Unit of a long term plan: Home and away

School:

Date:

Teacher name:

Grade: 5

Number present:

absent:

Lesson title

Familiar Words

Learning objectives

5.1.1.1 understand a sequence of supported classroom instructions;

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

Lesson objectives

Learners will be able to:

• Identifying the basic keywords of classroom instructions

• Learn vocabulary for everyday objects.

• Ask about the meaning of words

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• Books closed. Say to the class: I’m (your name). Choose a student and repeat: I’m (your name). What’s your name? Elicit the response I’m (student’s name) from the student.

• Write the short exchange on the board. Then move around the class, asking each student their name. Finally ask the students to mingle and ask each other their names.

Lead - In

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

Efficiency: By telling the wishes they show their appreciations .

Students introduce themselves

Students say different words from the picture

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

PPT

Student’s book

Main part

Exercise 1

• Focus on the pictures and ask the students what they can see in each one. Elicit the words teacher, student, boy, girl and pencil model and drill pronunciation.

• Instruct students to follow the dialogues and play the recording. Ask them to try to name the people in the pictures and elicit any acceptable answers

Differentiation:

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

Exercise 3

• Hold up a pencil to the class and ask: What’s this in English? Elicit the response It’s a pencil, referring students to the dialogue in exercise 1 if they cannot remember.

• Focus students on pictures 1–12 and explain the task. Draw their attention to the example and to the first picture. In pairs, students do the task.

Differentiation: Modelling- teacher gives clear description of the task with examples

By task – more motivated learners can do task without support

Less motivated learners will be given prompts to find the correct location

Students listen and read the dialogues.

Then choose the correct words in 1-3

ANSWERS

1 student

2 friends

3 teacher

Students ask and answer questions. What are objects 1-12 in English? Use the words in box.

What’s this in English?

It is a book

.

Assessment criteria

- Identifying the basic keywords of classroom instructions

Descriptor:

-Identify the basic key words

Peer assessment: answer key

Assessment criteria:

-Ask about the meaning of words

-Make CCQ questions

Cards

Worksheets

End

Home task:

Ex: 3 P: 4 WB

The Ladder method was used as a reflection.

Teacher asks students to stick their stickers to the Success Ladder.

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

Poster Success Ladder.

Unit of a long term plan: Home and away

School: ______

Date:

Teacher name: ______

Grade: 5

Number present:

absent:

Lesson title

Language Focus: to be (singular).

Learning objectives

5.5.1.1 use be on a limited range of familiar general and curricular topic;

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

Lesson objectives

Learners will be able to:

• Answer the questions and complete the short forms of the verb “be”

• Complete the sentences with words in the box

• use all structures correctly

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

Books closed. Say to the class: I’m (your name). I’m from (name of your town or city).

• Ask a student to repeat and then move around the rest of the class. Write the sentences on the board for a weaker class

Lead – In

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

Efficiency: By telling the wishes they show their appreciations .

Students use structure of to be and introduce yourselves.

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

PPT

Student’s book

Main part

Exercise 1

Focus on the four pictures and ask the students what they can see in each one. Elicit that there is a boy, a girl and an alien. Write alien on the board and check pronunciation.

• In a weaker class, model the words for the students and encourage them to repeat after you before they do the task. In a stronger class, students work in pairs to do the task themselves.

Differentiation:

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

Exercise 2

Focus students on the left hand column of the table and read each form of the verb be aloud, asking them to repeat.

• Write I am and He is on the board. Ask students to repeat.

Exercise 3

• In a stronger class, ask students to do the activity individually.

• In a weaker class, do the first one together as an example, eliciting why am is the correct answer. Students then continue with the task on their own.

Students repeat the words

Students look at the table and complete the shorts forms with words in the dialogue

Students repeat the words

Students choose the correct words

ANSWERS

1 am 2 It’s 3 is 4 ’re 5 ’s 6 She’s

Assessment criteria

- use all structures correctly of to be

Descriptor:

-Can use of to be

Peer assessment: answer key

• Make CCQ questions

Assessment criteria

-Complete the sentences with the correct form of to be

Descriptor:

-can use all structures correctly

Cards

Worksheets

End

Home task:

Ex: 3 P: 5 WB

The Ladder method was used as a reflection.

