Unit of a long term plan: Unit 8 Creativity

Lesson 53

Teacher name:

Date:

Grade: 5

Number present:

absent:

Lesson title

Learning objectives

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

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

5.6.3.1 use a structure to be going to (questions) to ask about plans.

Lesson objectives

Learners will be able to:

• Learn and practise using be going to question forms.

• Using be going to to ask about plans

Value links

Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• Books closed. Ask the class to think of things they are going to do next week. Write them on the board, e.g. go to school, play football. Ask students to make affirmative and negative sentences using the ideas. Ask the class to suggest corrections if they hear a mistake.

Lead – In

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

Efficiency: By telling the wishes they show their appreciations .

Students say about different questions

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

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P: 101

• Explain the task. Give students a few minutes to work individually reading and filling in the table.

• Students check their answers in pairs.

• Check answers as a class.

Differentiation:

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

Ex: 2 P:101

• Put students in pairs. Explain the task. When the students have completed the sentences tell them to practise saying the sentences together.

• Monitor the students as they speak, making a note of any errors you would like to address later.

Ex: 3 P:101

• Draw students’ attention to the example. Ask students to explain the rule for making questions with be going to (Answer: the correct form of be followed by the subject). Ask if we use the short form of be in short answers (Answer: no).

• Explain the task. Students work individually and then check their answers in pairs. Circulate and monitor.
Make sure students make positive questions, e.g. ‘Are the criminals going to win?’, not ‘Aren’t the criminals going to win?’

Students complete the table with the words in the box.

ANSWERS:

1 Are

2 am

3 isn’t

4 is

Students complete the questions and answers

ANSWERS:

1 am

2 Is, isn’t

3 are, ’re

4 we, aren’t

5 Is, is

6 ’m not

7 ’re

8 ’s, is

Students make the sentences into questions and short answers

ANSWERS:

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

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

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

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

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

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

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

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

Assessment criteria

- Learn and practise using be going to question forms.

Descriptor:

- complete the table with the words in the box.

Peer assessment: answer key

Assessment criteria:

- Using be going to to ask about plans

Descriptor:

- complete the questions and answers

Make CCQ questions

Yes / No

Cards

Worksheets

End of the lesson

5 min

Home task:

Ex: 4 P: 59 WB

Students use their stickers to show their knowledge according to the lesson.

Poster

KWL chart

Unit of a long term plan: Unit 8 Creativity

Lesson 54

Teacher name:

Date:

Grade: 5

Number present:

absent:

Lesson title

Film Review

Learning objectives

5.3.8.1 recount basic story and events on a range of general and curricular topics

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

Lesson objectives

Learners will be able to:

-Learn and practise nouns

-Learn and practise verbs to talk about plans.

-Learn and practise vocabulary to talk about films

Value links

Integrity – Integrity is the quality of having strong moral principles. So, a person with integrity will always act with honesty and adhere to their own moral code regardless of what others do.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• Books closed. Ask the class to think of as many films as they can in one minute. After a minute ask for contributions and write them on the board. Ask the class to talk briefly about the type of films they are and which countries they are from.

Lead – In

• wo hundred years from now, give or take, the robot-people of Earth will look back on the early years of the 21st century as the beginning of a remarkable renaissance in art and culture.

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

Efficiency: By telling the wishes they show their appreciations .

Students say about different questions

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

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P: 102

Explain the task and do an example together to make sure students know what they have to do, pointing out that only one of the words on the left matches a word on the right.

Differentiation:

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

Ex: 2 P:102

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

Ex: 3 P:102

• Explain the task and do an example together to make sure students know what they have to do, pointing out that only one of the words on the left matches a word on the right.

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

Students match the things with the places

ANSWERS:

1 painting

2 show

3 book

4 film

5 play

6 exhibit

Students choose the correct words.

