Қмж Excel 5 grade I тоқсан

LESSON: Module 1 Lesson 1

School:

Date:

Teacher name:

CLASS: 5

Number present:

absent:

Lesson title

Rooms and Furniture

Learning objectives(s) that this lesson is contributing to

R2 L5 S6 S7

Lesson objectives

All learners will be able to:

identify some specific information from the text and use some target vocabulary to describe some features of houses accurately in response to prompts and in production tasks

Most learners will be able to:

identify most specific information from the text and use a range of target vocabulary to describe some features of houses accurately in response to prompts and in production tasks

Some learners will be able to:

Identify all specific information from the text and use a range of target vocabulary to describe some features of houses accurately in response to prompts and in production tasks

Previous learning

vocabulary for rooms of the house/ basic shapes / has got

Plan

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

5 мин.

Organization moment :

1.Greeting.

2. Organization moment.

Ask students who is in their family.

Tell students that many different people may be in their families, from grandparents to parents to cousins

Tell me about one member of your family?

Try to tell personal information.

In differentiation part

Using «Question time» Ss take ideas from the question, there are 6 questions, but Ss answer not for all questions, only some of them can cover the topic.

“Speking time” method

Ss tell about their family members about half or 2 minutes.

The aim:To learn students present content clearly and develop Ss speaking skills

Efficiency: Ss interested in talking about their family and tried to give the best information

At the organization moment T supports Ss to express their speech clearly using .«The praise» method to evaluate Ss. like:

“Good job!

Well done!”

https://youtu.be/NzMEgEYG5kA

Beginning the lesson

S7

What’s in this module?

Read the title of the module Home & Away! and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module.

To present vocabulary for rooms

• Play the recording. Ss listen and repeat chorally or individually.

Draw Ss’ attention to the pictures and elicit which room is which.

Class CD

To present/practise vocabulary related to furniture

• Play the next recording. Ss listen and repeat chorally or individually. Elicit the L1 equivalents from various Ss.

• Explain the task and read out the headings, translating them if necessary. Read the example sentences aloud and then Ss work in closed pairs and write the words under the headings and make sentences of their own.

Ask various Ss around the class to read their sentences aloud to check Ss’ answers.

Class CD

Main Activities

30 min

S6

To predict the content of a text

• Direct Ss’ attention to the pictures and elicit what they show. Ask Ss to say what they think the buildings look like. Give prompts if necessary. Ask: Which building looks like: a football? a violin? a piano?

• Play the recording. Ss listen and follow the text in their books.

• Direct Ss to the Word List to look up the meanings of the words in the Check these words box.

To read for specific information

• Allow Ss time to read the text again and answer the questions.

• Check Ss’ answers.

Class CD

To check comprehension of a text

• Allow Ss two minutes to go through the text. Ss close their books and try to remember two things from each text and tell their partner.

• Ask some pairs to report back to the class. Ss open their books and check.

Play the video. Ss watch it then answer the questions that accompany it.

Ending the lesson

10 min

S6

To develop critical thinking skills

• Explain the task and read the prompts aloud.

• Brainstorm with Ss for interesting ideas.

Allow Ss time to write their sentences, then ask various Ss around the class to read their sentences aloud.

LESSON: Module 1 Lesson 2

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

C6 S1 S5 S7 W3 W8

Lesson objectives

All learners will be able to:

use, pronounce and spell some target vocabulary accurately in production tasks with support

Most learners will be able to:

use, pronounce and spell most target vocabulary accurately in production tasks and integrate with some success in extended writing task

Some learners will be able to:

use, pronounce and spell a range of target vocabulary accurately in production tasks and integrate to good effect in extended writing task

Previous learning

basic rooms of houses / vocabulary for basic features and furnishings of rooms

Plan

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Whole class

5 мин.

Organization moment:

1.Greeting.

2. Organization moment.

Teacher gives strings students to say warm words to each other.

Ss should continue saying good words, wishes to each other passing the string.

Be happy

Be healthy

Save your family

The aim: develop students speaking skills and helps to break down their shy habits.

Efficiency:By passing the string Ss feel good atmosphere.

After doing the actions T tries to award active Ss.«The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Envelop with shapes

Beginning the lesson

S7

To present vocabulary for furniture and appliances

Draw Ss’ attention to the picture. Play the recording.

Ss listen and repeat chorally or individually. Elicit the L1 equivalents.

Main Activities

30 min

To categorise vocabulary

• Read the Study Skills box aloud to explain the function of the task.

• Write the headings on the board. Ss look at the picture for a minute then close their books. Ss copy the headings into their notebooks and try to list as many words as they can remember under each heading. Ss in pairs check their answers and add more words under each heading.

• Check Ss’ answers on the board.

To activate and consolidate vocabulary

• Explain the task and read the example aloud.

Ask various Ss to say what there is in each room.