Teacher asks students to stick their stickers to the Success Ladder.

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

Poster Success Ladder.

Unit of a long term plan: Home and away

School: ______

Date:

Teacher name: ______

Grade: 5

Number present:

absent:

Lesson title

Countries

Learning objectives

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

5.1.6.1 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics;

Lesson objectives

Learners will be able to:

• Introduce themselves and tell about their friends

• Match the countries to the capitals

• Make true and false sentences about cities, countries and capitals

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• Books closed. Ask the students, in their own language, if they have been to any other countries. Elicit the names of these countries. You could put them on the board.

• Ask the class if they know the names of these countries in English. Elicit any names they give you and put them on the board. Translate the names of any countries the students do not know into English.

Lead – In

In what country do you live?

Does Kazakhstan in Europe?

Which country is the biggest in the world?

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

Efficiency: By telling the wishes they show their appreciations .

Students say different countries from the picture

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

PPT

Student’s book

Main part

Exercise 1

Draw students’ attention to the flags in the pictures and ask if anybody knows them. Elicit any ideas.

Differentiation:

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

Exercise 2

Remind the students about Yerzhan from exercise

1. Ask: Where is Yerzhan from? and elicit Yerzhan is from Astana. Ask: What’s Astana? and elicit Astana is the capital of Kazakstan.

Exercise 3

• Ask the students to write the full sentences (similar to those in exercise 2) explaining what the capital city of each country is.

Differentiation:

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

Students read and listen. Match 1-6 with pictures A-F

Students match the countries to the capitals.

ANSWERS

Students’ own answers

Assessment criteria

- Introduce themselves and tell about their friends

Descriptor:

-Can use to be

Peer assessment: answer key

Assessment criteria:

Match the countries to the capitals

• Make CCQ questions

Descriptor:

Can match the countries to the capitals

Cards

Worksheets

End

Home task:

Ex: 3 P: 6 WB

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

Poster Success Ladder.

Unit of a long term plan: Home and away

School: ______

Date:

Teacher name: ______

Grade: 5

Number present:

absent:

Lesson title

Countries/

Diagnostic test

Learning objectives

5.1.1.1understand a sequence of supported classroom instructions;

5.4.4.1 write with support a sequence of extended sentences in a paragraph to give basic personal information

Lesson objectives

Learners will be able to:

• Introduce themselves and tell about their friends

• Make sentences about cities, countries and capitals

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• Books closed. Ask the students, in their own language, if they have been to any other countries. Elicit the names of these countries. You could put them on the board.

Lead – In

In what country do you live?

Does Kazakhstan in Europe?

Which country is the biggest in the world?

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

Efficiency: By telling the wishes they show their appreciations .

Students introduce themselves

Students answers the 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

PPT

Student’s book

Main part

1. What’s your name?
А) My name is Omar.
В) I’m 10.
С) I’m OK.

2. Қалам сөзінің ағылшынша атауын тап.
А) book
B) pen
C) pencil

3. How are you?
А) I’m 10.
В) I’m fine, thank you!
С) I am.
4. Қарындаш сөзінің ағылшынша атауы қалай?
А) pencil
B) copybook
C) bag

5. “School” сөзін қазақ тіліне аудар.
А) мектеп
В) қала
С) оқушы

6. Кітап сөзінің ағылшын тіліндегі атауын тап.
А) book
B) copybook
C) pencil

Students make sentences.

Students choose the correct words

ANSWERS

1 am 2 It’s 3 is 4 ’re 5 ’s 6 She’s

Assessment criteria

- Introduce themselves and tell about their friends

Descriptor:

-Can use to be

Peer assessment: answer key

Assessment criteria:

Match the countries to the capitals

• Make CCQ questions

Descriptor:

-can spell the word

-can use them

Cards

Worksheets

End

Home task:

Ex: 4 P: 6 WB

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

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

Poster Success Ladder.

Unit of a long term plan: Home and away

School: ______

Date:

Teacher name: ______

Grade: 5

Number present:

absent:

Lesson title

Language Focus. Subject pronouns.

Learning objectives

5.3.2.1ask simple questions to get information about a limited range of general topics;

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

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

Lesson objectives

Learners will be able to:

• Learn and use subject pronouns.

