Cats like milk. Descriptor: a learner Compare two forms of noun; Use countable and uncountable noun Make sentences with noun				http://easyscienceforkids.com /all-about-dolphins/
End 10 min	In summary section use method: “ Sailor” Sea – I can read new words; Ship – I can read and say new words; Sail – I know countable and uncountable nouns; Flag – I can make up short sentences. They build ship because clarify their level
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Health and safety check
Task is working with a pictures in this task. Learners will work with 3 types of skills. Such as speaking, reading and writing. They will work individually and collaborative form. All learners will find the new words from the picture Most learners will difine countable and uncountable nouns Some learners will make up short sentences about sea animals			I will evaluate the learners works by praise orally and I will give them sea animals for active pupils ( smart dolphin) for good participators ( starfish) for satisfied pupils ( carefree turtle)			To pay attentions to learners safety during the doing activates be careful in moving to places in dividing to groups
Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve the lesson objectives/ learning objectives? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?			Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?

Lesson plan

Unit of a long term plan: Living things

School

Date:

Teacher name:

CLASS: 5

Number present:

absent:

Lesson title

Animals 2

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

L6 deduce meaning from context in short supported talk on an increasing range of general and curricular topics.

S6 communicate meaning clearly at sentence level during pair, group and whole class exchanges.

R9 recognise the difference between fact and opinion in short, simple texts on an increasing range of general and curricular topics.

W7 use with some support appropriate layout at text level for a limited range of written genres of familiar general topics and some curricular topics.

U.E3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics.

Lesson objectives

All learners will be able to:

understand some specific information and detail with some support questions
use adjectives to describe things

Most learners will be able to:

take turns when speaking with others
recognize the difference between fact and opinion
compare

Some learners will be able to:

spell most familiar high – frequency words accurately when writing independently
analyze

Assessment criteria

figure out the content of a short conversation with some support
interact with each other delivering content correctly and clearly to others
read the text and find the evidence in it to prove facts or opinions
write a text keeping the register and format of a given genre
apply the rule for comparative and superlative adjectives

Values links

to bring up being responsible for care of the animals and to protect them

Cross-curricular links

Biology

Previous learning

Animals 1

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

(Beginning of the lesson)

5min.

2min.

Greeting: Teacher greets learner learners respond to greeting

Dividing into subgroups: Teacher divides learners into subgroups using pieces of animals’ pictures.

Revising the previous lesson:

What are the differences between the domestic animals and wild animals?

Brainstorming

Teacher shows photo of animal on the screen and asks questions:

Do you know this animal? Have you ever seen it? Learners listen and answer questions.

Pieces of animals’ pictures

Middle(of the lesson)

10min.

10 min.

8min.

5min.

R9.Task 1 Read the text, decide which statement is a fact and which is an opinion

Snow leopard

The snow leopard is an official Symbol of Kazakhstan. In Kazakhstan people always respected this leopard as the strongest and proudest animal. The snow leopard is a big cat. It lives high up in the Tien Shan mountains. It usually comes out at night. It has thick fur, which protects it from the freezing cold.

It eats wild sheep and goats. It also eats smaller animals and birds. But it isn’t dangerous for people. It is strong and can kill animals that are three times biggest than it. Unfortunately, they are an endangered species. In Kazakhstan there are less than 200, so we need to protect them in order to survive.

Descriptor a learner

name a fact

gives an opinion

UE3. Task2 Write 3 forms of underlined adjectives from the text and make sentences:

Example, strong-stronger-strongest

A lion is stronger than a wolf.

base form	comparative	superlative

Descriptor a learner

Write comparative and superlative of regular adjectives
Write comparative and superlative of irregular adjectives
Make sentences with adjectives

S6 Task 4 Pair work. Talking about animals. The learners ask guestions each other such as:

1Do you have pet?

2What is your favourite pet?

3What does it like?

4What other domestic animals do you have?

5How do you care of them?

6How do you protect them?

Descriptor a learner

put guestion correctly
answer guestion correctly

W7 Write a short essay about animal. Follow the instructions:

give a title to the essay
make up a short plan
write the main idea
give three details
write a summary sentence

Summary graphic organizer

Title _______________________

Main idea:_ _________________

Circle the 3 most important words in the main idea and then write them

here:______________________

Three important details:

Summary of the passage in one sentence:___________

Descriptor a learner

writes a short story
uses appropriate layout
keeps the format of a given genre

End (of the lesson.)

5min.

Reflection: Self-assessment: At the end of the lesson, learners reflect on their learning:

The learners will be assessed by the active work at the lesson

with stickers

Stickers

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner).

With formative assessment (using geometrical shapes)

2 Stars

3 Fingers

4 emotions

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the books on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

What two things would have improved the lesson (consider both teaching and learning)?

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Short term plan

Unit of a long term plan: Unit 2. Living things					School:
Date:					Teacher name:
CLASS: 5^th					Number present:			absent:
Lesson title			Human beings
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)			5.L3 understand an increasing range of unsupported basic questions on general and curricular topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.W7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics 5.UE9 use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics
Lesson objectives			All learners will be able to: Pronounce and name parts of body Most learners will be able to: Respond to the questions correctly Compare and describe the picture Some learners will be able to: Use present and past simple to describe routines, habits and states on a limited range of familiar general and curricular topics
Assessment criteria			Students will have succeeded in this class if they: Answer to the given questions according the new words Followed the instruction of the teacher make up sentences using the new words Apply simple present and simple past forms to describe routines, habits and states.
Values links			To teach learners be in cooperation with others, respect each other.
Cross-curricular links			Biology, selfstudy
Previous learning			Animals
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
Start 2 min	GREETING Teacher greets and invites to make a circle, greet each other and wish their best wishes to each other.
Middle 5 min 3 min 5 min 7 min 7 min 5 min 8 min	BRAINSTORMING Teacher shows video. Stop in the middle of the video, and ask gist questions to open the theme of the lesson. What did you watch from this video? What about is this video? How do you think what is theme of our lesson? What parts of body do you know? Teacher introduce with the new words. hair head face ear eye mouth nose lips teeth arm leg foot hand knee ankle moustache beard TASK 1. L3 Listen to the teacher. Answer the questions correctly. Use new vocabulary. Which parts of body work together when one is watching TV? Which set parts of body are found in the head? What parts of body we use when we write? Are the parts of body help us perform our daily activities? Which set parts of body is found in the upper limbs? Descriptor. A learner: Answer the questions correctly TASK 2. W7 Write and speak about your favourite cartoon character. Use new words. Descriptor. A learner: Write short story Speak about his/her favourite cartoon character TASK 3. S6 “Think and find” There some hidden words at the board. Leaners should come and read the hidden word and explain it to other learners. Descriptor: A learner: Explain hidden words to others Pronouns explaining sentences correctly I S + V₂ V_ed nductive method - examples gives first, then students work out the rules. I see Joe every day. I saw Joe yesterday. He works in a bank. He worked in a bank. (only with certain pronouns (use regular and irregular we use “s”) forms) TASK 4. UE9 Change the tense in each of the following sentences. Use the tense given in brackets. 1. My father likes seafood. (change to past simple) My father ____________________ seafood. 2. Do you watch the film? (change to past simple) __________________________ the film? 3. My sister doesn’t have a job. (change to past simple) My sister ___________________________ a job a year ago. 4. He speaks four languages. (change to past simple) He ___________________ four languages last year. 5. I saw a great film. (change to present simple) I ________________ a great film yesterday. 6. He reads a lot of books in his spare time. (change to past simple) He _____________ a lot of books in his spare time last summer. 7. He liked his job. (change to present simple) He ___________________ his job. 8. Elizabeth isn’t at home. (change to past simple) Elizabeth ____________________ at home yesterday. 9. Are they here? (change to past simple) _________________________ here a year ago? 10. He liked the job. (change to present simple) He _____________________ the job. Descriptor A learner differentiate sentences in present and past simple; changes the tense in each of the sentences; uses the tense given in brackets correctly.						http://www.youtube.com /watch?v=uTDJiPdz3L0 Flipchart Pictures Flipchart PPT A4
End 3 min	Feedback. At the end of the lesson learners reflect on: What they learned; What remained unclear for them; What they need to continue working on; Teacher gives comments about learners work and awards learners. Students will choose one and put on the board their stickers.						Stickers, traffic lights
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Health and safety check
Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner).				I will give them oral feedback. I assess them with smiles. For strong students I will give green circle, for good students yellow circle.		Health saving technologies. Using physical exercises and active activities. Rules from the Safety Rules book which can be applied in this lesson.
Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve the lesson objectives/ learning objectives? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?

Unit of a long term plan:

Unit 2: Living things

School:

Date:

Teacher’s name:

CLASS: 5

Number present: 10

absent: 0

Lesson title

Human being (2-lesson)

Learning objectives(s) that this lesson is contributing to

5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

5.W8 Spell most high-frequency words accurately for a limited range of general topics

5.UE1 use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics

5.C6 organize and present information clearly to others

Lesson objectives

All learners will be able to:

Match the pictures with sentences,

Most learners will be able to: distwingish the countable and uncountable

Some learners will be able to: Students will write parts of the body (singular and plural form)

Assessment criteria

Give basic information about themselves and others at sentence level.
Write topic related words correctly
Identify and apply countable and uncountable nouns in the given sentences correctly.
Express ideas clearly

Values links

successful development of the national education system, health care and culture

Cross-curricular links

Biology,

Previous learning

Parts of the body

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

2 min

5 min

Greeting .

T: Good morning, students! I am glad to see you. How are you today? I hope you are well.

I divide your two groups

countable
uncountable

S1Task:1 Match the pictures with their names and say.

Descripter a learner

- Matches the pictures (a-1) with their nams

-says them

Рисунок 1

Pictures

Middle

5 min

20 min

3 min

5 min

C6 Task:2 peir work

Fill in the gap, put necessary verbs with group

Descriptor learners

• Choose a righte verb

• Read the sentences

UE1.New theme. Grammar:

A noun can be countable and uncountable.

Countable noun You can use one/two/three……countable noun (you can count them)

for example:

an eye- two eyes , a face-two faces, an ear –ears, an arm –two arms, a shoulder- two shoulders leg,

Uncountable noun

for example: nose , mouth, hair , neck ,

You can`t say one/ two/thee……..+ this things:

Irregular noun: foot-feet, tooth-teeth

Ph. Training

Learners listen to the song about parts of the body and dance a little.

W8. Task 2 group work

Students will write parts of the body (singular and plural form)

Descriptor a learner:

Write names of parts of the body (singular and plural)

Прямоугольник 1 Прямоугольник 2

Flashcards, active board

Worksheet 1

Flashcards, active board

blackboard

Worksheet 2

Flashcards, active board

End

5 min

I know and understand

I can speak

I need a help

All learners put stickers into three groups according their understanding of the lesson

stickers

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check

Values links

All learners will be able to: Match the pictures with sentences,

Most learners will be able to: distinguish the countable and uncountable

Some learners will be able to: Write short story about your friend use new words

-by giving feedback

- by observing

- by smiling

I`ll give 3 different picture

-by fingers

Lesson is connected with Biology,

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

From my point of view, learning objectives were realistic. They’ve studied an active vocabulary and were able to describe animals according to the pictures. It was funny to watch a video and do warm-up activities, some of shy students surprised me with their active participation.

Summary evaluation

1:What two things went really well (consider both teaching and learning)?

2:What two things would have improved the lesson (consider both teaching and learning)?

3:What have I learned from this lesson about the class or individuals that will inform my next lesson?

Lesson plan

Lesson : Human beings 2

School:

Date:

Teacher name:

Class:5

Learning objectives

L3 understand an increasing range of unsupported basic questions on general and curricular topics

S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

UE 13 use might may could to express possibility on a limited range of familiar general and curricular topics

Lesson objective

All learners will able to:

-Understand specific information related to the target

Pronounce and name some words according to the topic

Most learners will be able to:

Comparable animals and human beings

Some learners will be able to:

Can give an example of modal interpretation

Assessment criteria

Recognize basic general questions without support

Interact with each other delivering content correctly and clearly to others

Make up sentences with modal verbs of possibility

- ask and answer basic question speak about main points of short simple texts

Values links

Universal labour society

Cross -curricular links

Biology

ICT skills

Slides pictures

Previous learning

Human beings 1learners know about human beings

They have introduced with the information of human beings

Planned

timings

Planned activities (replace the notes below with your planned activities)

Resources

Begining

5min

Organization moment

1.Greeting

Brainstorming : I’m glad to see you. Let’s begin our lesson. Today we’ll speak about animals -Do you like animals?

What is your favorite animals?

-What do you know about wild animals? Name some of them.

-What color is your animals?

Now let’s introduce with the names of some animals

They are: a squirrel /’skwirәl/,- a wolf /wulf/, a rabbit /’raebit/, a fox /foks/.

Today we’ll speak about Human beings and animals. Let’s begin.

Teacher divides into 2 sub-groups

1-Plants

2-Animals

Teacher gives for children some piece of paper with pictures. Students take photos and divide into two groups according to their picture.

Try to guess it (make up a word from the letters)

n
m s i →
a l a

«Animals»

T: Today we are going to summarize what we've learnt about animals. Let's begin with phonetic

Talks about animals in a small group

- asks question to find out information about human beings and animals

-chooses and puts might may and could in the right gaps

Slide

Middle

7min

7 min

8min

4min

Shape14

L3. Listen and repeat after me sound [æ]

Fat pat has a black cat.
Pat's black cat
Is in pat's black hat.

T: Now we'll revise the words.

Task-1

L3. “Guess what it is’

Listen carefully to a description of an animal.

“This is an animal which lives in Africa and Asia loves taking baths. It flaps its ears to keep cool. It has a really long nose” – answer: elephant. Then each team discusses what they think it is before giving an answer.

Descriptor: listen recognize guess find out say

Task-2

“Spiral curricular”

What animal is it?
What can it do?
Where does it live?
What do you know about this animal?
What kind of features do you know about this animal?

Descriptor: listen and give the facts about animal

Task-3

S6. “Venn Diagram” Compare animal life with the human beings in the middle of diagram say common things.

D escriptor: find identify the difference compare and say similarity.

Task-4

S6. Speak about the animals in the picture.

There are 30 animals at the beginning of the person find 10 animals in the picture.

Descriptor: recognize find group collect choose and express compare and say describe the object. 1-point

L et’s compare animals and human beings (people).

Hippos have little ears.
We have P1...ears
Elephants have big noses.
We have P2...
Giraffes have long necks.
We have P3...
Owls have big eyes.
We have P4...
Crocodiles have big mouths.
We have P5...

Flashcards of animals

questions

Pictures flipchart markers

4min

7min

Modal verb: might ,may, could

Might-for possibility

The electrician might be finished by tomorrow.

It might be bad weather tomorrow.

Peter might come to the party.

May- for formal permission.

May come in?

May he ask a question

It may rain this evening.

Could – past ability.

Icould run ten kilometers when I was younger.

Icould see that Danny was angry.

Could you repeat that again?

Task-5

UE 13. The game “Bingo” Say the translation and make up a sentence using modal verb. 1-point

May could might may can

1 2 3 4 5 6

Learners should choose one number and under that number there is one modal verb a learner should make up sentence using it.

Descriptor: find and say the translation and use in sentence.

Task-6
Choose the appropriate verb. Circle it.

1. They can/ might be away for the weekend but I'm not sure.

2. You may/might leave now if you wish.

3. Could/May you open the window a bit, please?

4. He can/could be French, judging by his accent.

5. May/Can you play the piano?

6. Listen, please. You may not/might not speak during this exam.

7. They can't/may not still be out!

8. You couldn't/might not smoke on the bus.

9. With luck, tomorrow can/could be a sunny day.

10. You can/might be right but I'm going back to check anyway.

Descriptor: underline the suitable modal verb

Card with modal verbs

The picture of a bingo

End3-min

Feedback The most activities in class for me are…….

In class I don’t like……….

Today I couldn’t say because………

I have some difficulties with speaking……

A sheet of paper

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check

Listen find the names of animal

Use animals in your sentences

Compare animal with human beings

Teacher assesses learners with formative assessment by traffic light and the sun star and cloud

-Green The lesson is clear for me

-Yellow I have got some question

-Red I don’t understand anything

s un star and cloud

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson plan.