To write about your ideal bedroom

• Explain the task and allow Ss some time to draw their ideal bedroom and write about it. Ss then compare with their partner and note the similarities and differences.

• Ask various pairs around the class to present their ideal bedroom to the class.

Alternatively, assign the task as HW and check Ss’ answers in the next lesson. Display the drawings to the class..

Ending the lesson

10 min

Game

A Play in teams. One team says a letter from the English alphabet. The other team says a word which starts with this letter and is related to houses/rooms/furniture/ appliances. If the team can’t think of a word within 5” they miss their turn. Any correct answer gets 1 point. The team with the most points wins.

Team AS1: P!

Team BS1: Pillow!

Which room am I in?

B Play in pairs. Say a sentence about a room you are in. Your partner says the name of the room.

A: There’s a wardrobe in it.

B: Bedroom!

“I know/want to know/knew” method.

T gives cards.

And explains the instructions.

Students complete the table what they know and want to know, knew.

Aim:Ss define what they have learnt from today’s lesson.

Efficiency:

Helps to analyze about their understanding

Feedback:

“I know/want to know/knew” method.

Cards

LESSON: Module 1 Lesson 3

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

C4 UE4 UE11

Lesson objectives

All learners will be able to:

use and pronounce some target structures accurately in controlled tasks with support

Most learners will be able to:

use and pronounce most target structures accurately in controlled tasks with support

Some learners will be able to:

use and pronounce most target structures accurately in controlled tasks with little support

Previous learning

basic uses of determiners with singular and plural nouns / basic uses of impersonal it/there structures

Plan

Beginning of the lesson

Warming-up

Whole class

5 мин.

Organization moment:

1.Greeting.

2. Organization moment.

Sing a song “A family”

T shows the video of the song.

Ss sing a song together.

Ss look at their book the text of the song.

The aim: helps to feel the importance of having family .

Efficiency:when they sing a song some words remembers easily in their mind.

Feedback:

T shows thumbs up to Ss.

It means that they can sing very good! And motivate Ss to study a new theme.

Cd 5R2

Beginning the lesson

UE11

To present there is/there are

Explain that we use there is to talk about the existence of sth in the singular and there are in the plural.

Read the examples in the table aloud and then elicit the answers to complete the rules from Ss around the class.

Main Activities

30 min

UE11

To practise there is/there are

• Explain the task and read the example aloud.

• Ss complete the task.

• Check Ss’ answers.

To practise there is/there are through personalisation

• Explain the task and allow Ss time to complete the sentences about their own bedrooms.

Check Ss’ answers around the class.

To revise a/an and present some – any

• Read the first two example sentences aloud and elicit that we use a with singular items that begin with a consonant sound and an with singular items that begin with a vowel sound.

• Read the next example sentence aloud and explain that we use some in affirmative sentences for plural items.

• Read the final two example sentences aloud and explain that we use any in negative plural sentences and interrogative plural sentences.

Ask different Ss to read the examples aloud, then elicit when each is used to complete the rules.

To practise using some and any

Allow Ss some time to complete the sentences.

End of the lesson.

Reflection

10 min

“Think” method.

T gives students which uncompleted written.

They should complete the sentence.

My family is important to me because ______.

As conclusion Ss complete the sentence with 1 or 2 words.

Aim:Ss learn to describe whole text with 1 or 2 words.

Efficiency:

Learn from each other topic vocabulary words.

T using this method knows how many students understand the new lesson.

Cards

LESSON: Module 1 Lesson 4

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

UE6 UE13 S2 L5

Lesson objectives

All learners will be able to:

use and pronounce some target language accurately in response to prompts and in controlled tasks with support

Most learners will be able to:

use and pronounce most target structures accurately in response to prompts and in controlled tasks with support

Some learners will be able to:

use and pronounce most target structures accurately in response to prompts and in controlled tasks with little support

Previous learning

basic ordinal numbers / basic prepositions of location

Plan

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Whole class

5 мин.

Organization moment :

1.Greeting.

2. Organization moment.

Show a different picture of actions that repeats every day. Students will say the actions.

Watch the video. Warm up “Yes, No, Stand up”

1. Tell the students that answering “Yes” means “Stan up” and answer “No” means sit down.

2. Do you like chocolate?

Do you like to run?

Is 2+2= ?

Then ask students do they understand.

3. After students understand , get a stronger student to ask questions.

“Yes, No, Stand up” method helps students to understand the new theme.

The aim: develop students speaking skills and helps to break down their shy habits.

Efficiency:By asking questions students know a lot information about their friends.

After doing the actions T tries to award active Ss.«The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Envelop with shapes

Beginning the lesson

UE14

To present prepositions of place

• Ss close their books. Present prepositions of place using your book. Put your book on the desk, then ask and answer: Where’s my book? It’s on the desk.

• Put your book in your bag, then ask and answer:

• Where’s my book? It’s in my bag, etc. Present the rest of the prepositions of place in the same way.