• Learn and practise the verb be in singular and plural.

• Learn and practise basic phrases to describe cities.

• Talk about people’s ages and where they come from.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Pre -listening

Warm-up

• Books closed. Say something true about the size of your town or city, e.g. I’m (your name). I’m from Budapest. Budapest is big. Use your hands to gesture big to the class.

• Ask a student to repeat then go around the rest of the class. Write the sentences on the board for a weaker class

Lead – In

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

Efficiency: By telling the wishes they show their appreciations .

Students use structure of to be and introduce themselves

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

PPT

Student’s book

Main part

While- listening

Exercise 1

• Focus on the pictures A–D and ask the students what they can see in each one. Elicit that there are is more than one child in each picture

Differentiation:

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

Exercise 3

• Explain to the class that we can use subject pronouns to talk about something that we have alre

ady talked about or that is obvious. • In a stronger class, ask students to do the activity individually.

In a weaker class, look at the example together, pointing out that it refers to London. Students then continue with the task on their own before checking their answers in pairs.

Differentiation:

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

Students listen and repeat the words. How do they say we,you and they in L1

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

ANSWERS

1 She 2 We 3 They 4 He 5 You

Assessment criteria

- Learn and use subject pronouns.

Descriptor:

-Can use subject pronouns

Peer assessment: answer key

Assessment criteria:

-Talk about people’s ages and where they come from.

• Make CCQ questions

Descriptor:

Can talk about people’s ages

Cards

Worksheets

End

Home task:

Ex: 5 P: 7 SB

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

Poster Success Ladder.

Unit of a long term plan: Home and away

School: ______

Date:

Teacher name: ______

Grade: 5

Number present:

absent:

Lesson title

Numbers 1 -20.

Learning objectives

5.1.1.1understand a sequence of supported classroom instructions;

5. W3 write with support factual descriptions at text level which describe people’s age (How old are the people and animals?);

5.6.1.1 use a verb " to be» describing ages times and location, speaking on a limited range of familiar general and curricular topics.

Lesson objectives

Learners will be able to:

• Learn and practise numbers 1–20.

• Practise talking about people’s ages.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Pre-Listening

Warm-up

Books closed. Ask a student How old are you? and elicit I’m (student’s age) from the student. Remind students that they learned this phrase in exercise 6 on page 7. Write it on the board if you think it is necessary.

• Students ask each other the question in a chain going around the classroom. Correct pronunciation where necessary

Lead – In

Hello. What’s your name?

I’m Jack. And you?

My name’s Edita.

Where are you from?

I’m from Manchester in England.

And how old are you?

I’m eleven

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

Efficiency: By telling the wishes they show their appreciations .

Students say about ages

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

PPT

Student’s book

Main part

While-listening

Students open their books. Draw their attention to the photo on the top right and ask them what the student is doing

Play the recording, pausing after each number. Students point to the correct number on the page. Ask them to repeat the number before moving on to the next one.

Differentiation:

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

Exercise 2

• Focus students on the first photo and discuss the boy’s age with the class. Ask: How old is he? and elicit I think he’s (student’s opinion)

Differentiation:

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

Students listen and repeat point the numbers.

Students work in pairs. How old are the people and the animals in the picture?

ANSWERS

1 He’s 5.

2 They’re 9.

3 She’s 15.

4 She’s 18.

5 He’s 16.

6 He’s 3 months.

7 She’s 1.

8 He’s 2.

9 He’s 20. 1

0 They’re 13.

11 They’re 4 weeks.

12 She’s 12.

Assessment criteria

- Learn and practise numbers 1–20.

Descriptor:

-Can use numbers

Peer assessment: answer key

Assessment criteria:

Practise talking about people’s ages

• Make CCQ questions

Descriptor:

Can say people’s age

Cards

Worksheets

End

Home task:

Ex: 3 P: 8 WB

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

Poster Success Ladder.

Unit of a long term plan: Home and away

School: ______

Date:

Teacher name: ______

Grade: 5

Number present:

absent:

Lesson title

Language Focus: there is/ there are/ some/ a lot of.

Learning objectives

5.1.1.1understand a sequence of supported classroom instructions;

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

5.6.1.9 use simple present simple of a verb " to be" and there is / there are to past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics.