ANSWERS:

1 borrow

2 look at

3 watch

4 study

5 listen to

6 go

Students match the two part of the phrase

ANSWERS:

1 river

2 hall

3 deck

4 resort

5 hall

6 gallery

Assessment criteria

- Learn and practise nouns

Descriptor:

- match the things with the places

Peer assessment: answer key

Assessment criteria:

-Learn and practise verbs to talk about plans.

Descriptor:

- match the places with the things

Make CCQ questions

Yes / No

Cards

Worksheets

End of the lesson

5 min

Home task:

Ex: 5 P: 102 SB

Students use their stickers to show their knowledge according to the lesson.

Poster

KWL chart

Unit of a long term plan: Unit 8 Creativity

Lesson 55

Teacher name:

Date:

Grade: 5

Number present:

absent:

Lesson title

Unit Review-8

Learning objectives

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

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

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

Lesson objectives

Learners will be able to:

• Learn and practise using be going to question forms.

• Using be going to to ask about plans

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

Value links

Perseverance – People who value perseverance will work through adversity and be determined to get a result. This is a great treat for employees and entrepreneurs alike.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• Books closed. Ask the class to think of as many films as they can in one minute. After a minute ask for contributions and write them on the board. Ask the class to talk briefly about the type of films they are and which countries they are from.

Lead – In

Movie genres vector icons. Movie film genres, comedy genre, war and romance genres, history drama film genre illustration

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

Efficiency: By telling the wishes they show their appreciations .

Students say about different questions

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

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 4 P: 102

• Explain the task. Make sure students understand the meaning of alien, ghost, monster, knight and wizard.

• Circulate and monitor.

Differentiation:

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

Ex: 5 P:102

• Explain the task and ask students to do it individually.

Ex: 6 P:102

• Put students in pairs. Explain the task. When the students have completed the sentences tell them to practise saying the sentences together.

• Monitor the students as they speak, making a note of any errors you would like to address later.

Ex: 7 P:102

• Do the first sentence with the class. Write the sentence on the board as a model for weaker students.

• Make sure students write the sentences as they will need them in the next exercise.

• Get the students to read out their questions when they are ready.

Students match the films with the things

ANSWERS:

1 a

2 d

3 f

4 e

5 c

6 g

7 h

8 b

Students choose the correct words

ANSWERS:

1 to walk

2 ’m y

3 ’s

4 not going to

5 ’re

6 ’re

Students complete the questions and answers

ANSWERS:

1 am

2 Is, isn’t

3 are, ’re

4 we, aren’t

5 Is, is

6 ’m not

7 ’re

8 ’s, is

Students complete the questions and answers with going to

ANSWERS:

1 Are you going to watch a film this week?

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

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

4 Are you going to play football tomorrow?

5 What are you going to eat for supper tonight?

6 Are you going to do your homework on time?

Assessment criteria

- Learn and practise using be going to question forms.

Descriptor:

- complete the table with the words in the box.

Peer assessment: answer key

Assessment criteria:

- Using be going to to ask about plans

Descriptor:

- complete the questions and answers

Make CCQ questions

Yes / No

Cards

Worksheets

End of the lesson

5 min

Home task:

Ex: 3 P: 59 WB

Students use their stickers to show their knowledge according to the lesson.

Poster

KWL chart

Unit of a long term plan: Unit 9 Creativity

Lesson 56

Teacher name:

Date:

Grade: 5

Number present:

absent:

Lesson title

Biography of an actor.

Learning objectives

5.3.3.1 Give an opinion at sentence level on a limited range of general and curricular topics;

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

Lesson objectives

Learners will be able to:

Read the story about first President.

Understand the key words and phrases

Give reasons

Value links

Self-Discipline – If you value self-discipline, you might be a person who wakes up early, exercises daily, and doesn’t get distracted by vices.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

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

L

The childhood story of Nursultan Nazarbayev, the first president of the Republic of Kazakhstan.

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

Efficiency: By telling the wishes they show their appreciations .

Students say about different questions

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

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P: 103

• Ask students to look quickly through the story and find the four words. Discuss as a class which descriptions match the words.

• Ask students to think of more words in the Kazakh language that they can explain in English.