Unit of a long term plan: Unit 2 Living things

School:

Date:

Teacher name:

CLASS: 5

Number present:

absent:

Lesson title:

Human Beings2/2

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

5.L3 understand an increasing range of unsupported basic questions on general and curricular topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 5.UE15 use common verbs followed by infinitive verb / verb + ing patterns on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to: read and understand main facts about plants in our life Most learners will be able to: can use common verbs followed by infinitive Some learners will be able to: tell about the role of plants and animals in human being’s life

Assessment criteria

-Identify details in a reading passage with little support -Interact with each other delivering content correctly and clearly to others; -Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences -Demonstrate the correct use of verb+infinitive, verb+ing patterns in the context.

Values links

Explaining the relationship between humans with animals and plants.

Ss will value natural resources and appreciate their motherland.

Cross-curricular links

Biology

Previous learning

Human Beings2

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

Greeting: Teacher greets learners; learners respond to greeting and take their places. Dividing into subgroups: with names of animals and parts of plants Warming up: Phonetic drill

What a rose can you say A rose can say I love you And want you to be mine, A rose can say I thank you For being o very kind A rose can say I’m sorry. If I hurt you in any way A rose can say get well soon, May God bless you today Revising the previous lesson: Hand out the slips of paper to each pupil. Call out each word in random order. The pupils hold up their slips of paper as soon as they hear their word.

Teacher shows a short video about the Human beings and plants and asks: So can you guess what the theme of our lesson is? The theme of our lesson is “ Plants in our life ”. We’ll speak about plants and animals because plants and animals are the part of nature. Teacher introduces lesson objectives to the learners

https://www.youtube.com/watch?v=QVig7_D-VFc

Middle

W) Pre-reading: “ Brainstorming” Have students brainstorm answers to the following questions: Ask each group to record as many plants and animals as possible How do you understand the word “ living things and none-living things”? And what about a human being? What plants do you know? Do you have any plants at home? What do plants give us? Why are plants important to people?” (They provide vitamins and minerals our bodies need to grow.)

Learners should complete KWL chart about “plants in our life”

What I know	What I want to know

W) 5.S7 1.Work with text . Teacher asks learners to read the text , complete the chart with the main ideas

Plants in our life Without plants, people could not live. The plants have many parts. Some of these plant parts are good to eat.. People eat the fruits, nuts, roots, stems, seeds, or flowers of different plants. We need to breathe the oxygen that plants produce. And we need plants for another, very different reason: we need to see them for their beauty. Plants provide habitats for animals are the primary habitat for thousands of other organisms. Animals also want to eat plants . Animals live in, on, or under plants. Plants provide shelter and safety for animals. Plants also provide a place for animals to find other food.. As a habitat, plants alter the climate. On a small scale, plants provide shade, help moderate the temperature, and protect animals from the wind.

The role of plants
(1 group )Animals	(2 group)Human beings

2. Read the text again and mark the statements right (v) or wrong (x).

1. Without plants , people could live . 2 . Animals , plants and human beings aren’t parts of nature. 3. Plants provide habitats for animals and human beings. 4. Plants help moderate the temperature

Descriptor A learner • reads the text; • completes the chart according to the text. • mark the statements right or wrong

W) UE 15 Explain the grammar

V + INFINITIVE
Most normal verbs use this construction.

I want to go
They decided to stay at home
They need to buy a bigger car

V + -ING

Verbs of likes and dislikes: like, dislike, hate, detest, love, prefer, enjoy...

    Ken likes reading comics
    I enjoy listening to music
    She hates walking in the rain
    I love singing in the shower

Task Use the pictures to write sentences with infinitives.

Descriptor A learner

• makes up sentences;

• uses verb/verb+ing patterns

Ph. Training

Learners listen to the song about flowers and dance a little.

Evaluate the lesson with the semantic map

G) S6 Task Complete the semantic map 1. Ask children, in their table group , to name as many differences they can think of between plants and animals using infinitive 2. Ask children to name as many similarities they can think of between plants and animals using

Plants and Animals: Similarities and Differences

	Plants	Animals
Food
The way they move
Size
The place they live

Descriptor A learner • completes the chart . • find similarities and differences between plants and animals Learners should complete the KWL chart

What I know	What I want to know	What I have leaned

“Insert” strategy

pictures

Pictures

The semantic map

End

Reflection

Technique of FA: Oral feedback

Learners make comments about the lesson orally. Ask students to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement. At the end of the lesson, students reflect on:

- what they learned

- what remained unclear for them

- what they need to continue working on

Leaners should show their mood with Estimate “Firework”

Excellent- Clap your hands up

Good- Clap your hands in front of you

Satisfactory- Clap your hands down

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check

While playing game more able Ss can prompt and help weaker Ss.

Stronger Ss can show their speaking skills while working with pictures

KWL chart. Self-assessment: Estimate “Firework”

Technique of FA: Oral feedback

Using physical exercises and active activities.

Learners will be safely arranged and seated in front of the monitor away from electrical outlets and cables.

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve thelesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

What two things would have improved the lesson (consider both teaching and learning)?

What have I learned from this lesson about the class orindividuals that will inform my next lesson?

Lesson plan

Lesson : Human beings 2

School:

Date:

Teacher name:

Class:5

Learning objectives

L3 understand an increasing range of unsupported basic questions on general and curricular topics

S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

UE 13 use might may could to express possibility on a limited range of familiar general and curricular topics

Lesson objective

All learners will able to:

-Understand specific information related to the target

Pronounce and name some words according to the topic

Most learners will be able to:

Comparable animals and human beings

Some learners will be able to:

Can give an example of modal interpretation

Assessment criteria

Recognize basic general questions without support

Interact with each other delivering content correctly and clearly to others

Make up sentences with modal verbs of possibility

- ask and answer basic question speak about main points of short simple texts

Values links

Universal labour society

Cross -curricular links

Biology

ICT skills

Slides pictures

Previous learning

Human beings 1learners know about human beings

They have introduced with the information of human beings

Planned

timings

Planned activities (replace the notes below with your planned activities)

Resources

Begining

5min

Organization moment

1.Greeting

Brainstorming : I’m glad to see you. Let’s begin our lesson. Today we’ll speak about animals -Do you like animals?

What is your favorite animals?

-What do you know about wild animals? Name some of them.

-What color is your animals?

Now let’s introduce with the names of some animals

They are: a squirrel /’skwirәl/,- a wolf /wulf/, a rabbit /’raebit/, a fox /foks/.

Today we’ll speak about Human beings and animals. Let’s begin.

Teacher divides into 2 sub-groups

1-Plants

2-Animals

Teacher gives for children some piece of paper with pictures. Students take photos and divide into two groups according to their picture.

Try to guess it (make up a word from the letters)

n
m s i →
a l a

«Animals»

T: Today we are going to summarize what we've learnt about animals. Let's begin with phonetic

Talks about animals in a small group

- asks question to find out information about human beings and animals

-chooses and puts might may and could in the right gaps

Slide

Middle

7min

7 min

8min

4min

Shape20

L3. Listen and repeat after me sound [æ]

Fat pat has a black cat.
Pat's black cat
Is in pat's black hat.

T: Now we'll revise the words.

Task-1

L3. “Guess what it is’

Listen carefully to a description of an animal.

“This is an animal which lives in Africa and Asia loves taking baths. It flaps its ears to keep cool. It has a really long nose” – answer: elephant. Then each team discusses what they think it is before giving an answer.

Descriptor: listen recognize guess find out say

Task-2

“Spiral curricular”

What animal is it?
What can it do?
Where does it live?
What do you know about this animal?
What kind of features do you know about this animal?

Descriptor: listen and give the facts about animal

Task-3

S6. “Venn Diagram” Compare animal life with the human beings in the middle of diagram say common things.

D escriptor: find identify the difference compare and say similarity.

Task-4

S6. Speak about the animals in the picture.

There are 30 animals at the beginning of the person find 10 animals in the picture.

Descriptor: recognize find group collect choose and express compare and say describe the object. 1-point

L et’s compare animals and human beings (people).

Hippos have little ears.
We have P1...ears
Elephants have big noses.
We have P2...
Giraffes have long necks.
We have P3...
Owls have big eyes.
We have P4...
Crocodiles have big mouths.
We have P5...

Flashcards of animals

questions

Pictures flipchart markers

4min

7min

Modal verb: might ,may, could

Might-for possibility

The electrician might be finished by tomorrow.

It might be bad weather tomorrow.

Peter might come to the party.

May- for formal permission.

May come in?

May he ask a question

It may rain this evening.

Could – past ability.

Icould run ten kilometers when I was younger.

Icould see that Danny was angry.

Could you repeat that again?

Task-5

UE 13. The game “Bingo” Say the translation and make up a sentence using modal verb. 1-point

May could might may can

1 2 3 4 5 6

Learners should choose one number and under that number there is one modal verb a learner should make up sentence using it.

Descriptor: find and say the translation and use in sentence.

Task-6
Choose the appropriate verb. Circle it.

1. They can/ might be away for the weekend but I'm not sure.

2. You may/might leave now if you wish.

3. Could/May you open the window a bit, please?

4. He can/could be French, judging by his accent.

5. May/Can you play the piano?

6. Listen, please. You may not/might not speak during this exam.

7. They can't/may not still be out!

8. You couldn't/might not smoke on the bus.

9. With luck, tomorrow can/could be a sunny day.

10. You can/might be right but I'm going back to check anyway.

Descriptor: underline the suitable modal verb

Card with modal verbs

The picture of a bingo

End3-min

Feedback The most activities in class for me are…….

In class I don’t like……….

Today I couldn’t say because………

I have some difficulties with speaking……

A sheet of paper

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check

Listen find the names of animal

Use animals in your sentences

Compare animal with human beings

Teacher assesses learners with formative assessment by traffic light and the sun star and cloud

-Green The lesson is clear for me

-Yellow I have got some question

-Red I don’t understand anything

s un star and cloud

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Short term plan

Lesson Plan
LESSON: Unit 3: Values Celebrations and special days					School:
Date:					Teacher name:
CLASS: 5					Number present:		absent:
Learning objectives(s) that this lesson is contributing to				5.R1 understand the main points in a limited range of short simple texts on general and curricular topics 5.W3 write with support factual descriptions at text level which describe people, places and objects 5.L1 understand a sequence of supported classroom instructions 5.UE5 use questions, including tag questions to seek agreement, and clarify meaning on a limited range of familiar general and curricular topics
Level of thinking of skills				Knowledge, understanding, application
Lesson objectives				All learners will be able to:
				Talk about special days and celebrations. Say topical vocabulary
				Most learners will be able to:
				Talk about activities at different times of the year. Present a poster about celebrations
				Some learners will be able to:
				Can write about special occasions. Discuss the meaning of values and create their own list of values
Assessment criteria				To identify main idea of the text Use questions and talk about special days and celebrations.
Value links				Respect for customs and traditions
Cross curricular links				Geography, Kazakh, History
Previous learning				Present Simple
Plan
Planned timings	Planned activities						Resources
Beginning 0-5 minutes 5-10	Warm-up (3–5 minutes) • Books closed. Write school holidays on the board. • Explain that students in different countries have different school holidays. In the UK, for example, students have 13 weeks of school holidays per year (6 weeks of summer holidays, 1 week for Christmas, 1 week for Easter, 3 weeks of half term holidays, bank holidays and 5 additional days). • Ask students to work in groups to calculate how many weeks of holidays they have in a year. • Write the correct answer on the board. Do they have more holidays than students in the UK? “Brainstorming” The teacher shows the pictures about celebrations. The students will watch slideshow at the active board and find the theme of the lesson.						PPT slides
Middle 10-18 18-22 22-32 32-40	Reading W. Read and complete the text with the verbs. Then listen and check. go decorate make celebrate jump Writing. Write sentences using the present simple affirmative. The teacher will explain forms of the Present Simple 1 my mum / cook / special food ___________________________ 2 we / sing / songs ___________________________ 3 our grandfather / visit / our house _____________________________ 4 my brother and sister / open / presents _______________________________ 5 I / go / to the shop / with my friends _______________________________ 6 my dog / play / outside _______________________________ LISTENING F. Listen and read the story. Then answer the questions. 1 Where are Bob and Betty? 2 What’s the name of Bob’s new invention? 3 Which button does Betty press first? 4 Which button does Betty press next? Listen to the story about Bob and Betty again. Then work in groups. Act out the story in the comic (activity “show casing”) Descriptors: Answers the questions Listens to the story and acts out the story in the comic.						Student’s book Work book ICT ICT
End 40-45	Reflection Come back to the lesson objectives and summarize with students if they met the lesson objectives. Ask them to give the VAK feedback. VAK- Visual, auditory, kinaesthetic. What have you learnt with your eyes this lesson? What have you learnt with your ears? What have you learnt with your body?						PPT slides 8,9
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Cross-curricular links Health and safety check ICT links Values links
more able students are given a word bank less able students use a picture dictionary creativity and artistic skills			VAK - Visual, auditory, kinaesthetic.			Projector or Active board for presenting videos, PPT. Students use IWB for matching exercises
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?

Lesson plan

Unit 3 of a long term plan Values					School:
Date:					Teacher name:
CLASS: 5					Number present:			absent:
Lesson title			Family relationship
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)			5.C6 organise and present information clearly to others 5 C2 use speaking and listening skills to provide sensitive feedback to peers 5 S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics. 5 R2 understand with little support specific information and detail in short , simple texts on a limited and curricular topics
Level of thinking skills			Knowledge, Understand, Application
Lesson objectives			All students will be able to: talk about their family Most of the students will be able to: Complete the sentences with ‘s, describe people using have got, Some of the students will be able to: Give feedback to their partners about their family and answer the questions on “Family Puzzle”
Assessment criteria			Practice speaking about their family using ‘s and have got correctly, Read and understand the main idea of the text
Values links			Family values, Friendly communication with each other, support and listen to others carefully, don’t break classroom rules
Cross-curricular links			Kazakh, Art
Previous learning			Fantasy world
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)								Resources
Start	Teacher’s activities					Students’ activities
Warm-up 4 -5 min	Task 1. Odd one out. Teacher shows some words on the board. Differentiation task. Teacher asks: “Who wants to make up sentences with these words?”					Less able students should find which word is ODD. Mother – cousin – grandfather – uncle – star - son – nephew – grandmother – singer – father – niece – aunt
5 -7 min	Task 2 Teacher gives some new words according to the topic and asks students to use them. Pair work: Practice talking about family. Teacher gets the students thinking about the theme of family, asks them to think about the last family party or special attention they attended and to tell their partners about it.					W: Students try to describe about their family or the last family party using new vocabulary. FA – Peer Assessment, every students should count how many new words uses his/her partner, FIREWORK for those Students who uses all new words!			New words on a flipchart
4-5-min	Task 3 Differentiation by outcome. Task for more able students. Learn how to talk about members of their families. Teacher stops the students and gets feedback from a few pairs by asking students to describe their partner’s family.					1.I: Some students give a feedback about their partner’s families. FA – Teacher gives feedback to Students according to their outcomes.			Ex-2 p-40
Middle 10 - 12 min	Task 4 Learn and practice using possessive adjectives Teacher draws the students’ attention to the table and elicit the meaning of possessives and the affirmative form of “have got”.					1.W : Students look at the examples and complete the rules with singular and plural, write the sentences about the people in the Mitchell family, use the possessive s, describe their family using “have got”. Rules We use ‘s for possession with ___ words We uses “for possession with ____ words Descriptors: Complete the rules with singular and plural. Write the sentences about the people in the Mitchell family, use the possessive s. Describe their family using “have got”. F A – “Success Stairs” Students write their names on indexes and glue it on the stair (1,2,3) according to their results.			Ex-4 p-40 Ex-5 p-40
End 10-12 min.	Task 5 Working with the text Teacher focuses students on the text.					1.Students read “Family Puzzle: who’s who?”, complete the sentences and answer the questions. Descriptors: Read “Family Puzzle: who’s who? Complete the sentences with the names on the picture. Answer the questions: What is Sophie’s hobby? What sport does Paul play? Whose dog is Gonzo? FA – Peer Assessment, Students change their works with partner and try to check the works, if they have some disagreements they ask Teacher for help.			Ex-4 p41
4-6 min.	Task 6 Teacher asks students to draw their “Family Tree”					Students try to draw their “Family Tree” and stick it on the Wonderwall. Every Student has one STAR and can give it only for one work (classmates Family Tree) Students finish the lesson with the phrase “ I LOVE MY FAMILY”			STAR for every Student
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?			Health and safety check
Task 1 is Differentiation task by outcome for more able and less able Students Task 3 is Differentiation task by outcome for more able Students				Peer Assessment – Firework, Teacher’s feedback, Success stairs, Peer Assessment, STAR on the Wonderwall			Don’t break classroom rules and be carefully during pair work
Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve the lesson objectives/ learning objectives? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?