• Then put your book in various places around the classroom and ask Ss to tell you its location.

Ss open their books. Refer Ss to the drawings and the example and explain the task. Elicit answers from Ss around the class.

Main Activities

30 min

To practise prepositions of place

Explain the task and allow Ss some time to complete the text. Check Ss’ answers by asking various Ss to read out the completed text.

To present ordinal numbers and practise pronunciation; to practise asking and answering questions using ordinal numbers

• Play the recording with pauses for Ss to listen and repeat chorally or individually. Pay special attention to Ss’ pronunciation and intonation and correct where necessary.

• Read the task aloud and draw Ss’ attention to the prompts, then read out the example.

Ss complete the task in pairs. Monitor the activity around the class and ask some Ss to ask and answer in front of the class.

To pronounce /θ/, /δ/

• Explain to Ss that th can be pronounced two ways.

• Play the recording. Ss listen and repeat.

• Draw Ss’ attention to the words ending in th and inform them that whenever an ordinal number ends in th it always has a /θ/ sound and that all pronouns that begin with th have a /δ/ sound.

Elicit other words with the same sounds from Ss around the class.

To practise describing location

• Explain the task and read the example exchange aloud. Ss work in pairs and ask and answer questions.

Monitor the activity around the class and then ask some pairs to act out their exchanges.

End of the lesson.

Reflection

Individual work:

10 min.

Traffic light method is used to find out was the lesson clear or not. Use the stickers.

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Aim:To know how many Ss got the theme.

Efficiency:

Ss can use colors to show how much do they remember.

Differentiation:«Conclusion» method is used to finish the lesson.

Descriptor:

Can use the Present Simple form, describe the routines and give the translation-2points.

Ss evaluate each other and encourage classmate with phrases like:

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

Stickers

LESSON: Module 1 Lesson 5

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

C1 R2 S7 L5

Lesson objectives

All learners will be able to:

identify some specific information in listening and reading texts and use some target vocabulary accurately in production tasks with support

Most learners will be able to:

identify most specific information in listening and reading texts and use most target vocabulary accurately in production tasks with support

Some learners will be able to:

identify all specific information in listening and reading texts and use most target vocabulary accurately in production tasks with little support

Previous learning

some common insect vocabulary / basic ‘scanning’ strategy

Plan

Beginning of the lesson

Warming-up

Whole class

5 мин.

Organization moment :

1.Greeting.

2. Organization moment.

“Education tree”

Teacher divides the tree in two parts. To the 1 part Ss should write what they know about new theme. And an another part they should write what they want to know.

Ss take the cards and writes how many character adjective they know.

And to describe their friends write the characters that they want to know

The aim: develop students thinking skills

Efficiency: helps to know how many adjectives they know and motivate to know more

After writing T tries to answer all the questions and appreciate their work saying “well done”, “Excellent”.

Envelop with shapes

To present vocabulary for household insects

• Direct Ss’ attention to the pictures.

• Play the recording with pauses for Ss to repeat chorally or individually.

Elicit the L1 equivalents.

30 min

To predict the content of a text

• Ask Ss to read the title and the introduction and then elicit the topic of the text.

• Play the recording and Ss listen and follow the text in their books.

• Direct Ss to the Word List to look up the meanings of the words in the Check these words box.

To read for specific information

• Allow Ss time to read the text again and answer the questions.

• Check Ss’ answers.

To check comprehension of a text

• Ss read the text in Ex. 2. Ss close their books and talk in pairs about what they learnt from the text that they didn’t know before.

• Monitor the activity around the class and then ask some Ss to tell the rest of the class their answers.

Play the video. Ss watch it and then do the exercises that accompany it

To listen for specific information

• Explain the task and ask Ss to read through the gapped text about the museum and think about what information may be missing.0 (e.g. 1 noun, 2 noun, 3 number, 4 noun, 5 number, 6 number)

Play the recording. Ss listen and fill the gaps.

End of the lesson.

Reflection

Individual work:

10 min.

“Memory game” method.

Teacher gives Ss paper to check their memory.

Who will write more than 10 that will get excellent smile.

Ss have to write all new words that they have learnt.

Aim:To know how many Ss got the theme.

Efficiency:

Ss can remember the spelling of the adjective

Differentiation:«Conclusion» method is used to finish the lesson.

Feedback:

Smiles

Papers

Smiles

LESSON: Module 1 Lesson 6

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

S2 S6 W2 UE5 UE8

Lesson objectives

All learners will be able to:

use some target language accurately to form questions and in spoken and written production tasks with support

Most learners will be able to:

use most target language accurately to form questions and in spoken and written production tasks with support

Some learners will be able to:

use most target language accurately to form questions and in spoken and written production tasks with little support

Previous learning

basic uses of imperative forms / insect vocabulary from previous lesson

Plan

Part of the lesson/

Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warming-up

Whole class

5 мин.