Differentiation:

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

Ex: 2 P:103

• Tell students to work individually and read the story carefully to answer the questions.

• Circulate and monitor. Check that any weaker students understand the key words and phrases, e.g. horseback, falconry, high flier, attack and hunting. Make sure students write whole sentence answers.

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

Ex: 3 P:101

• Discuss the question with the whole class. Make sure students give reasons, either positive or negative.

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

ANSWERS:

Student’s own answer

Students read the information about the film and answer the questions

ANSWERS:

1 The story starts in 1940.

2 He lives with his mother, father and grandmother.

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

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

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

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

Students give three reasons for their answer

ANSWERS:

Student’s own answer

Assessment criteria

- read the text and discuss about first President

Descriptor:

- read the story and find the four words

Assessment criteria:

- understand the key words and phrases

Descriptor:

- give three reasons for their answer

Make CCQ questions

Yes / No

Cards

Worksheets

End of the lesson

5 min

Home task:

Ex: 4 P: 59 WB

Students use their stickers to show their knowledge according to the lesson.

Poster

KWL chart

Unit of a long term plan: Unit 9 Reading for pleasure.

Lesson 57

Teacher name:

Date:

Grade: 5

Number present:

absent:

Lesson title

Types of writing

Learning objectives

5.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

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

Lesson objectives

Learners will be able to:

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

• Practise asking questions about stories.

Value links

Humility – You might highly value humility if you find yourself disgusted by people who are arrogant or braggadocious, and instead find yourself gravitating to people who are always expressing their gratefulness for the blessings in their life.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• Books closed. Ask students to work in pairs to tell each other about the last three books they read. They should give details about the title, the author, and what kind of books they were.

• After about two minutes, stop the students. Get feedback by asking a few pairs to describe one of the books they talked about

Lead – In

In the English language there are a variety of different writing types, knowing when to use the right one will not only make your writing look and sound better but will also help you to create more fitting documents. In this article, we are going to take a look at the various different types of writing in a little more detail.

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

Efficiency: By telling the wishes they show their appreciations .

Students say about different questions

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

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P: 104

• Focus students’ attention on the quiz on page 105. Ask the class who they can see in the photos (Answers: Abay Qunanbayuli who they talked about in unit 8; Oliver Twist; and Akira.)

• Allow students a few minutes to answer the quiz questions. Tell them to write their answers on a separate piece of paper. Weaker students can work in pairs.

• Ask the students to give their answer sheet to another student. Go through the quiz answers with the class. Make sure they keep the score – one point for a correct answer, no points for a wrong answer.

Differentiation:

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

Ex: 2 P:104

• Explain the task and do an example together to make sure students know what they have to do, pointing out that only one item on the left matches an item on the right.

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

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

Ex: 4 P:104

• Explain the task and do the first question with the class. If necessary, review when we use wh- questions, e.g. Ask the class ‘Who is your maths teacher?’ (person) ‘When is your Geography class? (time), etc.

• Circulate and monitor. Give assistance where necessary.

Students do the quiz and check their score

ANSWERS:

1 b

2 b

3 a

4 b

5 a

6 b

7 b

8 b

Students look at the phrases in blue in the quiz. Math the types of writing with the names of the characters

ANSWERS:

1 c

2 f

3 d

4 g

5 a

6 h

7 b

8 e

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

ANSWERS:

1 What

2 Why

3 Who

4 Where

5 When

6 Which

7 How

Assessment criteria

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

Descriptor:

- do the quiz and check their score

Assessment criteria:

- Practise asking questions about stories.

Descriptor:

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

Make CCQ questions

Yes / No

Cards

Worksheets

End of the lesson

5 min

Home task:

Ex: 1 P: 60 WB

Students use their stickers to show their knowledge according to the lesson.

Poster

KWL chart

Unit of a long term plan: Unit 9 Reading for pleasure.