Lesson plan

Unit of a long term plan Values					School:
Date:					Teacher name:
CLASS: 5					Number present:			absent:
Lesson title			Family relationship
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)			5.C6 organise and present information clearly to others 5 C2 use speaking and listening skills to provide sensitive feedback to peers 5 S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics. 5 R2 understand with little support specific information and detail in short , simple texts on a limited and curricular topics
Level of thinking skills			Knowledge, Understand, Application
Lesson objectives			All students will be able to: talk about their family Most of the students will be able to: Complete the sentences with ‘s, describe people using have got, Some of the students will be able to: Give feedback to their partners about their family and answer the questions on “Family Puzzle”
Assessment criteria			Practice speaking about their family using ‘s and have got correctly, Read and understand the main idea of the text
Values links			Family values, Friendly communication with each other, support and listen to others carefully, don’t break classroom rules
Cross-curricular links			Kazakh, Art
Previous learning			Fantasy world
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)								Resources
Start	Teacher’s activities					Students’ activities
Warm-up 4 -5 min	Task 1. Odd one out. Teacher shows some words on the board. Differentiation task. Teacher asks: “Who wants to make up sentences with these words?”					Less able students should find which word is ODD. Mother – cousin – grandfather – uncle – star - son – nephew – grandmother – singer – father – niece – aunt
5 -7 min	Task 2 Teacher gives some new words according to the topic and asks students to use them. Pair work: Practice talking about family. Teacher gets the students thinking about the theme of family, asks them to think about the last family party or special attention they attended and to tell their partners about it.					W: Students try to describe about their family or the last family party using new vocabulary. FA – Peer Assessment, every students should count how many new words uses his/her partner, FIREWORK for those Students who uses all new words!			New words on a flipchart
4-5-min	Task 3 Differentiation by outcome. Task for more able students. Learn how to talk about members of their families. Teacher stops the students and gets feedback from a few pairs by asking students to describe their partner’s family.					1.I: Some students give a feedback about their partner’s families. FA – Teacher gives feedback to Students according to their outcomes.			Ex-2 p-40
Middle 10 - 12 min	Task 4 Learn and practice using possessive adjectives Teacher draws the students’ attention to the table and elicit the meaning of possessives and the affirmative form of “have got”.					1.W : Students look at the examples and complete the rules with singular and plural, write the sentences about the people in the Mitchell family, use the possessive s, describe their family using “have got”. Rules We use ‘s for possession with ___ words We uses “for possession with ____ words Descriptors: Complete the rules with singular and plural. Write the sentences about the people in the Mitchell family, use the possessive s. Describe their family using “have got”. F A – “Success Stairs” Students write their names on indexes and glue it on the stair (1,2,3) according to their results.			Ex-4 p-40 Ex-5 p-40
End 10-12 min.	Task 5 Working with the text Teacher focuses students on the text.					1.Students read “Family Puzzle: who’s who?”, complete the sentences and answer the questions. Descriptors: Read “Family Puzzle: who’s who? Complete the sentences with the names on the picture. Answer the questions: What is Sophie’s hobby? What sport does Paul play? Whose dog is Gonzo? FA – Peer Assessment, Students change their works with partner and try to check the works, if they have some disagreements they ask Teacher for help.			Ex-4 p41
4-6 min.	Task 6 Teacher asks students to draw their “Family Tree”					Students try to draw their “Family Tree” and stick it on the Wonderwall. Every Student has one STAR and can give it only for one work (classmates Family Tree) Students finish the lesson with the phrase “ I LOVE MY FAMILY”			STAR for every Student
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?			Health and safety check
Task 1 is Differentiation task by outcome for more able and less able Students Task 3 is Differentiation task by outcome for more able Students				Peer Assessment – Firework, Teacher’s feedback, Success stairs, Peer Assessment, STAR on the Wonderwall			Don’t break classroom rules and be carefully during pair work
Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve the lesson objectives/ learning objectives? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?

Short term plan

Lesson plan

Unit of a long term plan: Values					School:
Date:					Teacher name: Gulmira
CLASS: 5					Number present:			absent:
Lesson title			Friendship
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)			5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics 5.W3 write with support factual descriptions at text level which describe people, places and objects 5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics
Lesson objectives			All learners will be able to: - read an email about friendship - find missing words - write sentences which describe people, places, objects More learners will be able to: -answer the questions about the opinion of the author -answer the questions about their best friend. - write the sentences in the correct order Some learners will be able to: -write email about themselves
Level of thinking skills			Knowledge and understanding. Application
Assessment criteria			Identify the attitude and opinion of the author. Use the information to write sentences which describe people, places and objects.
Values links			Friendship is the most valuable thing in our life. Friendship between peoples of Kazakhstan
Cross-curricular links			Kazakh language
Previous learning			Friendship
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
Start 5-7min	I. Org. Moment of the lesson. II. Greeting III. Warm-up: Pieces of music. I’m always here for you Sometimes you have problems Sometimes you feel sad But friends can always help you And stop you feeling bad Have you got a problem? You know what you should do Talk to me, ’cause I’m your friend I’m always here for you You don’t have to worry ’Cause everything’s OK A good friend is forever And they’ll never go away
Middle 5min 10min 7-8min 10min	Task 1. I. Complete the text with words from the list. Read and check. Activity: Read aloud. 4• funny • name • free • class From: Sezim To: Anna Subject: My best friend Hi Anna, I want to tell you about my best friend. Her 1) ................... is Sofia. She’s 11 years old and we’re in the same 2) ................... at school. Sofia is very clever. She’s also a very 3) ................... person. She always makes me laugh. In our 4) ................... time, we love watching films together. Comedies are our favourites. How about you? Have you got a best friend? Write back soon. Best wishes, Sezim Descriptor: A learner • Reads an email • Fills the missing words Differentiation by support Less able learners: Match the answers with translations which are given by teacher Task 2. Activity- Skimming P: 5.R6 Read the email and answer the questions. 1 What is the email about? 2 Who is Sezim’s best friend? 3 How does she know her? 4 What is Sezim’s best friend like? 5 What do they like doing together? 6 What does Sezim ask Anna to do? •Descriptor: A learner Finds answers to the questions from an email Differentiation by ability More able learners: Write an email similar to the one in Ex. 1 (50-70 words). AFL: Yes/No Task3. Activity- Lost words 5.W3 Write the sentences in the correct order. 1 playing/likes/computer games/Kulai 2 he/strong/also/very/is 3 like/to the gym/going/we 4 the piano/can/she/also/play 5 love/together/playing/we/basketball 6 early/Erbolat/getting up/hates 7 15/is/she/old/years 8 a/person/is/Dauren/quiet Descriptor: A learner Writes the sentences in the correct order. AFL: Written feedback- Number speak Task4. Activity- Phone a friend. 5.S4 Answer the questions about your best friend. 1 What is his/her name? 2 How old is he/she? 3 How do you know him/her? 4 What is he/she like? 5 What do you like doing together? AFL: An opinion to your neighbour						EXCEL st-s book, pg. -43
End 6-7min	Feedback 30sec speaking: -Our lesson is over. -Good bye. Have a nice day.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Health and safety check
By support Less able learners: Match the questions and the answers. By ability More able learners: Write an email similar to the one in Ex. 1 (50-70 words).				Oral feedback , Yes/No Written feedback . 30sec speaking: An opinion to your neighbour
Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve the lesson objectives/ learning objectives? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson plan

Lesson: 30					School: B.Tulkiev
Date: 23.06.2017.					Teacher name: Duisenbieva B.K.
CLASS: 5					Number present:			absent:
Lesson title: Friendship 2			Listening and role playing a story about friends.
Learning objectives			5.R1 understand the main points in a limited range of short simple texts on general and curricular topics 5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics 5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics 5.S5 keep interaction going in basic exchanges on a growing range of general and curricular topics 5.C9 use imagination to express thoughts, ideas, experiences and feelings 5.UE 13 use might may could to express possibility on a limited range of familiar general and curricular topics
Assessment criteria			Read and identify the main idea in the text. Understand the main points of short texts and recognize the meaning of a story and extended talk with some support Support a talk a given general topic Convey fantasy ideas including actions and gesture Make up sentences with modal verbs of possibility: might, may, could.
Lesson objective			All learners will be able to: Recognise and understand the meaning of text and speaking. Most learners will be able to: Recognise the meaning of text and answer the questions Read and role play a story about friends. Some learners will be able to: Make up sentences about their friends without support.
Values links			National unity, peace and harmony in our society
Level of thinking skills			Higher order thinking skills
Cross-curricular links			Self-study subject, Kazakh literature
Previous learning			Friendship
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
Start 15 min	Organization moment: Good morning, children’s. I`m so glad to see you. Stand a circle and divide in to two groups. Introduction of the theme: Today we are going to read to speak and write about our best friends and friendship. Learners read the text and answered the questions. Task :1 I would like to tell you about my friends. I have a lot of them, but my close friend is Marina. She is my school-mate. We have been studying together in one form all the eleven years of our school-life. She is thin and slender, not very tall. Her hair is red and straight, her face is oval and her forehead is high. She has a turned-up nose and beautiful green eyes with bushy eyelashes. Marina as good as gold. Warm-hearted and gentle, quiet and well-bred. She is always well dressed and neat. She is always ready to help people, when they are in need. Marina goes in for sports. She plays tennis and swims. She does well at school and it seems to me that all the subjects come equally easy to her. We always meet at the weekends. We discuss books, listen to the music or visit our friends. I always enjoy the time spent together. I am happy to have such a friend as Marina. I am sure we shall be friends forever. Choose the correct answer. 1. Whom about the text? a) Kate b)Marina c) Anna 2. How old is she? a) 17 b) 16 c) 15 3. What hobbies does she have? a) listen to music b) well dressed and neat c) play tennis and swims 4. What she has got? a) her hair is black and curly b)she is a beautiful and gentle c) her hair is red and straight Read the sentences and write T or F sentences 1. She is fat and slender and very tall 2. Her hair is red and straight 3. She is always ready to help people, when they are in need. 4. She plays football and basketball. 5. We write essay and listen to the music or visit our parents. Descriptor a learner Reads the text Answers the multiple choice questions; Identifies true and false statements and writes true or False next to the sentences;						Book ICT
Middle 15 min	Task 2: listening Listen to the story about “The Bird king” and complete the task. All the animals in the jungle had a king. The birds were jealous. They wanted a king too. ‘Let me be king. Look at my wonderful colours!’ said the beautiful parakeet. ‘No, no,’ said the myna. ‘I can speak and talk to the other animals. I should be king.’ ‘And I have a fantastic beak!’ said Toucan. ‘I want to be the bird king.’ ‘I know,’ said the macaw. ‘Why don’t we have a competition? The bird who can fly the highest will be the bird king.’ Everyone thought this was an excellent idea, especially the eagle. ‘Make me king now,’ he said. ‘I am the strongest, and I can fly the highest.’ ‘Ah,’ said a little voice. ‘You might not win!’ ‘Ha ha!’ laughed the eagle. ‘You can’t beat me, little sparrow!’ ‘We’ll see,’ said the sparrow. The race began, and all the birds flew high into the sky. They flew higher and higher, and the eagle flew the highest. ‘Ha! I told you!’ squawked the eagle. ‘I, I am the king!’ The sparrow was hiding under the eagle’s wing. Suddenly, he flew higher than the eagle’s head. The sparrow was the highest bird of all! He won the competition! And the sparrow was the new bird king). Write and draw. Which bird is your favourite in the story? Draw a picture and write about it. Describe how it looks and say why you like it. Differentation I-group • draws a picture of the bird; II-group describes the bird and with support text and may at add the all opinion.						https://learnenglishkids.britishcouncil.org/en/shortstories/the-bird-king
End 15 min	Task 3 make up sentences Choose the appropriate verb. Circle it.. 1. They can/ might be away for the weekend but I'm not sure. 2. You may/might leave now if you wish. 3. Could/May you open the window a bit, please? 4. He can/could be French, judging by his accent. 5. May/Can you play the piano? 6. Listen, please. You may not/might not speak during this exam. 7.They can't/may not still be out! 8.You couldn't/might not smoke on the bus. 9. With luck tomorrow can/could be a sunny day. 10. You can/might be right but I'm going back to check anyway. Descriptor a learner Reads the sentences Choose and puts might may and could in the right gaps. Feedback said compliments for learners; oral feedback; also at the end of the lesson they will give feedback by given smiles.						Link for answer keys: http://www.autoenglish.org/gr.may.i.htm
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Health and safety check
Learners were asked to make up different questions to each other. Post thelistening text. Poster modeling by method critical thinking “ Thinkway”				Criteria –based assessment. Learners were given definite criteria at the beginning of the lesson. Learners are evaluated by traffic lights during the lesson. To objective save time and check learner`s understanding.		Health saving technologies. Using physical exercises and active activities.
Reflection		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
		After microteaching lesson I understood the relevance of the objectives and objectives of the lesson. I have noticed, that teaching of students will be effectively to differentiate them develop the theoretical knowledge ganged by the students skills. For this purpose, I`ll use smart teaching methods in the inductive method.
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 2: What have I learned from this lesson about the class orindividuals that will inform my next lesson?

Lesson plan № 33

Unit of a long term plan					School:
Date:					Teacher name:
CLASS: 5					Number present:			absent:
Lesson title			What we value 2 Talking and writing about actions they value in friends and learning a song about friends.
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)			5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics 5.S3 give an opinion at sentence level on a limited range of general and curricular topics 5.W3 write with support factual descriptions at text level which describe people, places and objects
Level of thinking skills			Analysis, Application,Assessment
Lesson objectives			All will be able to listen and watch cartoon two times and pronounce the words together with support Most will be able to make up sentences and stories using words from the cartoon Some will be able to express their point of view with little support
Assessment criteria			Understands and uses new vocabulary and make up sentences using them Answers the questions from the fragment of the cartoon Writes the description of video looking at the animals
Values links			National unity , peace and harmony in our society.
Cross-curricular links			Self knowledge
Previous learning			Retell the readstory .
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
Start 5mins	Organization moment. Greeting. Dividing in two groups by lion and mouse. Warm up. Presenting a criteria – based assessment on the table on sheets of paper for each group .Self assessment of their own group. Teacher may prepare questions beforehand and ask them to answer in written form within 5minutes						Copy books Questions sheets
5mins 10mins 6mins 14mins 3mins	Brainstorming. Write on the board “Friendship among animals”. Then ask your students if there is friendship among animals. You may ask these high level of question to the most able students: How can they be friends? How do they express sympathy and attention to each other? Listening and watching skill The cartoon “The lion and mouse” Pre listening. Before watching, support them with unfamiliar words on PPT and go through each one by giving examples. Ask them to put them down on their copy books. As a home task they will revise and make up a story for most able students while less able students find synonyms for them. More able students make up sentences using them A den, to play nearby, run up and down, to waken, to be frightened, to pray, pardon, little creature, to do a good return, to be amused, to let somebody go, to walk in the jungle, hunter’s net, to roll, to get out of the net, roar, to worry, to save, to cut through the net, to escape, to thank Descriptor 1.Name the adjectives 2.Finds the syn / ant with support 3. Finds the syn / ant without support Watching time. “Share with me” method Most able students stay in the classroom while less and more able students are asked to leave the classroom. While they are outside the classroom, more able students prepare questions on what the most able students will have watched. The most able students watch the cartoon and make notes if essential. As soon as they finish watching, more and less able students enter the classroom. More able students will be in one group with the most able student. Then one by one, they ask their questions on which the most able students must reply. Outside the classroom, less able students make up sentences in a group to understand the meaning of new words better. The most able student in the crowd of less able students reads their sentences aloud and correct for grammar mistakes if there are. Then the most able student holding the list of words and words expression taught by teacher, tells about the cartoon. Then all together watch the cartoon again. Comprehension task. The teacher may prepare true, false statements to check for their understanding the content of the cartoon. Descriptor 1 They understood the content of the cartoon 2They could perform true , false statements correctly						https://www.youtube.com /watch?v=a-R4xBXs1A0 PPT with these new words and word expressions Their copy books Descriptor sheet Active board Notes Copy books and pens Handout with true, false statements
0End 2mins	Concluding the lesson Assessment Self-assessment chart Giving the hometask to retell the story they have watched in the classroom
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Health and safety check
Differentiated tasks will be given for watching activity at the end they all together can achieve the lesson aim				Self- assessment will be used with descriptor. Presenting a criteria – based assessment on the table on sheets of paper for each group. Self assessment of their own group		Do physical exercise Keep in mind TV manners Safety measurements when they use electronic devices
Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve the lesson objectives/ learning objectives? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Lesson and learning objectives worked together very well. Differentiated tasks were essential in an identification of students’ needs and motivation
		All learners achieved the lesson objectives very well.
Summary evaluation What two things went really well (consider both teaching and learning)? 1: Differentiated listening activity was fun 2: Less able students enjoyed working in a group together What two things would have improved the lesson (consider both teaching and learning)? 1: To give more time to practice the usage of new words 2: Time was not enough to ask learners’ feedback for their learning. What have I learned from this lesson about the class or individuals that will inform my next lesson?