Organization moment :

1.Greeting.

2. Organization moment.

Teacher shows students a lot of picture with different faces.

Ss looking at the picture describe their actions.

Ss says:

Sad

Happy

Ugly person

Angry

Etc.

The aim: recall adjectives to understand the new theme

Efficiency: remember better the meaning of the adjectives

Feedback:

T prays Ss using the method “Humburger”.

“wishes

Comments, wishes”.

White board

Pictures

30 min

To present the imperative

• Draw Ss’ attention to the table and elicit how the imperative is formed (with the verb but without the subject. The negative imperative is formed with Do not/Don’t and the verb).

• Write the following on the board to explain the use of the imperative.

– Be quiet! (order)

– Fold the paper in half. (instruction)

– Have a biscuit. (offer)

– Call me later, please. (request)

To practise the imperative

• Explain the task. Ss complete it.

• Check Ss’ answers on the board.

To find information about insects and present it to the class

• Explain the task. Ask Ss how much they know about insects.

• Ask Ss to work in groups and look up information on the Internet using the key word in the search bar or in encyclopaedias / other reference books. Tell Ss that they can use the website suggested on the Express Publishing website to help them.

Ask various groups of Ss to present their work to the class.

To prepare a quiz about insects and play it with the class

• Explain the task. Ask Ss to prepare a series of quiz questions.

Ss work in groups. They decide who will do the research, who will write the questions and who will type them up and design the quiz layout.

End of the lesson.

Reflection

10 min

“About me” method.

T says them to say one sentence using like, doesn’t like, hate, love

Ss have to say about themselves choosing one of them.

Aim:analyze their understanding using this method.

Efficiency:

Interest them to say about themselves

Feedback:

“Two stars, one wish”

Whiteboard

LESSON: Module 1 Lesson 7

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L5 L7 S2 S5 S6 S7

Lesson objectives

All learners will be able to:

take part in some exchanges using some target language accurately and intelligibly and identify some target information in listening task

Most learners will be able to:

take part in a range of exchanges using most target language accurately and with some appropriate intonation and identify most target information in listening task

Some learners will be able to:

take part in a range of exchanges using most target language accurately and with clear intonation and identify all target information in listening task

Previous learning

some awareness of question intonation

Plan

Part of the lesson/

Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Whole class

5 мин.

Organization moment :

1.Greeting.

2. Organization moment.

“Telling the time”

T shows Ss a clock to ask times.

• What is the time, please?

• It’s … .

Teacher shows video about time.

Ss respond if possible and say the time.

Use the table and the clock faces to ask each other the time.

The aim: recall the time to speak about friend’s table time.

Efficiency: Ss looking at clock remember the time

better .

After writing T tries to answer all the questions and appreciate their work saying “well done”, “Excellent”.

White board

Clock

To identify the situation and speakers in a dialogue

Ask Ss to read the first exchange and elicit answers to the questions in the rubric.

To identify the context of a dialogue and practise pronunciation/intonation

• Explain the task. Ss read the sentences and say what they think the dialogue is about (talking about someone’s room and things).

• Play the recording. Ss listen and check.

To practise intonation

Play the recording with pauses for Ss to repeat the sentences chorally or individually. Elicit the L1 equivalents.

30 min

To listen for specific information

Play the recording. Ss listen and follow the dialogue in their books and mark the statements. Check Ss’ answers.

To learn synonymous phrases

Read the phrases aloud. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class.

To act out a dialogue

• Play the recording for Ex. 3 again. Divide the class into groups of three and ask them to take roles and read the dialogue aloud.

Monitor the activity around the class and ask some groups to read the dialogue aloud in front of the class.

To practise role-playing

• Explain the situation.

• Remind Ss that they can use the dialogue in Ex. 3 s a model as well as any ideas of their own to complete the task. Encourage Ss to try and be original and not just copy the dialogue.

Ss complete the task in pairs. To help Ss, draw the following diagram (See T’s Book) on the board and elicit appropriate phrases Ss should use. Write them on the board. Ss can refer to the diagram while doing the task.

End of the lesson.

Reflection

Individual work:

10 min.

Teacher shows times

1.30

04.15.

10.10

05.35

18.45

20.00

And asks them use these times to make a suggestion to meet with their friends.

Ss say the time and compile short sentences.

Aim: review the new theme

Efficiency:

Corrects themselves listening others

Feedback:

Smiles

Papers

Smiles

LESSON: Module 1 Lesson 8

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

C1 C6 C8 R2 W1

Lesson objectives

All learners will be able to:

identify some specific information in texts and research and write short organised text using some of their own words

Most learners will be able to:

identify most specific information in texts and research and write short organised text using a range of their own words

Some learners will be able to:

identify all specific information in texts and research and write more extended organised text using a range of their own words

Previous learning

basic vocabulary of geographical location / features of buildings

Plan

Part of the lesson/

Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Whole class

5 мин.