Lesson 58

Teacher name:

Date:

Grade: 5

Number present:

absent:

Lesson title

A Famous story

Learning objectives

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

5.3.3.1 Give an opinion at sentence level on a limited range of general and curricular topics.

5.6.1.1 Use Past Simple to tell a story.

Lesson objectives

Learners will be able to:

• Learn and practise verbs to talk about the past.

• Understand stories written in the past tense.

Value links

Kindness – If you value kindness, you’ll likely always be respectful of people around you, be gentle with criticism, and always willing to welcome people with open arms.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• Books closed. Ask the class what they know about the Kozy-Korpesh and Bayan-Sulu story. Ask students why the story is so famous.

Lead – In

The ancient legend tells that two childhood friends, Syrybay and Karabay, decided to marry their children, who had been engaged even before they were born. Unfortunately, Syrybai died while hunting before his son was born. Growing up, Kozy and Bayan met and fell in love with each other, which made their families very happy. Having grown up, Kozy and Bayan-Sulu do end up falling in love with each other

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

Efficiency: By telling the wishes they show their appreciations .

Students say about different questions

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

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P: 106

• Do the exercise with the whole class. Make sure students understand warrior (a person who fights in battle).

Differentiation:

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

Ex: 2 P:106

• Explain the task. Make sure students understand these words before they start reading: steppe, rescue, revenge, stab.

• Give students plenty of time to read the story and find the answers.

• Go through the answers. In a stronger class, ask students to read the part of the story that answers the question, e.g. for question 1 ‘Karabay had a daughter called Bayan.’ If any sentences are false, ask students to make a true sentence.

• In a weaker class, read the story to the class and stop at the sentence which helps answer the question.

Ex: 3 P:106

• Tell students to look quickly at the story again and find the five words.

• In a weaker class, stand up in front of the class and point to your hair, waist, neck. Ask the class to say each time what you are pointing at. Mime combing, tidying, wearing (round the neck and waist), and cutting (hair with a knife).

• Go through the answers.

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

ANSWERS:

1 daughter

2 lover

3 father

4 warrior

Students read the text and write true or false.

ANSWERS:

1 true

2 false

3 false

4 true

5 true

6 false

7 false

8 true

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

ANSWERS:

1 c

2 e

3 a

4 d

5 b

Assessment criteria

- Learn and practise verbs to talk about the past.

Descriptor:

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

Assessment criteria:

- Understand stories written in the past tense..

Descriptor:

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

Make CCQ questions

Yes / No

Cards

Worksheets

End of the lesson

5 min

Home task:

Ex: 2 P: 60 WB

Students use their stickers to show their knowledge according to the lesson.

Poster

KWL chart

Unit of a long term plan: Unit 9 Reading for pleasure.

Lesson 59

Teacher name:

Date:

Grade: 5

Number present:

absent:

Lesson title

Language Focus: Past Simple

Learning objectives

5.6.1.1 use Past Simple (negative and questions) to speak about past events tell;

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

5.3.3.1 Give an opinion at sentence level on a limited range of general and curricular topics;

Lesson objectives

Learners will be able to:

• Learn and practise past simple regular and irregular forms.

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

Value links

Gratitude – You value gratitude if you find yourself respecting people who say please and thank you. If you’re a religious person who values gratitude, you may always insist on praying before eating your dinner.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• Books closed. Write watch on the board and ask the students what the past simple form is (watched). Then write go on the board and ask what the past simple form is (went). Draw students’ attention to the table in exercise 1 and ask which group watch belongs to (regular) and go (irregular).

Lead – In

Past Simple Tense! When talking about an action which has happened in the past, you will need to use the past simple tense. However, before you can begin confidently using this tense, it is important to learn the rules which surround it. As with any part of English grammar, the rules of the past simple tense should be applied each time it is used in order to ensure that you are forming grammatically correct sentences.

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

Efficiency: By telling the wishes they show their appreciations .

Students say about different questions

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

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P: 107

• Tell the class to read the story on page 106 again and find the regular verbs in the past simple. Make sure they do not read the story again but ‘scan’ the text for the words.