Lesson plan № 32

Unit of a long term plan Unit 3: Values					School:
Date:					Teacher name:
CLASS: 5					Number present:		absent:
Lesson title:			What we value2. Talking and writing about what they value in friends and learning a song about friends.
Learning objectives that this lesson is contributing to (link to the Subject programme)			5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics 5.S3 give an opinion at sentence level on a limited range of general and curricular topics 5.W3 write with support factual descriptions at text level which describe people, places and objects 5.W5 link without support sentences using basic coordinating connectors
Lesson objectives			All learners will be able to use the verbs from the definite song; Most learners will be able to use topical vocabulary and make short sentences; *Some learners will be able to compose short dialogue and express an opinion on a topic using specific vocabulary;
Level of thinking skills			Higher thinking skills: application, analysis, synthesis, assessment
Assessment criteria			* Uses basic personal questions and can answer with support. * Provides a point of view in connected sentences without support. * Completes the topic in their own way without support using basic word combinations.
Values links			National unity, peace and harmony in our society; Kazakh patriotism and civil responsibility, respect, cooperation, transparency;
Cross-curricular links			Self-study subject
Previous learning			They knew meaning of the word friend and relative, vocabulary connected with this theme, also can ask some information about friend.
Plan
Planned timings		Planned activities (replace the notes below with your planned activities)						Resources
Start 6min		Org. moment. Training “Friend”. Question – answer work. Do you have a friend? (T-S) How do you spend your time at weekends? What is your friend’s hobby? They said wishes to each other. They are divided into 2 groups according to the cards with letters. They would take the cards and made up a word. The names of their groups: “ Happy and kind”						Learners stand as a circle and are given cards with written name of groups.
Middle 15min 10 min 1min 7min 6min		Presentation Task1: Video “Friends song.” The song is listened very attentively and repeated. Found verbs from the new topical vocabulary in the song and read the verbs chorally and individually. (T-S, Different Media, RICH) New words: Pal; ashamed; lack; buy; need; traveled; invite. A song would be made from paper sheets which written word combinations. Descriptor: composes lyrics using sheets which given individually prepare and act out drama reading Task2 Involved learners in conversation in front of the whole class. This could be done as part of a whole-class discussion or as part of a question-and-answer session. Afterwards, a discussion task which involved the learners, using whatever it is modelled by teacher: Example: Do you invite your friend to your birthday? Do you need a friend? Do you like travel? ( present simple ) Using the key words made up questions about friend and changed with other group and given answers by learners. (S-S pair work, modelling conversation, TML) Descriptor: make up questions using topical vocabulary give the correct answers to other group Wake up: Jumping Exercise song by Morah. (Cartoon Animation) Task3 Venn diagram “All about my friend”. It didn’t mean name of their friend; it means What kind of person their friend? Diagram drawn by them and the first group wrote the words, which showed the character of friend and second group described on a poster the appearance of their friend! The internal and external appearance of friends would be described by them. (S-S, group work, differentiation) Descriptor: use of words in right meaning in task Task 4* Learners asked to justify the claims that they made and given them an opportunity to discuss this with their partner before they would tell. It would make the process easier for them and they could justify their claims. Learners justified by encouraging. «If the birthday of their friend is forgotten by them and he/she hurt! What would they do? » Opinions of each other discussed and wrote down 3-4 sentences by learners on a topic. (S-S; work in pairs, justify, evaluate thinking skills). Descriptor: *convey their own opinions						Used ICT https://you ture/VxlvCsgy1xg Pictures with new topical words Worksheet1; A4 paper sheets Worksheet2 https://youtu.be/hBtpzr59g Pencil, poster Worksheet3
End		Home task to write about interests of your relatives
Feedback		Said compliments for learners; oral feedback; also at the end of the lesson they will give feedback by given smiles. They can stick that smiles on a poster which written: “I know; I don’t know; I want to know” for teacher by learners.						Poster
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Health and safety check
Differentiation would be use on the 3^rd task for some learners described the character and appearance of friend, for more learners used new words and studied words in describing; for all learners use of words in right meaning.				AFL: smiles Chosen this type of assessment: motivated - maintaining the interest of students to learning and achievement of the result. Emotional aspect.		Safety precautions taken into account during the lesson. Saved the health technologies. Used physical exercises and active activities.
Reflection	After micro-teaching I understand the meaning of theoretical terminology of spiral curriculum, short term plan, active learning, communicative method and pedagogical approaches, TTT, TPR, modelling, motivating learners, differentiation, criteria-based assessment, feedback, reflection. Because I learnt using it in practice and I guess my mistakes by opinion of a trainer and colleagues. In future planning I will use this all pedagogical approaches for English and develop myself, also collect information from resources. I think this system will be expressed by our students if we work well! “ If the child is allowed to experience with a child, he will still be engaged” (Peter Clain)

Lesson plan №37

Unit 4					School:
Date:					Teacher name:
CLASS: 5					Number present:			absent:
Lesson title: Professions			Unit 4: The world of work
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)			5.L1understand a sequence of supported classroom instructions 5.C8 develop intercultural awareness through reading and discussion 5.UE10 use present continuous forms with present and future meaning on a limited range of familiar general and curricular topics
Lesson objectives			All learners will be able to answer the questions according to the picture. Most learners will be able to describe the pictures according to the Present Continuous and they use pair work. Some learners will be able to give opinion according to the certain pictures and they use pair work.
Criteria			Learner can: -understand sequence of supported classroom instructions - develop intercultural awareness through reading and discussion -use present continuous forms with future and present meanings
Values links			3) A secular society with high spirituality
Cross-curricular links			Self-knowledge
Previous learning			Names of formal and informal professions.
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
Start 5 min	Org. moment -Greeting. -Dividing into 2 groups by informal professions Warm up. Stay in a circle. Say a wish to your partner.
Middle 10 min 5 min 10 min 8 min	Presentation B rain storm. A learner looks at the picture and names the profession. 1) Who is he? - He is a builder. 2 ) Who is he? - He is a driver. 3) Who is she? - She is a teacher. 4) Who is he? - He is a dentist. 5 ) Who is he? - He is a cooker. 6) Who is he? - He is a pilot. Task1. Listen to audio resource to lead– in the theme. 1) ..... likes comedy films. 2) ...... doesn't like comedy films. 3) ....... likes reading books. 4) ....... likes sport games. 5) ........ doesn't like reading books. 6) ......... doesn't like sport games. Descriptor: Listen to the speech attentively Guess the pictures according to the text Task 2. PW. Make up a dialogue using closed and opened questions. (S- S interaction) "What do you want to be?" D: Hello! S: Hello! D: How are you? S: I'm OK. And you? D: I'm fine, thanks. S: What is your hobby? D: My hobby is listening to music. What is your hobby? S: My hobby is drawing pictures. D: What do you want to be? S: I want to be a doctor. And what do you want to be? D: I want to be a teacher. S: Good bye! D: Good bye! Descriptor: Make up a dialogue Use closed questions. Use opened questions. Revision Using the verb "to be" "To be" - am, is, are I am We are You are You are He is They are She is It is Task 3. Complete the sentences with the verb: "to be"- (orally) 1) I ... reading a book. 2) He ... working in the garden. 3) They ... cleaning the room. 4) We ... writing a dictation. 5) Mike ... watching TV. 6) Ann ... drawing a picture. 7) The children ... playing tennis. 8) Ben ... drinking cola. Descriptor: Put the verbs into the gaps Use present continuous form						Pictures http:// www.google.com From the book From the book From the workbook
End 7 min	At the end of the lesson, students reflect on: - what they learned - what remained unclear for them - what they need to continue working on by the "Traffic lights"
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Health and safety check
Strong learners were given definite criteria at the beginning of the lesson. Weak learners use the present continuous form, develop understanding, knowledge skills				Through the observation Giving the cards		Health saving technologies. Using physical exercises and active activities.
Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve thelesson objectives/ learning objectives? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		I learnt and made the short term plan for this lesson. I liked the objectives. I chose the objectives, where necessary. I shall use some of the objectives at school. I'll try to use another objectives. I didn't know the short term plan, before courses. I think the objectives are very interesting and very useful for us which are given in the long term plan. I want to learn the short term plan full.

Lesson plan №38

Unit				School:
Date:				Teacher name:
CLASS: 5				Number present: 12			absent:
Lesson title: Professions 2		Unit 4: The world of work
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)		5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics 5.R7 recognise typical features at word, sentence and text level in a limited range of written genres 5.W9 punctuate written work at text level on a limited range of familiar general with some accuracy and curricular
Lesson objectives		All learners will be able to understand and use the new words in the sentences. Most learners will be able to respond the flexibility sentences to the unexpected comments Some learners will be able to punctuate written work according to the text
criteria		Learners can: -respond with limited flexibility at sentence -recognise typical features at word, sentence - recognise typical features at word, sentence
Values links		3) A secular society with high spirituality
Cross-curricular links		Kazakh, Russian, Self study
Previous learning		Names of formal and informal professions.
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)					Resources
Start 5 min	Org. moment -Greeting. -Dividing into 2 groups by regular and irregular verbs Warm up. Stay in a circle. Say regular and irregular verbs to your partner.
Middle 10 min 10 min 5 min 10 min	Presentation Brain storm. Look at the picture and name the profession. Listening to audio resource to lead– in the theme. 1 ) Who is he? - He is a taxi-driver. 2) Who is he? - He is a policeman. 3 ) Who is he? - He is a horse-trainer. 4 ) Who is she? - She is a dog-groomer. 5 ) Who is he? - He is a fisherman. Task 1. Question- answer work by S- S interaction. Learners work out 5 questions in their groups to an other group in written form and answer the other group's questions. 1) Do you like a fisherman? 2) Do you like a horse-trainer? 3) Do you like a policeman? 4) Is it interesting to be a dog-groomer? 5) Is it interesting to be a taxi-driver? Descriptor: Make closed questions. Make open questions. Answer closed questions. Answer open questions. Task 2. Punctuate at text level on a limited range of familiar general with some accuracy. Learners are given a paper with the text and are asked to fill the punctuation marks: .... ? ,.... 1) I come home at 2 o'clock 2) Do you like coffee 3) There are tables chairs books pens in the room 4) I have horses cows dogs geese 5) Where do you live 6) Don't be late Descriptor: Puts the several punctuation marks. Puts all punctuation marks. Puts all punctuation marks and proves his mind. Wake up Physical exercises with a song "Professions" Practice Revision of the Present Continuous Tense Learners are asked to revise the structures and together with the teacher make up their own examples. Task 3. GW Read the text and answer the questions: Profession Hello! My name is Tom. I'm 11 years old. I have a father. His name is Mike. He is a doctor. I have a mother. Her name is Liz. She is a teacher. My father studied well at school. He participated in the competitions, Olympiads. Always he says me to study well at school. I want to be a doctor as my father. So I must learn all subjects very well. 1st group will answer the given questions 1) What is Tom's father's name? 2) What is his profession? 3) What is Tom's mother's name? 4) What is her profession? 5) What do you want to be in the future? 6) Do you like Tom's father's profession? 2nd group will make up questions					http://www.audioknigi-online.com http//www.google.com http//www.google.com From the workbook
End 5 min	At the end of the lesson, students reflect on: - what they learned - what remained unclear for them - what they need to continue working on by the "Traffic lights"
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?		Health and safety check
Some learners will be given pictures for support 1st group will answer the given questions 2nd group will make up questions			Orally Traffic lights Through the observation, giving the cards		Health saving technologies. Using physical exercises and active activities.
Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve the lesson objectives/ learning objectives? If not, why?			I think the lesson objectives and the learning objectives are realistic. Because we'll choose the objectives and use them. In my opinion the learners will achieve lesson objectives well. My differentiation will work better. I chose some learning objectives for my short lesson, because these learning objectives will develop our lesson.

Lesson plan № 41

Unit: 4			School :
Date: 20.12.2017			Teacher name:
Class: 5th			Number present:12	Absent:
Lesson title: Outdoor, factory and service jobs.	Unit: 4 The world of work
Learning objectives	5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 5.R9 recognize the difference between fact and opinion in short, simple texts on an increasing range of general and curricular topics 5.W3 write with support factual descriptions at text level which describe people, places and objects
Lesson objectives	All learners will be able to know and use a limited range of general and curricular words Most learners will be able to use and analyze informal registers in their talk Some learners will be able to use and evaluate formal and informal registers in their talk.
Assessment criteria	uses a limited range of general and curricular words speaks andcompares, using informal registers in his talk. analyzes and evaluates, using informal and formal registers in his talk
Values links	A secular society with high spirituality
Cross-curricular links	Self study
Previous learning	Names of usual professions
Plan
Planned timings	Planned activities {replace the notes below with your planned activities}					Resources
Start 3 min	Org. moment Greeting Dividing into 3 groups by professions. An ecologist, a farmer, a geologist. Warm up. Stay in a circle. Name a virtual place on theEarth where you would like to be (the mountain, the forest, the sea, the river, the island,….) Presentation of a criteria – based assessment on the table.					Cards with group names.
Middle 5 min 10 minutes 3 minutes 5 minutes 5 minutes 10 minutes	Revision of the previous vocabulary Brain storming to lead-in the theme. A learner writes one word from the theme “Different types of occupations” on a sheet of paper and sticks it on the board. A farmer a tractor driver a combine driver A miller a baker a seller A driver a police officer a post man A fisherman a fire man a vet A horse trainer a builder a…….. Dividing all the occupations in 2 types: Outdoor occupations Indoor occupation Presentationof the words through pictures and cartoon. an ecologist a pilot a shepherd a cosmonaut a sailor a cowboy Work with vocabulary. Phonetic drills Writing the words and phrases into vocabularies with their transcription and definition. Play a memory game to learn the lexical material by heart, by cleaning out one word each time. Practice Role – playing Learners are asked to show the given occupation on the card through the method “Pantomime” Task 1 Make up and act out a dialogue in pairs about your favouriteoccupation. Task 2 Fill in the gaps to complete the sentences with the new words and phrases. Learners are given sheets of papers with sentences. Descriptors: findsthe words. Uses the necessary word Prepares the necessary word and explains the meaning with support. Task 3 Each group makes up a poster by «Venn diagram» Outdoor occupations in one circle and indoor occupations in the other circle. Both, outdoor and indoor occupations should be given in the middle. Descriptors: Finds the name of occupation. Finds and writes the name of occupation. Writes and explains the choice of occupation. Explains and proves his point of view. Wake up and dance to a song about occupations. Reading skills Task 4 Read the task in groups and find definitions to the pictures with occupations. Descriptors: Finds definitions to the several pictures. Finds definitions to all given pictures. Argues and proves his mind.					Video: https://www.youtube.com/watch?v=MdvTIQzsaYI&spfreload=10 Pictures on the slides and on the cards. Cards with occupations. Printed text with missed occupations and separate sheets of paper with ready occupations. Flip charts, fibers, coloured pencils, stickers, glue, coloured papers, small pictures, textbook. Printed definitions to occupations on sheets of papers and coloured pictures.
End 3 minutes	Evaluating the group work on the table of assessment. At the end of the lesson learners reflect on What they have learned What remained unclear for them What they need to continue working on. A learner is asked to show his position on the Blob tree according to the lesson.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?		Assessment – how are you planning to check learners Learning?			Health and safety check
Learners are given an interesting and useful video clip to understand new occupations and create positive atmosphere. Learners are asked to model a poster and explain his point of view in drama. Role playing through pantomime and dialogue talk in pairs.		Criteria- based assessment. Learners were given definite criteria at the beginning of the lesson. Groups evaluate each other on the table of assessment given at the beginning of the lesson after each task.			Health saving technologies. Using physical exercises and energizing activities through dancing and singing with the help of a useful song.
Reflection		All the learners can understand and use a limited range of The lesson objectives were formed according to the learning objectives. It will help to achieve the installed learning objectives, and help learners achieve formed lesson objectives, as all the used methods were well planned and effectively differentiated.
Summary evaluation What two things went really well (consider both teaching and learning)? 1: « Venn diagram» method for developing critical thinking. 2: Video resources help to lead – in the theme and motivate learners. What two things would have improved the lesson (consider both teaching and learning)? 1: Clear and correct audio resources 2: More acting and role- playing What have I learned from this lesson about the class or individuals that will inform my next lesson? Group work helps most shy learners work out the tasks asking for support from others.