Organization moment :

1.Greeting.

2. Organization moment.

Teacher shows pictures Ss about qualities of people.

Fun

Kind

Friendly

Honest

Helpful

Loyal

And asks them, which words describes them. Say only one word.

Ss repeat the qualities and choose one of them to describe themselves.

The aim: explain them to respect each other by their good qualities

Efficiency: Ss understand whatever is it, respect each other.

Feedback:

“Smiles”

White board

30 min

To stimulate interest in the topic and listen and read for specific information

• Refer Ss to the pictures and ask Ss to tell you what they know about these landmarks. Elicit answers and ask Ss to tell you what information they would like to know about them and write it on the board (e.g. Where are they located? What are they made of? When were they built?)

• Play the recording. Ss listen and follow the texts in their books and find the answers to their questions.

Direct Ss to the Word List to look up the meanings of the words in the Check these words box.

To read for specific information

• Ss read the questions and then read the text again and answer them.

• Check Ss’ answers.

To consolidate information from a text

• This task may be completed with books closed or open.

• Elicit sentences from various Ss around the class.

Play the video. Ss watch it, then do the exercises that accompany it.

To write about a special building in your country

• Explain the task and brainstorm with Ss about special landmarks in your country they may know about.

• Assign the task as HW and tell Ss to work in pairs and collect information about a building/landmark using the Internet, encyclopaedias or other reference books and use it to write a short paragraph.

Remind Ss to include the name, location and special features and ask Ss to stick a picture to decorate their piece of writing.

End of the lesson.

10 min

To create a poster on special buildings in the country

Ss work in groups. They find pictures of special buildings and landmarks in their country. Then, they design and layout a poster using these materials. Ss display their posters to the class.

LESSON: Module 1 Lesson 9

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

C8 R1 W6 W7

Lesson objectives

All learners will be able to:

identify some specific information in reading text and use some target vocabulary and structure accurately in writing task with support

Most learners will be able to:

identify most specific information in reading text and use most target vocabulary and structure accurately in production tasks with support

Some learners will be able to:

identify all specific information in reading text and use most target vocabulary accurately in writing task with little support

Previous learning

basic vocabulary for buildings/facilities / simple comparatives and superlatives

Plan

Part of the lesson/

Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Whole class

5 мин.

Organization moment :

1.Greeting.

2. Organization moment.

Teacher explains about celebrations of countries. Shows a lot of demonstrations to discuss in class.

Ss discuss the celebrations and say the dates of the celebrations.

The aim: to summarize discussion to find the theme of the lesson

Efficiency: Ss brainstorm about celebrities and dates.

Feedback:

“Two stars, a wish”

White board

30 min

To predict the content of a text

• Direct Ss’ attention to the picture and tell them that this is the London Eye.

• Elicit the meaning of Design & Technology (a school subject that covers all forms of art) and explain that some buildings/ structures can be considered a work of art because of their unusual design.

• Explain the task and allow some time to read through the statements and decide which are true and which are not.

Play the recording. Ss listen and follow the text in their books and check if they were correct.

To check comprehension of a text by using target vocabulary to expand the topic

• Explain the task and allow Ss time to read the text again.

• Direct Ss to the Word List to look up the meanings of the words in the Check these words box.

• Read the example aloud and then elicit sentences from Ss around the class.

Play the video. Ss watch it, then do the exercises that accompany it.

To write a short text about a strange structure/building

• Explain the task and ask Ss to look up information on the Internet using the key phrase in the search bar or in encyclopaedias/other reference books.

• Remind them to answer the questions in the rubric.

• Ss work in groups and write a short text using the information they collected.

Encourage Ss to stick a picture to illustrate their piece of writing.

End of the lesson.

Reflection

Individual work:

10 min.

“What I know, knew, want to know” method

Teacher gives Ss cards.

Teacher knows what they know about knew theme.

Ss complete the table

Aim: reflect Ss knowledge for whole unit.

Efficiency:

Ss revise the information step by step.

Feedback:

Smiles

Papers

Smiles

LESSON: Module 1 Lesson 10

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

R1 R2 W1 W7

Lesson objectives

All learners will be able to:

identify some main ideas and specific information in the text and write an email with some appropriate features of style and organisation with support

Most learners will be able to:

identify most main ideas and specific information in the text and write an email with a range of appropriate features of style and organisation with support

Some learners will be able to:

identify all main ideas and specific information in the text and write an email with a range of appropriate features of style and organisation with little support

Previous learning

basic outline features of and email / basic linking in extended writing

Plan

Part of the lesson/

Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Whole class

10 мин.

Organization moment :

1.Greeting.

2. Organization moment.

Dividing into 3 groups by professions.

An ecologist, a farmer, a geologist.

Warm up. Stay in a circle. Name a virtual place on the Earth where you would like to be (the mountain, the forest, the sea….)