Differentiation:

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

Ex: 2 P:107

• Explain the task. In a weaker class, do the first sentence together and draw students’ attention to the table in exercise 1 which has the past simple forms. Circulate and monitor.

• Check answers as a class.

Ex: 3 P:107

• Explain the task. Remind students to use the table in exercise 1 to help them.

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

• Check answers as a class.

Students find the past simple forms in the text.

ANSWERS:

help – helped,

want – wanted,

follow – followed,

ask – asked,

die – died,

climb – climbed,

love – loved

Rules

-d, different

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

ANSWERS:

1 wanted

2 was

3 asked

4 were

5 took

6 died

7 followed

8 cut

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

ANSWERS:

1 lived

2 was

3 loved

4 came

5 told

6 wanted

7 left

8 followed

9 took

10 climbed

Assessment criteria

- Learn and practise past simple regular and irregular forms.

Descriptor:

- find the past simple forms in the text.

Assessment criteria:

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

Descriptor:

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

Make CCQ questions

Yes / No

Cards

Worksheets

End of the lesson

5 min

Home task:

Ex: 1 P: 61 WB

Students use their stickers to show their knowledge according to the lesson.

Poster

KWL chart

Unit of a long term plan: Unit 9 Reading for pleasure.

Lesson 60

Teacher name:

Date:

Grade: 5

Number present:

absent:

Lesson title

Biography of a writer

Learning objectives

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

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

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

Lesson objectives

Learners will be able to:

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

• Understand a famous person’s biography.

Value links

Gratitude – You value gratitude if you find yourself respecting people who say please and thank you. If you’re a religious person who values gratitude, you may always insist on praying before eating your dinner.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• Books closed. Ask the class to name some big events in their life so far, e.g. I started school, I went on holiday, I learned to ride a bike. Write the ideas on the board and ask students to put them in the order the events occurred in their lives.

Lead – In

Abai Kunanbaev Kazakh writer, poet, lyricist, social philosopher. Born in Kazakhstan in Semey province, Abai Kunanbaev was educated at home and then sen

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

Efficiency: By telling the wishes they show their appreciations .

Students say about different questions

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

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P: 108

• Explain the task. Circulate and monitor.

• Check answers as a class.

• Get students to close their books. For further practice, tell the students you are going to say a word from the lifeline and they have to say the next stage, e.g. born – go to school.

• In a stronger class, say a verb and ask students to finish the phrase, e.g. take – exams.

Differentiation:

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

Ex: 2 P:108

• Do the exercise quickly with the whole class.

Ex: 3 P:108

• Tell the students to read the questions and discuss possible answers.

• In a weaker class, ask more questions to guide students, e.g. Was he famous? Which country is he from? Was he born 300 years ago, 150 years ago?

• Do not go through the answers at this stage. Students will listen for the answers in the next exercise.

Ex: 4 P:108

• Play the recording. Pause at the relevant points to allow students to write the answers.

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

Students put the words in correct place in the lifeline.

ANSWERS:

1 go to school

2 graduate from college

3 start a job

4 have children

Students write the past simple form of the verb

ANSWERS:

1 was

2 went

3 got

4 started

5 retired

6 died

7 graduated

Students answer the questions. What do theu know about Abay Qunanbayuli?

ANSWERS:

Student’s own answer

Students listen to the interview about Abay Qunanbayuli.

ANSWERS:

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

2 He was born on August 10, 1845.

3 He was from Karauyl in East Kazakhstan.

4 In English ‘abay’ means ‘careful’

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

6 He had four children.

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

8 He died on 6 July 1904.

Assessment criteria

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

Descriptor:

- put the words in correct place in the lifeline.

Assessment criteria:

- Understand a famous person’s biography

Descriptor:

- answer the questions. What do theu know about Abay Qunanbayuli?

Make CCQ questions

Yes / No

Cards

Worksheets

End of the lesson

5 min

Home task:

Ex: 3 P: 61 WB

Students use their stickers to show their knowledge according to the lesson.