Lesson plan № 42

Unit 4: The world of work					School:
Date:					Teacher name:
CLASS: 5					Number present:			absent:
Lesson title:			Outdoor, factory and service jobs 2 Linking outdoor jobs and service jobs and finding out about jobs in Kazakhstan
Learning objective s(s) that this lesson is contributing to (link to the Subject programme)			5S7 use appropriate subject –specific vocabulary and syntax to talk about limited range of general topics 5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics 5.W6 link, with support ,sentences into coherent paragraphs using basis connectors on a limited range of familiar general topics 5C4 evaluate and respond constructively to feedback from others
Lesson objectives			All learners will be able to: know the name of the profession; Most learners will be able to: use topical vocabulary and make short sentences; Some learners will be able to: make up and create a dialogue about the profession;
Assessment criteria			answers of open questions; complete the sentences using specific vocabulary; make up sentences into coherent paragraphs using basis connectors;
Values links			Universal Labor Society
Cross-curricular links			Kazakh
Previous learning			They know meaning of the words professions and dialogue can be formed
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
Start (5 minute)	Organization moment. Warm up. Learners will stand of a circle. And answer the question: What do you want to be? Learners ask: I want to be a businessman, a tour guide…By means of mosaic class divided into two groups. The first group “Businessman” and second group “Dentist”.						Picture Puzzle
Middle (15 minute) ( 5 minute) (12 minute)	Presentation Task 1 Farmer. A farmer lives in a village. He grow crops and keeps animals. He works very hard. He gets up early morning and begins to work in the field. He takes his plough and a pair of oxen with him. He continues to work from morning to evening. For him, rain, cold or sun do not matter much. A farmer leads a very simple life. A farmer grows food, grains, vegetables and fruits. Task 2 Answer the questions. 1. Where are lives the farmers? 2. How does he work? 3. What they grow up? Descriptor: A learner - read the text - answer the questions Task 3 Complete the sentences using specific vocabulary. Village, oxen, fruit, vegetables, field, food, grain. 1. A farmer lives in a __________. 2. He gets up early morning and begins to work in the__________. 3. He takes his plough and pair of __________ with him. 4. A farmer grow ______, ______ , ______ and _______. Descriptor: A learner work on individual complete the sentences Task 4 The first group make up the sentences using the words from the text: live, work, rain, cold, fruit, simple life The second group make up short answers question using pictures. Descriptor: A learner make up sentences						https:\\www.english online.ru Words Picture
End (8 minute)	All learners wrote the short topic about future profession. Feedback If they like the lesson, they will get a yellow sticker, and if it is difficult at the lesson, get a purple sticker on the poster.						Sticker
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Health and safety che
Differentiation can be achieved through task 4 all learners learned new words, some learners make up sentence and most learners using to in life.				Feedback If you like the lesson and do all correctly, select the yellow sticker. If you have difficulty carrying out the tasks during the lesson, select a purple sticker.		Health saving technologies. Using physical exercises and active activities.
Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve the lesson objectives/ learning objectives? If not, why? Did my planned differentiation work well? Did I stick to timinWhat changes did I make from my plan and why ?		Influence of microteaching on my lesson planning. Microteaching was useful for me. And according to all them I learned have to prepare suitable. I have got a good impression from micro teaching. I learned many new techniques from this course. I have learned new terminology RICH, Collaborative leaning, Differentiation, Creativity, Critical evaluation, Divergent question, Inclusive learning, Modeling Language, Reflection in action, Values, Summative assessment.

Lesson Plan № 46

Unit4. The world of work

School:

Date:

Teacher name:

CLASS: 5

Number present:

Absent:

Lesson : Work past and future

Listening and making a questionnaire about jobs and talking about jobs they want to do in the future

Learning objectives(s) that this lesson is contributing to (link to the subject programme)

5.S2 ask simple questions to get information about a limited range of general topics

5.L5 understand most specific information and detail of short, supported talk on a wide range of familiar topics

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.W8 spell most high-frequency words accurately for a limited range of general topics

5.UE6 use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able:

Answer the general questions with support and match jobs to the places.

Most learners will be able to:

Answer the general questions without support, shows the jobs with the actions

Some learners will be able to:

Explain and reasoning dimensions about what they want to become in the future using demonstrative pronouns

Assessment criteria

A learner answers the general questions and matches jobs to the places,

discusses their future professions using demonstrative pronouns

Level of thinking skills:

High order thinking skills

Values links

Universal Labor Society

Cross- curricular links

History, self-study

Previous learning

Work past and future 1

Plan

Planned

timings

Planned activities (replace the notes below with your

planned activities)

Resources

Start

10 min

Class organization

Warm-up and lesson objectives presentation

Distribution group.

Teacher and Doctor

Brainstorming

Look at the picture and spell the professions

Interpreter, architect, miner, journalist, manager, horse-trainer

Descriptor

A Learner

Writes the name of professions

Spells the words accurately

Asking home task

Now children you must guess what profession is it?

Someone who drives a plane
Someone who drives a car
Someone who works and builds houses
Someone who teaches students
Someone who sing a song
Someone who treats a patient
Someone who dances

pictures

Crossword

Middle

30 min

II. Presentation
Look at the blackboard.

T: Somebody’s father works as a policeman, somebody’s mother works as a secretary, somebody works as shop assistant, somebody works as a cook, etc. How do you think, what theme of the lesson will be today? The theme of our lesson is “Work past and future

Task 1. Lead-in

Venn Diagram

Divide these jobs into categories. Share your ideas in a group and agree on common categories, explain why you choose them

Hunter, school designers, policy advisors, farmer, expansionists, optimizers, shepherd, theorists, philosophers, switchboard operator, teacher, doctor, horse trainer

What jobs did people have in the past?
Why have jobs changed over the year?

What modern jobs might be obsolete one day?

Descriptor

A Learner

Divides the jobs into categories

Expresses his/her ideas

Supports his/her ideas with arguments

Task 2.

Discussion(W, P)

Teacher asks students to work in groups discussing the following questions:

What do you want to be when you grow up?

Giving tasks:

1 group – to draw a picture of your future profession then talk about it;

2 group – to make a dialogue about your future profession;

Learners evaluate each other

Descriptor

A Learner

talks about their future professions

make up dialogue using words professions

Task 3. Listening

Now 1^st group should match jobs to the places

2^nd group should match jobs with activities

For example: 1) Doctors work in a hospital

Doctors look after people’s health

Job	What do they do?	Where do they work?
bakers	Bake bread.	They work in a bakery.
Cookers	Prepare and cook food.	They work in a kitchen.
Dentists	Look after people's teeth.	They work in a dentists.
Doctors	Look after people's health.	They work in a hospital
Nurses	Look after patients .	They work in a hospital
Teachers	Teach people.	They work in a school.
Vets	Look after people's animals.	They work in a veterinary
Waiters/Waitresses	Serve people food and drink.	They work in a restaurant.

Teacher's oral feedback

Descriptor

A Learner

Matches the sentences with these pictures

Task 4. Pantomime.

Choose a job from this list, but don’t tell your partner, ok? Show the jobs with the actions without saying any words.

Actions! No words!

Your partner should guess your job that is

Descriptor

A Learner

Shows the jobs with actions

Guess the jobs

Interactive board

Pictures

Markers

Posters

Glue

Scissors

https://www.youtube.com/watch?v=MdvTlQzsaYI

Pictures

cards

End

5 min

Feedback

Tree assessment

Blue apple – I learned a lot today

Yellow apple – I like/ I don’t like

Red apple – I still have questions

V. Homework
Open your diaries and write down your home task.
To write an essay: “My Future Profession.”

The lesson is over. You may be free! Good – bye

Tree assessment

Additional information

Differentiation- how do you

Plan to give more support?

How do you plan to challenge

The more able learners?

Assessment- how are you

Planning to check learners’

Learning?

Cross- curricular links

Health and safety check

ICT links

Values links

For differentiation I choose this task:

Learners answer the questions what do you want to be when you grow up? 1^st group will draw a picture of their future profession then talk about it. 2^nd group will make a dialogue about their future profession.

I think that differentiated task will help to each students come across to objectives and I will understand each pupils needs and will give task that they can do

Tree assessment

Blue apple – I learned a lot today

Yellow apple – I like/ I don’t like

Red apple – I still have questions

Groups evaluate each other on the table of assessment given at the beginning of the lesson.

Teacher’s oral feedback

Health saving technologies

Be careful when working with scissors and glue

Work with the interactive board not more than 10 minutes

Reflection

Were the lesson

objectives /learning

objectives realistic?

What did the

Learners learn today?

What was the

learning

atmosphere like?

Did my planned

Differentiation work

Well?

Did I stick to

timings?

What changes did I make from my plan and

Why?

Use the space below to reflect on your lesson. Answer the most relevant

Questions from the box on the left about your lesson

I think that the lesson objectives will be clear and achievable. All students will achieve the lesson objectives because I think my planned differentiation will work well, the tasks will be interesting for learners.

During the courses I take for myself a lot of information. We share with our knowledge in our work. I have learned how to apply strategies, achieve the goals and create descriptor

My future goal is to educate a well-educate person who will build his experience in the future by using the effective teaching methods, combining theory and practice with the updated curriculum.

Summary evaluation

What two things went really well ( consider both teaching and learning)

1: Venn diagram method for developing critical thinking

2: Pantomime method for developing critical thinking

What two things would have improved the lesson (consider both teaching and learning)

1: Acting drama

2: Pair work

Lesson plan

Unit 5 Creativity					School:
Date:					Teacher name:
Class: 5					Number present:			Absent:
Lesson title		Art 1
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)		5 L1 understand a sequence of supported classroom instructions 5 L4 understand the main points of supported extended talk on a range of general and curricu8lar topics 5 S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 5 W3 write with support factual descriptions at text level which describe people, places and objects 5 UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of general and curricular topics
Lesson objectives		All learners will be able to use the main points of supported advanced communication on a range of general and curricular topics Most learners will be able to explain and compare using vocabulary of general topic Some learners will be able to explain and evaluate, using appropriate subject-specific vocabulary a limited range of general topics in making sentences
Level of thinking skills		Higher order thinking skills
Assessment criteria		makes up questions in order talk about main points of listening uses vocabulary a limited range of common topics evaluates and proves his mind
Value links		National unity, peace and harmony in our society
Cross-curricular links		Art
Previous learning		Unit revision about work past and future
Plan
Planned timings	Planned activities (replaces the notes below with your planned activities)						Resources
Start	Org. moment: Greeting learners Warm-up: The aim of this warm-up repeat name of thing around us. What is it? Teacher chooses some pictures of object that are familiar to learners. Teacher shows learners a small portion of the picture. Get them to guess what the picture might be. Dividing into subgroups using difference shapes and color of figure
Middle	Learners will listen in audio about the wonder of the world and their forms (circle, rectangle, square, semicircle and triangle). Task 1 Work in groups (S+S) After listening learners are asked to fill the gaps to complete the sentences. 1^st group makes up the questions 2^nd group complete the sentence by sticking shapes Descriptor: learners Make up closed questions Make up open questions Answer closed questions Answer open questions Speak the name of shapes Wake-up Inner Circle, Outer Circle This a variation on Think Pair Share. Rather than keeping the same partner for each topic, pairings change with each question. Divide the class in half and form two circles, one inside the other. Learners in the inner circle talk with learners in the outer circle. After a question has been answered and shared, have the inner circle rotate so that everyone gets a new partner. Task 2 Work in pairs (S+S) Make up a dialogue using comparative and superlative adjectives in pairs. Task 3 Work in groups Look at the picture on the whiteboard and make up sentences using comparative adjectives of general topic. Descriptor: a learners make up sentences using comparative adjectives make up sentences using superlative adjectives Task 4 Work in groups Two groups will be given colored and different shapes of figures to make up something and protect their creation. Descriptor: learners use the different shapes of figure make up something protect work						PowerPoint CD-ROM Sheets of paper Shapes of figures Hand signals
End	Feedback Self-assessment: Hand signals						Hand signals
Additional information
Differentiation-how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment -how are you planning to check learner’s learning?		Health and safety check
The groups will support each other. In the process of group work, there is a joint discussion, an exchange of views, and a dialogue.				Question and answer (target and random). Evaluation of the response of a classmate. Keep teacher talking time to a minimum		The class is organized for group work. ICT Skills to watch the video. Ability to work in a group (mutual respect). Answer questions and actively listen to others in the class discussion. An interactive whiteboard was used to display videos, presentations, slides.
Reflection Were the lesson objectives /learning objectives realistic? What did the learner learn today? What was the learning atmosphere like? Did my planned differentiation work well?			Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
Summery evaluation What two things will go really well (consider both teaching and learning)? 1 -successful, in my opinion, will the stage of the lesson by the method of "poster modeling", all learners will involve in educational activities; 2 -no less successful will the discussion of the listening, learners will develop listening and speaking skills. What two things would have improved the lesson (consider both teaching and learning)? 1 It is necessary to continue working with students on staging open questions. 2 Involve learners in finding additional information for the lesson. What have I learned from the lesson about the class or individuals that will inform my next lesson?

Lesson plan

Unit of a long term plan: Creativity				School:
Date:				Teacher name:
CLASS: 5				Number present:				absent:
Lesson title			Music
Learning objectives(s)			5 L 6. Deduce meaning from context in short supported talk on an increasing range of general and curricular topics 5 S 3. give an opinion at sentence level on a limited range of general and curricular topics 5 UE 3. use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics
Level of thinking skills			Knowledge, Understanding, Application
Lesson objectives			All learners will be able to : listen and repeat all new words, make up sentences with comparative and superlative adjectives Most learners will be able to : make up sentences to each musical instruments compare them using the degrees of adjectives Some learners will be able to : speak about his /her favourite singer
Assessment criteria			Express a point of view in sentences Use a growing variety of adjectives and regular and irregular comparative and superlative forms in their speech.
Values links			Know and respect folk music and folk musical instruments
Cross-curricular link			Music , Art
Previous learning			Sum up what learners have learnt about this topic so far.
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
Start 10 min	1. Greeting & org . moment - What did we learn at previous lesson ? Teacher introduces pupils with the theme, learning objectives and assessment criteria. Divide into groups ‘Violin’ and “ Piano”. Find out your piece of picture Let’s watch a video and you will understand the theme of our lesson. Activity “ Numbers speak” What did you understand from this video? Is music necessary in our life? Do you remember kinds of music and musical instruments? Differentiation question for more able student: Do you think that music can change your lives? Why ? AFL : oral feedback						Excel Divide into groups with the pictures of violin and piano. Videoclip about music https://www.youtube.com/watch?v=wiF8YlKNx4g Cards with numbers
Middle min	G. 2. Listen and match the types of music A-H to the musical instruments in the pictures. Make up sentences with musical instruments. A classical b rock c jazz d folk e heavy metal f disco g pop h ethnic 1 acoustic guitar 2 synthesiser 3 saxophone 4. harp 5 drums 6 cello 7 violin 8 piano 9 accordeon 10 .bass guitar Descriptors : A learner - listens to the text carefully matches types of music with the musical instruments in the pictures. Say simple sentences using instruments. AFL : Oral feedback Grammar : The degrees of adjectives (G ) Activity “ Word tree ” Teacher gives two word trees with adjectives according to music. There is one adjective on the leaf , so each team gives comparative and superlative degrees for adjectives. And give examples. For example : famous . Famous – more famous – the most famous. Kairat Nurtas is famous singer. Group ‘91”is more famous than Kairat Nurtas. Dimash is the most famous singer. Descriptors : A learner : Takes a leaf with adjective Gives comparative and superlative degrees Gives own examples AFL : Expert Envoy 4. Speak about your favourite singer (individual work ) Differentiation question for more able student: Why do you like this singer ? What do you know about his/ her lifestyle ? Descriptors : A Learner : - speaks about his/her favourite singer - adds information about his /her biography - adds information about his/ her carreer - says why does he/she like him /her AFL : voting						Photos of musical instruments on the interactive board or on a computer Excel Excel
End 10 min	(G) 3. Make up sentences and compare the using the degrees of adjectives Group “ Violin” compare guitar and dombra group “ Piano” will compare violin and kobyz AFL : Praising “ You are, you are super !” for winner group. Teacher encourages more able learners to help those students who need some help. Hometask						Board
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?					Assessment – how are you planning to check learners’ learning?	Health and safety check
Differentiation by questioning : Differentiation question for more able students: Do you think that music can change your lives? Why? For less able students : 1. What did you understand from this video? 2. Is music necessary in our life? Do you remember kinds of music and musical instruments? Differentiation by outcome : 4. Speak about your favourite singer (individual work ) Differentiation question for more able student: 1. Why do you like this singer ? 2. What do you know about his/her lifestyle ?					Oral feedback Expert Envoy Voting Praising	Be careful and attentive Energizer : “ 1-7”
Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve the lesson objectives/ learning objectives? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?