Who chose the mountain – they are group “geologist”.

Who chose the sea – they are group “ecologist”.

Who chose the forest – they are group “farmer”.

First Ss will choose the cards then open the cards. After teacher’s instruction they will sit places where teacher prepared.

The aim: make them to imagine where they want to go.

Efficiency: this method is quicker way to divide in groups.

Feedback:

“The praise” method is used to motivate Ss.

“Well done, very well”

Cards with group names..

30 min

To predict the content of a text

• Ask Ss to read the first sentence in each paragraph and elicit what they think the email is about.

• Allow Ss some time to read the whole email and check their answers.

Direct Ss to the Word List to look up the meanings of the words in the Check these words box.

To understand the topic of each paragraph in a text

• Read the Study Skills box aloud.

• Allow Ss time to read the text again and elicit which paragraphs match the topics in the rubric.

To personalise the topic and talk about your house

• In pairs Ss ask and answer the questions.

• Ask various Ss to report back to the class on their house to check Ss’ answers.

To write an informal email about your house (plan, write and check sentences with support)

Explain the task and tell Ss they can use their answers from Ex. 3 to help them. Point out that Ss should follow the plan to write their email.

Ss complete the task in class or it may be assigned as HW. Point out that Ss can use prepositions of place to add to their description and make it more interesting. Also, encourage Ss to use adjectives such as big, small, etc.

Ending the lesson

5 min

As an extension give Ss the text in the Suggested Answer Key without paragraphs or putting the paragraphs in a muddled order. Ask Ss to find where each paragraph starts/ends and to put the sentences/paragraphs in the correct order.

Ss try to write without mistakes.

Aim: compose all thoughts and develop memory skills

Efficiency:

Ss learn think quickly and recall the grammar.

Feedback:

“Three facts”

method

Papers

Cards

LESSON: Module1 Lesson 11

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

C10 S3 S6 R1 R6 W3 W8

Lesson objectives

All learners will be able to:

use some language from the module to express views and write some relevant questions accurately

Most learners will be able to:

use a range of language from the module to express views and write a range of relevant questions accurately

Some learners will be able to:

use a wide range of language from the module to express views and write a range of relevant questions accurately

Previous learning

expressing likes and dislikes / basic subject and object question structures

Plan

Part of the lesson/

Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Group work

10 мин.

Organization moment :

1.Greeting.

2. Organization moment.

T divides students into 3 groups by method “Mosaic”.

1. Friends

2. Professions

3. Jobs

Teacher cuts the text. Ss should reorder the topic. Then answer the questions.

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.

1. Where are lives the farmers?

2. How does he work?

3. What they grow up?

Ss sit on their group.

Reorder the topic.

And answer the questions.

The aim: interest in learning some new topics

Efficiency: brainstorm their knowledge.

Feedback:

“The praise” method is used to motivate Ss.

“Well done, very well”

Descriptor:

• Reorder the text

• Read the text

• Answer the questions

1 point

Cards

White board with questions

30 min

To discuss values and express own points of view.

Ask learners to discuss statements and quotations

To test knowledge learnt in this module

• Explain the task. Allow Ss some time to read the sentences and decide whether each one is true or false.

Alternatively, you may allow Ss to review the module and find the relevant information to help them. Check Ss’ answers.

To write a quiz

• Explain the task and allow Ss time to look through Module 1 and think of quiz questions in pairs.

• Tell Ss they can use the quiz in the previous task as a model. Offer an example. e.g. The London Eye is in Windsor. (F)

Ss swap their quizzes with another pair and do it and then report back to the class.

To read for coherence and cohesion; to understand the author’s purpose

• Explain the task and elicit the meanings of the words in the list.

Allow Ss some time to read through the song and fill in the missing words. Play the recording. Ss listen and check their answers.

To read for information; to understand purpose

• Allow Ss some time to talk amongst themselves in pairs and think about the question. Ask various Ss around the class to say why home is important to the singer.

To personalise the topic

• Ask Ss to give a reason why they like their homes.

• Ask Ss to complete the sentence from their own point of view.

Elicit answers from Ss around the class.

End of the lesson.

Reflection

5 min.

Teacher use the T/F quiz test to reflect the lesson.

Ss swap quizzes with another group and do the quiz.

Ss do the quiz and after finishing evaluate the another group.

Aim: develop thinking skills

Efficiency:

Learn evaluate each other.

Feedback:

“selfassessment”

Method

Thumbs up, thumbs down

Papers

Cards

LESSON: Module 2 Lesson 1

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

R2 L5 W3 S7 C6

Lesson objectives

All learners will be able to:

identify some specific information from the text and use some target vocabulary to describe some things about themselves and others accurately in response to prompts and in production tasks

Most learners will be able to:

identify most specific information from the text and use some target vocabulary to describe some things about themselves and others accurately in response to prompts and in production tasks

Some learners will be able to:

identify all specific information from the text and use a range of target vocabulary to describe some things about themselves and others accurately in response to prompts and in production tasks

Previous learning

use of ‘has/have got’

Plan

Part of the lesson/

Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Group work

5 мин.