Poster

KWL chart

Unit of a long term plan: Unit 9 Reading for pleasure.

Lesson 61

Teacher name:

Date:

Grade: 5

Number present:

absent:

Lesson title

Language Focus: Past Simple. Question and negative form

Learning objectives

5.3.3.1 Give an opinion at sentence level on a limited range of general and curricular topics;

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

5.6.1.1 use Past Simple (negative and questions) to speak about past events tell;

Lesson objectives

Learners will be able to:

• Learn and practise using questions in the past simple.

• Use negative forms in the past simple.

Value links

Patience – A person who has patience as a core personal value is going to prioritize giving their time to others. They will sit down and be calm while waiting for others. This is a great trait for a teacher.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

• Books closed. Write ‘I got up this morning at …’, ‘I left home at …’, ‘I got to school at …’. Tell students to write down the three times on a piece of paper. Nominate a student to ask another student a question using Did, e.g. ‘Did you get up at 6.30?’. The other student answers ‘Yes, I did.’ or ‘No, I didn’t.’ Students score one point for every question they get right

Lead – In

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

Efficiency: By telling the wishes they show their appreciations .

Students of the class are listed.

Students' attention is drawn to the lesson.

Students analyze the given pictures in pairs.

Determines the topic and purpose of the lesson

Students say different words from the pictur

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

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P: 109

• Explain the task. Give students a few minutes to work individually completing the rules.

• Students check their answers in pairs.

• Check answers as a class.

Differentiation:

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

Ex: 2 P:109

• Put students in pairs. Explain the task. When students have completed the sentences, tell them to practise saying the sentences together.

• Monitor the students as they speak, making a note of any errors you would like to address later.

Ex: 3 P:109

• Explain the task. Students work individually and then check their answers in pairs. Circulate and monitor. Make sure students understand that the wh- question word comes at the beginning of the sentence.

• Check answers as a class.

• Put students in pairs and tell them to ask and answer each other the questions. The answers should be based on the truth.

Students look at the table and complete the rules.

ANSWERS:

did, didn’t

Students complete the questions and answers

ANSWERS:

1 Did

2 you, didn’t,

3 Did, he

4 Did she, didn’t

5 Did, I did

6 What, did, got

7 Where, did, went
8 Who, did, you, met

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

ANSWERS:

1 What did you do yesterday?

2 How did you get to school today?

3 Where did you go yesterday?

4 What time did you get up yesterday?

5 Where did you have lunch yesterday?

6 Who did you talk to yesterday?

Assessment criteria

- Learn and practise using questions in the past simple.

Descriptor:

- complete the rules in the past

Assessment criteria:

- Use negative forms in the past simple

Descriptor:

- complete the questions and answers

Make CCQ questions

Yes / No

Cards

Worksheets

End of the lesson

5 min

FEEDBACK

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

The exit ticket

This is a way for students to self-reflect on their progress in the lesson.

Home task:

Ex: 4 P: 109 SB write sentences about your studies last week.

Students use their stickers to show their knowledge according to the lesson.

Poster

Unit of a long term plan: Unit 9 Reading for pleasure.

Lesson 63

Teacher name:

Date:

Grade: 5

Number present:

absent:

Lesson title

Unit Review -9 Summative assessment for the unit “Creativity”

Learning objectives

5.6.1.1 use Past Simple (negative and questions) to speak about past events tell;

5.5.3.1 write with support factual descriptions at text level which 5.L4 understand the main points of supported extended talk on a range of general and curricular topics;

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

5.S8 Recount basic stories and events on a range of general and curricular topics

Lesson objectives

Learners will be able to:

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

• Practise asking questions about stories.

• Recognize detailed information in a short conversation with some support

• Retell short stories and episodes on a given topic

Value links

Open-Mindedness – An open-minded person is someone who is always willing to hear new points of view and even change their own point of view if new arguments are highly convincing. It’s the opposite of stubbornness.

Plan

Stages / Time

Teachers’ actions