Unit 5					School:
Date:					Teacher name:
CLASS: 7					Number present: 12			absent:
Lesson title: Reading for pleasure			Learners read non-fiction books in Kazakh, English, Russian languages
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)			7.C9 use imagination to express thoughts, ideas, experiences and feelings 7.L1 understand with little support the main points in extended talk on a limited range of general and curricular topics 7.R3 understand the detail of an argument on a growing range of familiar general and curricular topics, including some extended texts 7.S1 use formal and informal registers in their talk on a limited range of general and curricular topics
Lesson objectives			All learners will be able to understand with little support the main points in extended talk Most learners will be able to understand and speak with little support the main points in extended talk Some learners will be able to understand, speak with little support the main points in extended talk and use formal and informal registers in their talk
Assessment criteria			uses the words with support. uses and explains the words without support . prepares and compares the lexical material with support. Prepares, compares and explains the lexical materials without support.

Values links			Responsibility, Global Citizenship
Cross-curricular lin			Cross curricular integration with Literature subject
Previous learning			The learners already know the words and phrases of the theme Space and Earth. The existing knowledge should be activated in speaking so that the learners should know how to use the learned words in the sentences.
Plan
Planned timings 3min	Planned activities (replace the notes below with your planned activities)						Resources
Start	Org. moment Greeting. Dividing into 2 groups: Adventure books and Fairy tales. Warm up. Stay in a circle and say a wish to each other. A criteria- based assessment is presented on the board. After each task learners are asked to evaluate with a big finger- thumb.
Middle 5 min 5min 5 min 5 min 5 min 10 min 2 min 5 min	Revision Brain storm. Learners write the words and phrases about «Books» Task 1 Divide in 3 columns : Nouns, Verbs and Adjectives. Presentation Listening – comprehension skills Watching Video “https://www.youtube.com/watch?v=RWhb-PCy-XA” Post- listening work. Work with vocabulary. Phonetic drills. Writing into vocabularies: Fiction: novels, short, stories, jokes, comics, poetry, lyrics, plays and script Task 2 Complete the sentences with the type of the book, Descriptors: Fills the sentences with without support. Explains his choice. Explains and evaluates the other's choice Task 3 Make up the sentences with these words: like, books, I, reading goes, the, to, Steven, library. English, read, We, the, at, lesson, books. friend, My, newspaper, a, reads books, Do, reading, like, you? is, Where, Central, situated, the, Library? Descriptors: Makes the sentences with support. Makes the sentences without support. Makes and explains the sentences. Makes, explains and evaluates the sentences. Task 4 «Venn diagram». «Advantages and disadvantages of reading» Descriptors: Draws and writes with support. Draws and uses the learnt words without support. Explains and compares his work. Analyzes and evaluates his work. Wake up with energizing song to involve and to practice physicallyhttps://www.youtube.com/watch?v=ljVl7poqcDg Practice reading skills. «Reading for pleasure» I want to tell you about reading. Reading plays a very important role in the life of people. Reading is very useful becauce books enrich our experiens with that or the other people.Besides ,books help to continue own education.The world of books is full of wonders. Reading books help to continue own education.Reading books can find in different lands,seas,oceans.We enjoy the beaty and wisdom of books which teach us to be kind and cleaver, brave and honesty to understand othes people. There are books of different kinds of books. There are books of different genres: love and detective stories ,thrillers and historical novels, tales, works after classical and modern writers. Books help us to be good friend. They teach us to understand the beauty of nature ,to take care of it, to love our homeland. Task 5 Question – answer work. 1 What kind of books do you know? 2 What kind of books are important? Why? 3 How much time do you read? Why? 4 Why reading is useful in our life? Descriptors: Answers closed questions with support. Answers closed and open questions with support. Answers open questions without support. Argues and proves his point of view.
	Feedback Writing his opinion on sheets of paper and sticks on the board. A criteria- based assessment is presented on the board. After each task learners are asked to evaluate with a big finger- thumb.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Health and safety check
Leaners were asked to make up different questions to each other. While making up a poster about advantages and disadvantages of reading, learners think critically about the problem and argue, proving their point of view, using the learned lexical material.				Criteria based assessment Leaners were given definite criteria. Groups evaluate each other on the table of assessment given at the beginning of the lesson to know their level and to develop their reading, speaking and writing skills.		Heath saving technologies. Using physical exercises and energizing activities with the help of a song with useful vocabulary.
Reflection		I learnt more in this courses. I didn’t know about short term plan before, and now I understood about it during the courses. There are more objectives in the long term plan. We can use them for the lessons. We must choose the objectives, which are coincided to our lesson. I think I shall use these objectives in my practice.

Unit: 5 Reading for рleasure					School:
Date:					Teacher name: Elmira
CLASS: 7					Number present: 12			absent:
Lesson title			2. Summarizing chosen books
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)			7.C8 develop intercultural awareness through reading and discussion 7.L8 understand supported narratives on a wide range of general and curricular topics 7.S8 recount some extended stories and events on a growing range of general and curricular topic
Lesson objectives			All leaners will be able to: Understand and use suррorted narratives on a wide range of general and curricular toрic Most leaners will be able to: Use and comрare suррorted narratives on a wide range of general and curricular toрic Some leaners will be able to: Organise and comрare suррorted narratives on a wide range of general and curricular toрic
Assessment criteria			Uses the words and рhrases with suррort Uses the words and рhrases without suррort Exрlains his рoints of view, using the words and рhrases Exрlains and evaluates without suррort
Values links			Common history, culture and languages
Cross-curricular links			Literature
Previous learning			Learners read non-fiction books Kazakh, English, Russian languages
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
Start 5min	Org.moment Greeting Warm uр. stay in a circle. Say a wish for your рartner Dividing into two grouрs by cards: Gryffindor and Slytherin
Middle 6min 8min 4min 8min 8min	Рresentation A learner listen the text “The magic garden of the рoor” Long ago, there were two friends. One was a farmer and the other was shepherd. One day, disaster struck and a terrible disease killed all the shepherds sheeр. His friend, the farmer, didn’t hesitate to helр. He gave half his land to the shepherd so that he could become a farmer, too. While the shepherd was digging in his new fields, he found a chest full of gold. He took it to the farmer. Task 1 Listen the text and for questions 1-3 choose the correct answer (a, b or c) 1. The shepherd didn’t want the gold becouse a) he thought it didn’t belong to him. b) he believed the farmer needed it more. c) he thought he was rich enough already. 2. The student bought the birds because a) he thought the garden would look better with birds in it. b) he cared more about the birds than the garden. c) it uрset him to see how the camel driver treated them. 3. Which best describes the meaning of this folk tale? a) If you tell a lie, you will lose everything you have. b) If you are trying to do good, others will helр you. c) If you fail once, there no second chances. Descriрtor: Chooses the сorrect answer Chooses and explains the correct answer Chooses, explains and argues the correct answer Wake uр Рhysical exercise with a song Рractice Task 2 Comрlete the sentences Use: struck, рassed, set, failed, slammed 1. The student wanted to ………. The birds free. 2. When the rich рeoрle tried to get inside, the gates of the garden ……….. shut. 3. The student noticed the birds when a caravan of camels ……….by. 4. The sheрhered was successful until disaster ………. And he lost his sheeр. 5. the student was uрset because he thought he had ………. In his task. Descriрtor: Uses necessary words with suррort Uses necessary words with suррort and рroves his mind Task 3 Listen the sentences below. Tick the sentences that are FACT. Circle the sentences that are OРINION. Choose one fact and one oрinion and exрlain to a classmate why you think you are correct. 1. Harry Рotter is the best movie ever made. 2. Sunny days are the most fun kinds of days. 3 Dombra have been used in music for centuries. 4. Fruits have vitamins and minerals and produce seeds. 5. Violin are slow and not good to listen to. Fact:_________________ Opinion:________________ Descritor : Analyses given oрinion information and ticks/circles sentences; Selects the aррroрriate information for fact and oрinion; Justifies his/her oрinion						ICT Excel 7 Gr KAZ Ss_Mod 5.Рage 60 Рicture
End 3min	Feedback Writing his oрinion on sheets of рaрer and stick on the board. A criteria-based assessment is рresented on the board. After each task learners are asked to evaluate with a big finger-thumb.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Health and safety check
Learners will be given audio for listening and they do different exercises .I think that differentiation task will helр to each students come across to adjectives and will understand each students need, and will give task that they can do				Criteria based assessment Learners were given definite criteria. Grouрs evaluate each other on the table of assessment given at the beginning of the lesson to know their level and to develop their listening and sрeaking skills.		Health saving technologies. Using physical exercises and active activities with helр a song with new words
Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve the lesson objectives/ learning objectives? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. I think that the lesson objectives are clear and achievable. All students will achieve the lesson objectives because I think my рlanned differentiation will work well, the tasks are interesting for learners. I will stick timings as рossible. May be I will add one task for my lesson рlan if I have extra time. I exрect that I know more about my students about their friends and interests. Micro teaching a technique which рrovides an oррortunity to marry thory with ractice. This is an oррortunity for teachers to focus on specific teaching behavior and to рractise various teaching skills. Рreрare and teaching for microteaching lesson to a grouр of my collegues was a great learning experience for me.
Summary evaluation What two things went really well (consider both teaching and learning)? 1: Listening 2: Oral sрeech What two things would have improved the lesson (consider both teaching and learning)? 1: ICT 2: The next lesson I will develop grouр work What have I learned from this lesson about the class or individuals that will inform my next lesson?

Short term plan

Lesson plan

Unit of a long term plan: Unit7 77: Fantasy world		School:
Date:		Teacher name:
CLASS: 5grade		Number present:			Absent:
Lesson title: Home and garden 1.		Describing and designing rooms and furniture and talking and writing about them.
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)		5.L1understand a sequence of supported classroom instructions 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.C4 evaluate and respond constructively to feedback from others 5.UE6 use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics
Levels of thinking skills		Understanding. Application
Lesson objectives		All learners will be able to: know the parts of home and furniture, and understand the pronouns Most learners will be able to: describe and design rooms and meaning and differences of pronouns Some learner will be able to: talk and their dream houses using demonstrative pronouns and quantitative pronouns some, any, something, nothing, anything pronouns
Assessment criteria		Makes up sentences with There is…., There are …. Draws their posters by using new vocabulary Gives feedback to other groups Presents their posters by using new grammar, uses the pronouns in the sentences
Values links		The strategy “Mangilik Yel”: Labour, creativity and cooperation
Cross-curricular links		Ecology, Art
Previous learning		Working with pictures: My home, Rooms, Furniture terminologies Taking the questions about home and garden. And answer them using last grammar There is…, There are…
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
Start 5min	Psychological ready the group for the English lesson using: “I can…V ” Divide the class into three groups as “Rooms” (bedroom, living room, kitchen, hall), “Homes” (flat, castle, cottage, villa) and “Furniture” (sofa, table, chair, wardrobe) with helping of pictures Repeat and remember pass themes: grammar “There is…, There are…” and vocabulary connecting with home, rooms and furniture in their hand pictures Introduce the students with the aim of new theme						Placard Pictures cards https://youtu.be/casfzsV8p4
Middle 3min 5min 8min 5min 8min	Introduce with new vocabulary. Listen and repeat. (W)Make poster “Project of my dream house” Using the method “Market”. Introduce with criteria of poster (description): Use more new vocabulary. Task achievement Whole group participation Feedback for poster (I) My choice. The teacher gives out the artificial money, so that pupils can pay for poster that liked them. And explain why he or she chose this project. Grammar: Personal, demonstrative and quantitative pronouns Meaning Using Examples (PW) Protect the project using new grammar: personal, demonstrative and quantitative pronouns. Introduce with criteria of poster’s protect: Use more new grammar Task achievement Pair work Feedback for poster Exercise 1. Write the sentences completing with basic personal (P. Pr), demonstrative(D. Pr) and quantitative pronouns (Q. Pr) (D. Pr)…is …(P. Pr)… bookshelf. I made it myself. This is my bookshelf. I made it myself. (6 sentences)						Picture Flitch paper, flitch markers Artificial money PPT 1,2,3 Poster Work book
End 5min	Brainstorming: Concept checking questions, display questions Giving the home task: Learn new vocabulary Make up topic “My home” *Use more pronouns on the topic Reflection of the lesson: The method of “Sandwich”- two interesting and one difficult moment						Stickers
Additional information
Differentiation –Support for weaker students: working in pairs/groups Drawing the posters Challenges for more able students: Encouraged to do more writing; assist weaker students			Assessment Eaves dropping Monitoring Group assessment on the work AFL: pair, group assessment Finger, thumb Descriptors			Health and safety check Using physical exercises and active activities. Attentiveness during the work with scissors, glue in the tasks. Rules from the Safety Rules book which can be applied in this lesson.
Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve the lesson objectives/ learning objectives? If not, why? Did my planned differentiation work well Did I stick to timings? What changes did I make from my plan and why?				I think that the lesson objectives are clear and realistic. All students will achieve the lesson objectives because I think my planned differentiation will work well, the tasks are interesting for learners. I will stick timings as possible. I expect that I know more about my students about their friends and interests. Influence of microteaching on my lesson planning. Microteaching was useful for me. I have learned how to plan lesson planning, how to make up lesson objectives from learning objectives, how to make up assessment criteria. And according to all them I learned how to prepare suitable activities. My trainers feedback, my colleagues’ feedback helped me understand and use all of them. From their feedback I understand I should take into account abilities and opportunities of my learners. My chosen activities were difficult for them. And learners need to motivate them. Their feedback was useful for me.
Summary evaluation: What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?

Lesson plan

Unit 7. Fantasy world . City 1					School:
Date:					Teacher name:
CLASS: 5					Number present:		absent:
Lesson title			City 1
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)			5.R2 understand with little support specific information and detail in short simple texts on a limited range of general and curricular topics. 5.W8 spell most high-frequency words accurately for a limited range of general topics. 5.UE8 use future form will for prediction and be going to talk about already.
Lesson objectives			All learners will be able to . read about tours of Astana -spell most high –frequency words Most learners will be able to .Read the texts and write True and False. .Complete the text with the verbs using to be going to
			Some leaners will be able to Make plans and say about them using to be going to .
Level of thinking skills			Knowledge ,Understanding ,Application
Assessment criteria			Read and complete the text with the verbs Used be going to correctly Make up sentences with one of the verb
Values links			To bring up love the motherland
Cross-curricular links			Geography, Kazakh ,
Previous learning			About capital of Kazakhstan. Use preposition of direction to into , out of, from ,towards .
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)							Resources
Start	At the beginning of the lesson. 1 . Riddles 2 .To show video about Astana city. 3. [ I ] Ask questions after the video 1 .What have you seen at video ? 2. Are there any famous landmarks in your country ? 3. What are their names ? 4. Do you know who built ? Divide the pupils in two groups ‘’Kazakhstan stamp’’ and ‘’England stamp’’							Video 1 ICT stamps
Middle	“Jigsaw “ 1.Task Reading the text Ex .1,p98 . Samat ’s friends from England are going to visit him next month. Read their text messages and the text about places in Astana .Where do you think Samat is going to take them Feedback for correct reading ‘’excellent’’ for one &two wrong words ‘’try to remember the words For much wrong words reading ‘’you should read more and work on your vocabulary ‘’ 2 . Task Ex 3 Read the texts again and write True & False Assess with smiles ‘’ Play games ‘’Spelling and find ‘ 3 Task .Build your vocabulary and translate into Kazakh. Find these words in the texts. Feedback found all the words ‘’firework ‘’ Teacher / Focus Rules ‘’to be going to’’ affirmative and negative .In negative sentences we put not before/after going to 4. Task . Work in groups. Ex 3 Read and complete the text with the verbs .Use going to Visit ,eat ‘walk, take, watch Descriptor A learner read and complete the text with the verbs use going to correctly make up your sentences Formative assessment ‘’Where are you ‘’and ‘Assess steps’’ 4 [I] ‘’SMS’’ Tomorrow Go boating in Khan Shatyr 10. 00 Wendnesday Visit the BayterekTower Pupils change e-mail Tomorrow we are going to go boating in Khan Shatyr. Assessment groups gives motivation each other (good excellent, well done)							E-mail Oxford Pupil*s book
End	At the end of the lesson, students reflect on: -What do I know? - What do I want to know?
Additional information
Differentiation деңгейлік тапсырмалар – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Health and safety check
High level – complete the sentences with the correct words. Low level-activate look at the tourist notice board and write three sentences about the activities				Giving the feedback . * Read and complete the text with the verbs * Use going to correctly make up your own sentences Formative assessment ‘’Where are you ‘’and ‘Assess steps’’		Health saving technologies. Using physical exercises and active activities. Rules from the Safety Rules book which can be applied in this lesson.

Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve the lesson objectives/ learning objectives? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?

Lesson plan

Unit of a long term plan: Fantasy world					School:
Date:					Teacher name:
CLASS: 5					Number present:		absent:
Lesson title			World 2
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)			5. L7 recognize the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics 5. W6 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics. 5.S6 communicate meaning clearly at sentences level during pair, group and whole class exchanges 5. UE7 use simple perfect forms of common verbs to express what has happened [indefinite time] on a limited range of familiar general and curricular topics
Level of thinking skills			Knowledge, Understanding, application
Lesson objectives			All learners will be able to -read the text, identify the meanings of the words and match them with their definitions - underline the simple perfect form sentences from the given text Most learners will be able to - say their opinions on a short video on the theme "The World around us" and talk about it - make up the sentence s in the simple perfect forms using information about environment and recycling - summarize their ideas/ opinion on the theme ''The World around us" Some learners will be able to Compose a short story about environment and talk about healthy and unhealthy lifestyle
Assessment criteria			Identify the speaker's point of view in a simple conversation Connect sentences into paragraphs with some support
Values links			not to be a litterbug and be attentively to litters
Cross-curricular links			Geography
Previous learning			Environment problems and suggesting solutions
Plan
Planned timings	Planned activities (replace the notes below with your planned activities) Planned activities (replace the notes below with your planned activities) What will the pupils learn? How will they learn it? Suggested Teaching Activities Active Learning activities						Resources
Start 5 - 7 min	Greeting: Org moment Teacher greets the learners. Learners greet the teacher and take their places. Warm-up. "Video prompt" Teacher shows learners the video about the world around them. - What was the video about? - What words have you heard? - What do you think about this videos? - What are these words related to? Teacher divides the students into 2 groups using the method of puzzles. Students take a piece of paper and should collect the words and create a picture. And compose a little story according to the picture. (5- 6 sent)						Interactive board http://www.youtube.com>watch "The World around us" Puzzle
Middle 5 min 5 min 10 min 10 min 5 min	I. Task 1 "Find the definition" Activity. Match the words with the definitions, use your dictionaries if you need. Differentiation by outcome: make up your own sentences with these words if you are able to. 1) Waste a) birds, animals, plants that live in a natural environment 2) Pollution b) connected with chemistry 3) Wildlife c) something that is not needed and is therefore thrown away 4) Chemical d) action of making air, water, land AFL: Laminated paper I. Task 2. "Find the right" Activity. Complete the sentences choosing the necessary word. 1) Atmosphere is polluted with (wildlife, toxins, waste) 2) It’s difficult to (live, breathe, work) in big cities. 3) (Pollution, chemistry, wildlife) is in danger. 4) Busses and cars pollute (water, air, land). Differentiation for more able students : Here are the results of an Internet survey of teenagers. Write a short story about global environment according to the survey. Compared to 30 years ago, the global environment today is Much worse 47% Worse 27% A bit better 11% I really don't know! 5% About the same 4% Much better 3% Descriptors: a learner completes the sentences with necessary words writes a short story AFL: "True " or "False" - Whole class I. Task 3 Listen to the song and complete the missing words. Differentiation by support. For less able students. (p_ _ _ e, p_ _ _ _ t, a _ _ _ _ ls, p_ _ _ ts, p_ _ _e, w_ _ _ _ _ _ _ _e, w_ __d, p_ _ _ _t, g_ _ _t p_ _ _ e) Song: Mother Earth Environmental Song Mother Earth, Mother Earth It's a great ....... to be (place ) Mother Earth, Mother Earth Home .......... for you and me, (planet ) Look after our earth with care Cos it's a planet we all share Humans, .............. , ......... and trees (animals , plants) Let's live together in harmony Mother Earth, Mother Earth It's a great place to be Mother Earth, Mother Earth Home planet for you and me, In ourselves we must take ...... (pride) For our future we need to strive Be kind it's .......... (worthwhile) Light the ...........up with your smile (world) Mother Earth, Mother Earth It's a great place to be Mother Earth, Mother Earth Home .......... for you and me (planet) It's a .......... to be (great place) In peace and harmony Answer the questions 1) What is the song about ? 2) What does the author of the song want to inform us? 3) What comes to your mind after listening to this song? Descriptor: a learner - listens to the song very carefully - Fills in with appropriate words and writes them - answers the questions AFL: Peer assessment G. Task 4 "Think and share" activity You can use words form the box and other words and make a poster with the title "The Earth needs you" (air, rock and soil, climate, weather, plant, tree, water, river, sea). Descriptor: a learner - gives main information - use more new words - makes good presentation. Criterias for the poster: 1) Brief and improve information 2) Use images and pictures 3) Good presentation of the poster AFL: Auction I. Task 5 Listen to the text. How many words can you remember for things in the environment? And make up sentences using the Present Perfect Tense. AFL: Oral feedback. Home task: Learn the song. "Mother Earth". All of you stand up! You are free! Good - bye! So long!						Diana Goodey, Noel Gooday "Messagess" P: 124 A, B Worksheet https://www.youtube.com>watch " Mother Earth Environmental Song " Poster https://www.native-english.ru>topics>e...
End 3 min	Apple tree Red apple - I totally understand Yellow - I understand the lesson but I need some helps Green apple - I don't understand						Colored paper (green, red, yellow)
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Health and safety check
1) Differentiation by outcome: make up your own sentences with these words if you are able to. 2) Differentiation for more able students : Here are the results of an Internet survey of teenagers. Write a short story about global environment according to the survey.				Laminated paper "True" or "False" Peer assessment Auction Oral feedback

Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve the lesson objectives/ learning objectives? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?

Lesson plan

Unit:8

School:

Date:

Teacher name:

CLASS: 5

Number present:

absent:

Lesson title

Sports for all 2

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

5.L4 Understand the main points of supported extended talk on a range of general and curricular topics

5.S2 Ask simple questions to get information about a limited range of general topics

5.S6 communicate meaning clearly at sentence level during pair, group and whole class exchanges

5.R4 read with some support a limited range of short fiction and non-fiction texts

5.UE6 use basic personal and demonstrative pronouns and quantative prononouns some, any, something, nothing, anything on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Recognise the meaning of text and answer the questions

Most learners will be able to:

Make sentences with new vocabulary and use the pronouns

Some learners will be able to:

Can give their opinion to a given tasks

Act out the given information with support

Assessment criteria

Checks and finds the words

Reads and recognises the text

Uses the vocabulary in making sentences and their speech

Writes the demonstrative and quantative pronouns

Analyzes, compares and collects information

Role plays in short situations

Values links

National unity, peace and harmony in our society

Cross-curricular links

PE, Music

Previous learning

Review the previous lesson

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

4 min

Greeting!

Group dividing

Concluding the previous lesson

What`s your favourite sport? My favourite sport is…

Students ask each other this questions and answer.(S-S)

Middle

5 min

10 min

2 min

4 min

15 min

« Sports and children with Special Needs.»

Disabled children Get Into Sport in Jordan

Task№1

Listening the audio and watching the video students guess the crosswords (W)

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

Task№2 (G)

Sports in our life

People all over the world are fond of sports and games. Sport helps people to stay in a good shape, keeps them fit, healthy and makes them more organized, better disciplined in their daily activities and energetic.

Many sports are popular in Kazakhstan. They are: football, tennis, hockey, weight lifting, track and field, basketball, volleyball, boxing, judo, and karate, cross-country skiing, figure skating, climbing mountains, horse-racing, cycling, wrestling

We are proud of our sportsmen and sportswomen.They are: S.Sapiev, I.Illyn, B.Sattarkhanov, B.Istybayev, G.Gallovkin,D.Ten, O.Rypakova, A.Vinnokurov, B.Artaev, E.Ibyrayimov, A.Kaprovich and others.

For 1^st group:

Descriptors: -read the text

-find 5 most popular sports in Kazakhstan

-prove answer with examples

For 2^nd group:

Descriptors: -read the text

-find the sportsmen

-classify them

For 3^rd group:

Descriptors: -read the text

-find the key words from the text which help to answer the question «Why is sport so important for us?»

Warm up

Do exercise with music

Task №3 (I)

Fill the gaps with the demonstrative pronouns this, these, that, those:

… is a footballer.

… are footballers.

…is a swimmer.

…are swimmers.

Find the odd one out:

1)any, analyses, anything

2)something, think, some

3)not, nothing

Task №4

Role play (G)

1^st group-journalist getting information, and the

dictor

2^nd group-the amateurs

3^rd group-the boxing men (at the red corner a boxer from Cuba and at the blue corner a boxer from Russia) ,a referee.

Audio

Video

http:/www.youtube.com

/watch?v=6pSfDvS6qfM

Textbook

Audio

Pictures

Whistle, gloves,placards

End

5 min

Feedback of students. They put their questions to the box.

Students can evaluate their work and the work of their classmates in accordance with the certain criteria.

Hometask:Write an essay.

Stickers

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check

While reading the texts some students analyzes and deduce, the others compare and prove their opinion, some of them analyzes and choose the correct answer.

At the 4^th task students divide according to their theatric mastery, language abilities, and sport mastery.

Teacher assess by giving gold medals, silver medals, bronze medals to the groups. Also, gives feedback orally after each task. And self- assessment among the groups.

Sit on the desk straight!

When use ICT technologies be carefull with socket safety!

Sport is our life!

Do physical exercise every day!

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

After microteaching lesson I understood the relevance of the learning objectives and objectives of the lesson. I have noticed, that the dramatically teaching of students will be effectively to differentiate them. My goal here is to develop the theoretical knowledge gained by the students through acting skills. For this purpose, I`ll use smart teaching methods in my next lesson. Using the inductive method of teaching gives the students self-believability.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1: Group working

2: Role playing

What two things would have improved the lesson (consider both teaching and learning)?

1: Self-assessment

2: Grammar exercise

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Short term plan

Lesson plan

Unit : Sports			School:
Date:			Teacher name:
CLASS: 5			Number present:			absent:0
Lesson title		Rules and respect
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)		5.R1 understand the main points in a limited range of short simple texts on general and curricular topics 5.W1 plan, write, edit and proof read work at text level with support on a limited range of general and curricular topics 5.UE8 use future forms will for predictions and be going to talk about already decided plans on a limited range of familiar general and curricular topics
Level of thinking skills		Knowledge, understanding, application
Lesson objectives		All learners will be able to - read the text about rules of boxing - find out the future tense sentences from the given text. Most learners will be able to -write the sentences with “will” or “be going to” Some learners will be able to -write general rules how to be healthy in the future by using will and be going to forms
Assessment criteria		-Apply will and be going to forms correctly in sentences -Read and identify the main idea of the text
Values links		To know and understand the importance of sports in our lives.
Cross-curricular links		Physical Education
Previous learning		Types of sport games The importance of sport to health
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)				Resources
Start 3 min	I Greeting II Warming up Video with physical exercises. III Repetition of the previous lesson Activity “snowball game” for checking up the vocabulary Students should stand around and say words related to the topic sports				Disk
Middle 8 min 10 min 10 min 9 min	(I) Task . Look at the pictures and write the name of sports Picture Prompt Activity Differentiation : Task for more able students: write the rules of your favourite sport game. Task for less able students: write the names of favourite sports. AFL: “Gallery” 2.G.Task Activity: Skimming Read the text and answer to the questions below Rules of Boxing In professional boxing bouts take place over 12 three minute rounds with one minute rest between round. The only method of attack is punching with a clenched fist and you may not strike below the belt in the kidneys or the back of your opponents head or neck. You cannot use the ropes for leverage. You cannot hit an opponent when they are down . A boxer hit with a low blow can take five minutes to recover. If an unintentional foul (such as clash of heads) end the fight before four rounds are completed this is a “no contest” from the fifth onwards the decision goes to the judge’s cards and is either a technical decision for either fighter or a technical draw. Questions: How many rounds could be in professional boxing bouts? How many minutes are there between rounds? How might you strike your opponents? When does the boxer can take five minutes rest? AFL :3 sentences 3.(I) Task. Read the text. Are these sentences true or false? Corrects the false sentences. True/False Activity 1) Kazakh boxers often win medals at the Olympics. 2) Kazakh ice hockey is the most successful sport. 3) Alexander Vinokourov won a cycling race in France 4) Men and women play rugby in Kazakhstan. 5) The Kazakh women’s rugby term is very successful Descriptors A learner Reads the text Identifies true sentences Identifies false sentences and corrects them AFL : Numbers speak 4.P. Task Activity: Make it right Future form of ‘to be going to’ and ‘will’ Complete the sentences with “will” or “be going to” on your notebooks. Make up your own sentences with “will” and “be going to” Example: A: What do you want to do when you leave school? B: I’ m going to … be a football coach. 1) A: Where the football match is going to be tomorrow? B: Indoor. The sky is cloudy. It _____ rain tomorrow. 2) A: I __________ do bungee jumping off a cliff or other high place. B: Be careful! You might have hit your head. 3) A: Do you want to go to the park this afternoon? B: I ‘can’t. I _______________ spend time getting to know the rules of playing chess. 4) A: Do you want to borrow my bicycle? B: Thanks. I______________ bring it back tonight. 5) A: The tournament is next month. B: We should practice hard, otherwise we _______ lose. Descriptors A learner Completes the sentences with “ will ” Completes the sentence with “ to be going to” Make up your own sentences with them Differentiation : Task for more able students : write general rules how to be healthy in the future by using “will” and “to be going to” AFL : peer assessment				Pictures http://www.rules sport.com Massage 2 Diana Goodey Noel Goodey A collection of tasks for Formative Assessment English Grade 5
End 5 min	Reflection 2 stars and a wish For reflection and feedback ask learner to give 2 stars and one wish concerning the lesson Two stars = 2 things that they understand about the lesson (text will/be going to) A wish = something they can improve to make it even better (on the text, will/be going to)				stickers
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?		Assessment – how are you planning to check learners’ learning?		Health and safety check
Differentiation by outcome More able: write the rules of their favourite sport game. Less able: write the names of favourite sports. 4. Differentiation by outcome For more able students : make up your own sentences with “will” and “to be going to”		Gallery 3 sentences Number speak Peer assessment Two stars and a wish		Warming up activity by video. Use IT technologies not more than 15 minutes. Be careful. Energizer

Unit of a long term plan: Sport

School:

Date:

Teacher’sname:

CLASS:5

Numberpresent:

Absent:

Lesson title

Human body

Learning objectives(s) that this lesson is contributing to

5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

5.W8 Spell most high-frequency words accurately for a limited range of general topics

5.UE1 use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Identify the parts of the body from the picture
Fill in the gaps using the verbs related to the parts of the body

Most learners will be able to:

Distinguish the countable and uncountable nouns.

Some learners will be able to:

Determine countable and uncountable nouns.

Assessment criteria

Give basic information about themselves and others at sentence level.
Write topic related words correctly

Values links

Health care and culture.

Cross-curricularlinks

Biology.

Previous learning

Parts of the body.

Plan

Plannedtimings

Planned activities (replace the notes below with your planned activities)

Resources

Starts

2-min

8-min

10-min

Greeting.

T: Good morning, students! I am glad to see you. How are you today? I hope you are well.

I divide you into two groups

countable
uncountable

Activity – Matching

W. Task 1 Look at the pictures and match the parts of the body with the words. Write down unknown ones in your vocabulary book.

Head, hair, ear, eye, mouth, neck, shoulder, arm, finger, leg , knee, tongue,lip,toe.

Task:2

Activity –Matching

G. Match the pictures with the parts of the body and write them. Differentiation by outcome

More able students:

Make up sentences with these words if you can.

Descriptors: A learner:

-Matches the pictures (a-1) with their names

-Makes up sentences

AFL-peer assessment (comments)

Middle

8-min

2-min

10-min

Task:3.

Activity –Sort yourselves out

Collect the words and make up sentence. Read the sentence. You can add your own sentences.