Organization moment :

1.Greeting.

2. Organization moment.

Crossword

Now children you must guess what profession is it?

1. Someone who drives a plane

2. Someone who drives a car

3. Someone who works and builds houses

4. Someone who teaches students

5. Someone who sing a song

6. Someone who treats a patient

7. Someone who dances

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 “……”

Ss will guess the professions.

And complete the crossword.

The aim: improve Ss mental health when fill the white squares with letters, forming words or phrases, by solving clues, which lead to the answers.

Efficiency can improve vocabulary mastery of the students and important role for the study in their field of study. 

Feedback:

“Thumbs up, Thumbs down” method is used to motivate Ss.

Descriptor:

• Define the profession

• Complete the crossword

1 point

Cards

White board with questions

30 min

What’s in this module?

Read the title of the module Living things! and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module.

To present vocabulary for personal things

• Draw Ss’ attention to the pictures and play the recording. Ss listen and repeat chorally or individually.

Elicit the L1 equivalents from various Ss.

To read for specific information

• Elicit the meaning of living and non-living and ask Ss to categorise the words into each type.

• Give Ss time to complete the task.

• Check Ss’ answers.

To listen for specific information

Explain the task and play the recording. Ss listen and fill in what Peter has and hasn’t got. Check Ss’ answers.

To personalise the topic

Ask Ss to look at the pictures again and complete the sentences with what they have/haven’t got. Ask some Ss to read their sentences aloud.

End of the lesson.

Reflection

5 min.

Teacher puts cards with a blue apples, yellow apples and red apples.

Ss have to choose one of them and stick to the tree.

Ss choose the apples and stick to the tree

Aim: develop self assessment skills

Efficiency:

Easy way to define Ss understanding the theme.

Tree assessment

Blue apple – I learned a lot today

Yellow apple – I like/ I don’t like

Red apple – I still have questions

Papers

Cards

LESSON: Module 2 Lesson 2

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

R1 R2 S7 L5

Lesson objectives

All learners will be able to:

identify some specific information in reading text and use some target vocabulary accurately in production tasks with support

Most learners will be able to:

identify most specific information in reading text and use most target vocabulary accurately in production tasks with support

Some learners will be able to:

identify all specific information in reading text and use most target vocabulary accurately in production tasks with little support

Previous learning

basic adjectives for describing physical and facial appearance

Plan

Part of the lesson/

Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Individual work

5 мин.

Organization moment :

1.Greeting.

2. Organization moment.

If I were …

Teacher puts middle of the desks a lot of cards with short uncompleted sentences.

If I am a doctor what I do …

Ss should continue.

For example:

If I am a doctor I help to old people.

Ss listen to the teacher instruction. And play the game following the instruction.

The aim: improve speaking skills and say really opinions about their wishes.

Efficiency remember and know what people need from some professions .

Feedback:

“Smiles” method is used to motivate Ss.

“Very good’

“Very well”

Cards

30 min

To predict the content of a text

Direct Ss’ attention to the picture and ask if they recognise the man/character, then read the names in the list aloud.

Play the recording. Ss listen and follow the text in their books. Elicit answers to the questions in the rubric then direct Ss to the Word List to look up the meanings of the words in the Check these words box.

To read for specific information

• Allow Ss time to read the text again and answer the questions.

• Check Ss’ answers.

• Play the video. Ss watch and listen to consolidate the material.

To recall information from a text

• Allow Ss a minute to read the text, then close their books and try and remember two things from the text.

Elicit a variety of answers from Ss around the class.

To present adjectives related to appearance

• Draw Ss’ attention to the words and play the recording. Ss listen and repeat chorally or individually.

Elicit the L1 equivalents from various Ss miming the meaning of each word. Refer Ss to the Word List to find the meanings of the adjectives, if necessary.

To present vocabulary for the parts of the body

• Draw Ss’ attention to the picture of Merlin and the indicated body parts. Play the recording. Ss listen and repeat chorally or individually.

Elicit the L1 equivalents from various Ss.

End of the lesson.

Reflection

10 min.

Teacher at the end of lesson asks Ss do they understand the lesson?

Ss show their fingers.

And teacher knows their level of understanding.

Ss show their fingers.

Aim: teach to assess themselves.

Efficiency: students will really assess themselves

Feedback:

“Five fingers”

thumb- It was meaningful and interesting for Ss…

Index finger – Today I have realized …

Middle finger – It was difficult for me to …

Ring finger – my assessment is … because …

Little finger – I would like to know …

White board

LESSON: Module 2 Lesson 3

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

R2 L6 S1 S6 W3

All learners will be able to:

identify some specific information in reading text and use some target vocabulary accurately in production tasks with support

Most learners will be able to:

identify most specific information in reading text and use most target vocabulary accurately in production tasks with support

Some learners will be able to:

identify all specific information in reading text and use most target vocabulary accurately in production tasks with little support

Previous learning

basic facial, physical and character description adjectives

Plan

Part of the lesson/

Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

10 мин.