Lesson objectives

Learners will be able to:

• Use and practise there is, there are, some and a lot of.

• Learn and practise using numbers when counting things.

• Learn and practise describing the number of things in different places.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Pre-Listening

Warm-up

Books closed. Revise numbers 1–20 from the previous lesson by doing some basic addition with the class. Write 2 + 5 = ? on the board. Say: Two plus five equals and elicit the correct response

Lead – In

“The wish flower” method helps to start the lesson with good wishes to each other.

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

Efficiency: By telling the wishes they show their appreciations .

Students say how many books

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

PPT

Student’s book

Main part

While-listening

Focus on the illustration and explain the task. Students complete the activity individually. • They check their answers in pairs. Check as a clas

Differentiation:

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

Listening for details :

Students listen for groups of words and phrases at sentence level.

Exercise 2

• Focus students on sentences 1–6. In a weaker class, play the recording again, pausing after the relevant information to allow students to do the task. In a stronger class, students try to complete the activity from memory

Post listening:

students answer comprehension questions, analyze listening material and do follow-up activities.

Differentiation:

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

Students complete the picture 1-5 with numbers.

Students listen to Tara talk about her class. Choose the correct words.

ANSWERS

1 a

2 There are

3 There are nine

4 There are

5 a

6 a lot of

Assessment criteria

- Learn and practise using numbers when counting things.

Descriptor:

-Can use numbers with counting things

Peer assessment: answer key

Assessment criteria:

Use and practise there is, there are, some and a lot of.

-Make CCQ questions

Descriptor:

Can use structure correctly

Cd 1

Pupils’ book

Cards

Worksheets

End

Home task:

Ex: 1 P: 9 WB

Poster Success Ladder.

Unit of a long term plan: Home and away

School: ______

Date:

Teacher name: ______

Grade: 5

Number present:

absent:

Lesson title

Review. Unit 1.

Learning objectives

5.6.1.9 use simple present simple of a verb " to be" and there is / there are to past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular topics.

5.6.1.1 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

Learners will be able to:

• Identifying the basic keywords of classroom instructions

• Match the countries to the capitals

• Match the words with numbers

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

Warming up

Where are you from?

How old are you?

What colour is it?

How many srudents are there in class?

What day of the week today?

Lead – In

Hello. What’s your name?

I’m Jack. And you?

My name’s Edita.

Where are you from?

I’m from Manchester in England.

And how old are you?

I’m eleven

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

Efficiency: By telling the wishes they show their appreciations .

Students say about ages

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

PPT

Student’s book

Main part

Ex: 1 P: 10

Differentiation:

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

Exercise 2

Differentiation:

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

Students match words with pictures.

Students match words with numbers.

Assessment criteria

- Learn and practise numbers 1–20.

Descriptor:

-Can use numbers

Peer assessment: answer key

Assessment criteria:

Practise talking about people’s ages

• Make CCQ questions

Descriptor:

Can say people’s age

Cards

Worksheets

End

Home task:

Ex: 3 P: 8 WB

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

Poster Success Ladder.

Unit of a long term plan: Home and away

School: ______

Date:

Teacher name: ______

Grade: 5

Number present:

absent:

Lesson title

Prepositions of place.

Summative assessment for the unit “Home and away”

Learning objectives

5.2.3 Understand an increasing range of unsupported basic

questions on general and curricular topics

5.2.1.1 Provide basic information about themselves and others at

sentence level on an increasing range of general topics

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

Lesson objectives

Learners will be able to:

• Understand of unsupported basic question

• Identify the basic information about themselves

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

Organization moment

1.Greeting.

Ask about the weather.

Pre-Listening

Warm-up

Books closed. Ask a student How old are you? and elicit I’m (student’s age) from the student. Remind students that they learned this phrase in exercise 6 on page 7. Write it on the board if you think it is necessary.

• Students ask each other the question in a chain going around the classroom. Correct pronunciation where necessary

Lead – In

The cat is under the box.

The cat is between the box.

The cat is behind the box.

The cat is on the box.

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

Efficiency: By telling the wishes they show their appreciations .

Students say about prepositions of places

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

PPT

Student’s book