Descriptors: A learner

Collects the words
Makes up sentences.
Reads the sentences.
Make up their own sentences.

AFL – « Expert Envoy»

Differentiation by support: For less able learners

Translate the verbs on the box and match them with pictures

Grammar:

A noun can be countable and uncountable.

Countable noun You can use one/two/three……countable noun (you can count them)

for example:

an eye- twoeyes , a face-two faces, an ear –ears,an arm –two arms, a shoulder- two shoulders leg,

Uncountable noun

for example: nose , mouth, hair , neck ,

You can`t say one/ two/thee……..+ this things:

Irregular noun:foot-feet,tooth-teeth

Ph. Training

Learners listen to the song about parts of the body and -dance a little.

Task 4 Fill in the gaps using a or an.

Have you got ----------- tennis racquet?
We play rugby with ------------ oval ball.
Jack got -------------- medal for swimming.
Lisa is -----------------athlete.
You need -------------- bat to play cricket.

AFL – «Laminated paper»

Прямоугольник 4 Прямоугольник 5

Flashcards, active board

Worksheet 1

Flashcards, active board

blackboard

Worksheet 2

Flashcards, active board

Hands up

Hands down

End

5 min

I know and understand

I can speak

I need a help

All learners put stickers into three groups according their understanding of the lesson

Smiles

stickers

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check

Values links

Differentiation by outcame:

G1.Task:2Match the pictures with their names and say and write them.

More able students: Make up sentences with these words if you can.

Less able students:

Translate the verbs on the box and match them with pictures

-AFL-peer assessment (comments)

-AFL – « Expert Envoy»

AFL – «Laminated paper»

AFL- Smiles

Ph. training

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

1:What two things went really well (consider both teaching and learning)?

2:What two things would have improved the lesson (consider both teaching and learning)?

3:What have I learned from this lesson about the class or individuals that will inform my next lesson?

Lesson plan

Unit of a long term plan: Holidays

School:

Date:

Teacher name:

CLASS: 5

Number present:

absent:

Lesson title

Holiday activities

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics

5.W3 write with support factual descriptions at text level which describe people, places and objects

5.UE10 use present continuous forms with present and future meaning on a limited range of familiar and curricular topics

Level of thinking skills

Lower-order thinking skills

Lesson objectives

All learners will be able to:

Read the text about Matt and find sentences in the Present Continuous tense
Write sentences of Matt’s story

Most learners will be able to:

Make up sentences about holiday activities using Present Continuous tense

Some learners will be able to:

Write about their future trip using Present Continuous tense

Assessment criteria

Apply present continuous tense with present and future meaning in their writing works

Values links

To be organized, patient and leading healthy lifestyle

Cross-curricular links

Geography, Physical Education

Previous learning

Name of some Holidays, some activities related to Holidays

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

6 minutes

W Greeting: Teacher and learners stand in a circle.

Hello, Children

How are you?

Who is on duty today?

Who is absent?

Inner and Outer circle Activity

Ok. Then let’s begin our lesson with the revision of previous Lesson. Pupils stand in an inner and outer circle and speak about “Their last year Holiday”. Every student has 30 seconds to speak. For 1 round.

Dividing into 3 groups using magic cards with pictures

{1 group-cars; 2 group - backpack; 3 group - boats}

Warming up:

“Find the odd word out”-Activity

Use words. (holiday, day off, weekend, day of rest)

How do you think what theme have we got for today?

The learners find the odd word and identify lesson’s theme.

Teacher introduces lesson objectives and Assessment Criteria to the learners.

Pictures of transport, back bags, slides

Middle

8 - 9 minutes

10 -12 minutes

8 - 10 minutes

7- 8 minutes

Ind. Task-1 “Hungry Tom” activity.

Read the text - “Matt’s holiday?” Find new words in the text.

Pupils write new words on the stickers and put them on “Hungry Tom” on the board.

Differentiation task for more able learners: find translation of these words as quickly as possible.

Then Pupils read the text and recognize the main idea, specific information of the text in a group.

AFL: Numbers speak - questioning

G: Task 2. Missing words – Activity

Present simple

Present continuous

I watch TV every evening.

We live in the great hotel.

I am watching TV now

We’re living in a great hotel now.

Teacher gives groups two envelopes with missing words in them, first envelope with the Present Simple tense sentence and the second one is with the Present Continuous tense. Students have to make right order of the sentences and say what differences they see. Then make their own sentences in the Present Continuous tense.

- How do you think, how do we form the Present continuous tense?

- What can you say about its structure? What auxiliary and general verbs do we use?

- Try to make up your own 3 sentences in the Present Continuous Tense and write them down.

Descriptors: A learner:

Reads all the words
Makes right order
Says the differences
Makes a structure of the Present Continuous Tense
Makes up their own sentences.

AFL: Gallery → nomination “Best work”.

Task 3

Images Activity: what’s happening

(I).Look at the picture. Describe it. Write your sentences using the Present continuous affirmative or negative forms. – Differentiation by less support.

Differentiation by more support – Teacher gives these worksheets to less able students.

1.Zhandos isn’t sleeping (sleep). He’s swimming.

2.Zhenya .......(run)................................

3.The two boys ........(swim).................

4.Aidos ..............(read) a book...............

5.Maira and Svetlana................(make) a sandcastle......................................

Descriptors A learner

Looks at the picture
Makes sentences using the present continuous negative form or present continuous affirmative form.
Writes their sentences down

AFL – “Teacher and Expert Envoy” – Differentiation by ability

I: Task 4

Categorizing grid - Activity

Write down 4 issues according to their importance that are very important when you are going to have holidays.

Descriptors: A learner

Thinks up what four issues to choose
Writes them down

AFL – Gallery

Message 2. Diana Goodey. Cambridge p.30

Pictures, cards

Excel SB p.112 ex.5

End

3 -4 minutes

I have known how to use the PrCn tense and can make sentences with it ……………………………………..

Evaluation tree

I want to know more about how to use the PrCn tense

I don’t understand how to use the PrCn tense

Home task is …

Goodbye!

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check

Differentiation for more able learners: find translation of these words as quickly as possible (differentiation by ability)

Differentiation by more support – Teacher gives worksheets with sentences to fill in for less able students, while more able students work without worksheets just looking at the picture.

Extra task for more able students:

Look at the picture. Write questions and answer them.

Example :

Is Jenny doing her homework? - No, she isn’t

AFL: number speak - questioning

AFL: Gallery →nomination “Best work”.

AFL – “Teacher and Expert Envoy”

AFL – Gallery

Evaluation tree

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

What two things would have improved the lesson (consider both teaching and learning)?

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Lesson plan

Unit of a long term plan: Holiday

School:

Date:

Teacher name:

CLASS: 5

Number present:

absent:

Lesson title

Transport

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

5.W3 write with support factual descriptions at text level which describe people, places and objects

5.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

5.UE17 use if clauses (in zero conditionals); use where clauses ; use before/after clauses (with past reference)

use defining relative clauses with which who that where to give details on a limited range of familiar general and curricular topics

Level of thinking skills

Lower-order thinking skills

Lesson objectives

All learners will be able to :

talk about their holidays using pictures and write sentences using if clauses;

Most learners will be able to :

talk about their holidays describing place, objects and write some sentences;

Some learners will be able to :

link sentences into paragraph using zero conditionals and defining relative clauses with which who that where

Assessment criteria

-Write about holidays describing place, objects using zero conditional

Values links

Respect intercultural awareness and to be polite and respectful to each other

Cross-curricular

liks

Geography

Previous learning

Holiday activities

Plan

Planned timings

Planned activities (replace the notes below with your planned activities) Planned activities (replace the notes below with your planned activities)

What will the pupils learn? How will they learn it?

Suggested Teaching Activities

Active Learning activities

Resources

Start

4 min

Greeting: learners respond to greeting of the teacher and take their places. Dividing into subgroups using cards with word {1 group - public transport ; 2 group - private transport; 3 group - urban transport}

Warming up: “I have never been …” activity.

“Picture prompt” -activity

Use pictures of transport. How do you think what theme have we got for today? Teacher asks the learners to identify today’s theme and asks what the holiday means. Teacher introduces lesson objectives and Assessment Criteria to the learners.

Pictures of transport, places, activities

Middle

2 min

4 min

2 min

7 min

12 min

5 min

- Teacher revises the words using “Word tree”, flashcards, pictures about holiday and transport (take photos, look around, buy souvenirs, do shopping, go sightseeing, loose the way, spend money, monuments, theatres, bridges, parks, statues, palaces, cathedrals, art galleries) In feedback learners name the transport, places, activities looking at the pictures.

I. Task 1.

Acquaint new words: a taxi, a car, a train, an airplane, a coach, a raft, a helicopter, a Jet, a ship, a ferry boat, a hot air balloon. Let`s go divided these words the on the categories and make up sentence.

Transport

Water Air

Urban Other

f.eg: How do you get to Astana?-I get to Astana by train.

Differentiation for more able learners:

Why you choose this type of transport?

AFL: Oral feedback

I. Task 2.

Learners choose pictures of transport, city, weather and activity and use them to talk. They are asked to questions:

Where do you want to go?-

How do you get there?

What do you do there?

What the weather is like in that place?

Teacher gives out a worksheet with table to every learner. Ask the learners to take notes using given pictures below.

name	place	transport	weather	activities
Ss

AFL: Gallery- nomination “Best work”

W. Task-3

Phonetic drill: “Choral repetition” activity

Poems about transport.

The train

Tickerty-tack

Over the track

Far, far away

Puffing all day.

Tickerty-too,

Harry up do!

Trains cannot wait,

Must not be late.

Tickerty-tock,

Nickerty-nock,

Speeding along’

Singing the song.

Tickerty-tackerty

Nickerty-nackerty

Tickerty-tackerty Tock!

G. Task 4. “Basketball questions”- Activity

Answer the question.

What do you like to do on weekends?

(I usually go to the beach. I usually watch TV. I play football.) And compare your answer with this sentence.

If it`s hot, I usually go to the beach. What you see, what differences are there? How connect two sentences between themselves? Try to change your answers using this structure.

Make up sentences in Zero Conditionals sentences defining relative clauses with which, who, that, where..

f.eg: If you visit Astana in winter, bring warm clothes with you where it is very cold.

If I miss the train, I drive to work which is fast.

Descriptor:

A learner:

-writes sentences using zero conditional clauses correctly;

-uses which, who, that, where properly

AFL: An opinion to your neighbor

G. Task 5: “Round station” activity

Each group chooses a table and make your journey. 1st group must to write about chosen city. 2nd group must to write transport. 3rd group about sightseeing. When they are finished each group must pass the paper and the table next to group and check it. This activity each group repeat three times and each group must complete more information. Every time the learners reads sentences, gives their assessment and shows the mistake if they find them.

Descriptor:

A group

-selects an appropriate table;

-writes clear about chosen city, transport, sightseeing using if clauses;

-gives feedback and read the sentences

Differentiation for more able learners:

-make up a story connecting sentences into paragraph

Differentiation for less able by support

AFL 2 stars and a wish

For group assessment, ask students to give a star and a wish. The star = 1 thing that are good about the piece of work, a wish = something they can improve to make it even better

I. Task 6.

Match a word in A with a word in B to take a new word

Rail

Traffic

Bus

Car

Ticket

Double

Book

Office

Decker

Light

Way

Shop

Stop

garage

Differentiation:

More able learners make up sentences using compound nouns

Less able learners translate the words

“Number speak” activity (any learner say own version, if the learners agree-yes, if they disagree-no)

AFL- Yes or No cards

“Word tree”, flashcards, pictures

Pictures, cards

A2 paper, colour marker

End

5 min

Reflection

Teacher gives her comments about students work and ask students write “All you know”-activity

Students write down everything they know about “Transport” at the start of the unit.

Home task is...

So, our lesson is over. Good bye!

Stickers

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check

Task 1. Divide these words on the categories and make up sentence.

Differentiation by outcome for more able learners:

Why you choose this type of transport?

Task 5. Differentiation by task for more able learners:

-make up a story connecting sentences into paragraph

Task 6. Match a word in A with a word in B to take a new word.

Differentiation by More able learners make up sentences using compound nouns;

Less able learners translate the words

At the end of the lesson, learners reflect on their learning:

“All you know”.
Yes or No cards
2 stars and a wish
Gallery
Oral feedback

- ICT displays - smart/interactive white boards or screens, projectors;

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

What two things would have improved the lesson (consider both teaching and learning)?

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Unit:4

School:

Date:

Teacher name:

CLASS: 5

Number present:

absent:

Lesson title

Revision

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

5.UE.10 use present continuous forms with present and future meaning on a limited range of familiar general and curricular topics

5.W.3 write with support factual descriptions at text level which describe people , places and objects

5.C.8 develop intercultural awareness through reading and discussion

Lesson objectives

All learners will be able to:

Write a test

Read the text and answer the questions

Most learners will be able to:

Describe people, places and objects, write with support factural descriptions

Some learners will be able to:

Write sentences in a present and a future.

Assessment criteria

Complete the chart using Present and Future

Discusses the text in a group

Write some true sentences about family

Compare and describe the cities

Values links

Independence of Kazakhstan and Astana

Cross-curricular links

PE, Music, History

Previous learning

«Work past and future»

What kind of job do you know?

Whom are you want to be in future?

What is the profession?

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

2 min

10 min

Organization moment.

-Greeting!

-Checking participation

Test for summative assessment

Test

Middle

5 min

10 min

7 min

Wake up activities

2 min

7 min

Task №1

Complete the chart using the Present and the Continuous tenses:

You

Your friend

What`s your profession now?

Whom will be in a future?

Checking the task by changing each other.

Task №2

Zig is a big as London. One hundred and sixty million people live there. The only food in Zig is bananas. People boil them, fry them, mash them. All the buildings are made of wood, but no one is afraid of fires, because it is always raining!

Descriptors: A learner

-read the text;

-give your own;

-named theirs` peculiarities

A teacher checks the tasks through reading , pronunciation and discussing

Task №3

Write some true sentences about your family using the words on your desk. e.g My sister is taller than me.My father is the oldest in the family.

Whole class make a circle and do exercise from the video

Task№4

What are these cities like?

Descriptors: A learner

-write according to their size;

-place;

-built;

-economics;

-mental

e.g Astana	Almaty	Shymkent	Taraz
big
In the central part of Kazakhstan
New, modern
expensive
The capital city of Kazakhstan

Chart for each pupil

Text from the book

Adjectives on the card: bigger, shorter, older, the oldest, smaller, faster, taller

Video

End

2 min

At the end of the lesson pupils write feedback for this lesson.

Conclusion

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check

Some learners write the task with support of others or a teacher. Will be given cards to them.

By giving points to the test. Orally feedback during the lesson. Smiles.

Do exercise every day in order to be healthy

When work with ICT be carefull with socket safety

Sit straight on the desk!

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

What two things would have improved the lesson (consider both teaching and learning)?

What have I learned from this lesson about the class or individuals that will inform my next lesson?

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lesson plans 5 grade

Lesson plan

Unit of a long term plan: Leaving things

School:

Date:

Teacher name:

Class: 5

Number present:

Absent:

Lesson title:

Animals 1

Learning objectives:

Lesson objectives

Assessment criteria

use appropriate limited range of general topics;

Values links

to bring up pupils to protect animals;

ICT skills:

slides and videos

Cross-curricular links

Communicate with biology and geography

Previous learning

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

25min

10 min

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check

Task is working with a pictures in this task. Learners will work with 3 types of skills. Such as speaking, reading and writing. They will work individually and collaborative form.

To pay attentions to learners safety during the doing activates be careful in moving to places in dividing to groups

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

L3. “Guess what it is’

Listen carefully to a description of an animal.

“This is an animal which lives in Africa and Asia loves taking baths. It flaps its ears to keep cool. It has a really long nose” – answer: elephant. Then each team discusses what they think it is before giving an answer.

Descriptor: listen recognize guess find out say

Descriptor: listen and give the facts about animal

V + INFINITIVE Most normal verbs use this construction.

I want to go They decided to stay at home They need to buy a bigger car

V + -ING

Verbs of likes and dislikes: like, dislike, hate, detest, love, prefer, enjoy...

L3. “Guess what it is’

Listen carefully to a description of an animal.

“This is an animal which lives in Africa and Asia loves taking baths. It flaps its ears to keep cool. It has a really long nose” – answer: elephant. Then each team discusses what they think it is before giving an answer.

Descriptor: listen recognize guess find out say

Descriptor: listen and give the facts about animal

V + INFINITIVE
Most normal verbs use this construction.

I want to go
They decided to stay at home
They need to buy a bigger car