Organization moment :

1.Greeting.

2. Organization moment.

Teacher shows words according to the theme.

Voice

Music

Different

Language

Film

And ask Ss what profession are we going to read?

And explain the translation of words.

Ss answer chorally.

Singer.

Ss write down the words.

The aim: develop vocabulary skills

Efficiency: one of the effective way to learn new vocabulary

Feedback:

“The praise” method is used to motivate Ss.

“Very good’

“Very well”

“Good job”

“Excellent”

Cards

White board

30 min

Matching descriptions to characters

Draw Ss’ attention to the cartoon characters and elicit short descriptions of each one to aid understanding of the task.

Read the rubric and allow Ss time to complete the task in pairs. Check Ss’ answers.

To listen for specific information

• Play the recording. Ss listen and identify which characters John talks about.

Check Ss’ answers.

To practise describing appearance

• Ask various Ss around the class to choose one of the characters on this page from Shrek III and describe him/her.

• Point out that descriptions usually start with general features (such as size, height or age) and then move on to more specific details (such as hair and eye colour) after that.

• Check Ss’ answers. Evaluate their presentation.

• Think about: grammar/syntax mistakes, cohesion, pace, rapport with audience.

• Play the video. Ss watch and listen to consolidate the material.

To write about your favourite cartoon character

• Explain the task and tell Ss to use the vocabulary from this unit and the verb ‘have got’.

• Allow time for Ss to complete the task in class or assign as HW.

Remind Ss to decorate their writing with a picture.

End of the lesson.

Reflection

5 min.

Teacher at the end of lesson asks Ss do they understand the lesson?

Ss show their fingers.

And teacher knows their level of understanding.

Ss show their fingers.

Aim: teach to assess themselves.

Efficiency: students will really assess themselves

Feedback:

“Five fingers”

thumb- It was meaningful and interesting for Ss…

Index finger – Today I have realized …

Middle finger – It was difficult for me to …

Ring finger – my assessment is … because …

Little finger – I would like to know …

White board

LESSON: Module 2 Lesson 4

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

UE4 S1 S4

Lesson objectives

All learners will be able to:

use and pronounce some target language accurately in response to prompts and in controlled tasks with support

Most learners will be able to:

use and pronounce most target structures accurately in response to prompts and in controlled tasks with support

Some learners will be able to:

use and pronounce most target structures accurately in response to prompts and in controlled tasks with little support

Previous learning

basic uses of a/some/any has got / have got

Plan

Part of the lesson/

Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

5 мин.

Organization moment :

1.Greeting.

2. Organization moment.

T stands middle of the class and says: “If I go to market, I will bye a chocolate”

My dears, can you say me, “If you go to Astana, where will you visit?”

Ss answer questions as possible.

The aim: this method improve Ss self-confidence in front of people.

Efficiency: ss practice the if clauses before beginning the lesson.

Feedback:

“The praise” method is used to motivate Ss.

“Very good’

“Very well”

“Good job”

“Excellent”

Cards

White board

30 min

To present the verb ‘have got’

• Ss close their books. Present the verb have got.

• Point to your eyes and say: I have got blue eyes.

• Then write it on the board.

• Repeat using the rest of the affirmative forms.

• Drill Ss. Give prompts. Ss make sentences using have/has got.

• Point to your nose and say: I have got a small nose.

• I haven’t got a big nose. Write the negative form on the board and underline haven’t got. Give examples in all forms.

• Point to a S and ask Has Serik got small ears? (Yes, he has.) Ask: Has Serik got big ears? (No, he hasn’t.)

• Write these on the board and underline has got (interrogative), Yes, he has. / No, he hasn’t.

• Explain that the last two sentences are short answers. Elicit from Ss how short answers are formed (Yes + personal pronoun/noun + have/has – No + personal pronoun/noun + haven’t/hasn’t).

Ss open their books and read the table.

To practise the verb ‘have got’

• Explain the task and point out that the pictures show characters from Star Wars.

• Allow time for Ss to complete the task. Check Ss’ answers.

Play the video. Ss watch and listen to consolidate the material.

To practise ‘have got’ in the affirmative and negative

• Explain the task. Ss make sentences.

• Monitor the activity around the class and then ask some Ss to share their sentences with the rest of the class.

To practise the interrogative form of the verb ‘have got’

• Explain the task. Ss do the task.

• Monitor the activity around the class, then ask some

• Ss to ask and answer the questions aloud.

To practise the interrogative form of the verb ‘have got’ and short answers

• Explain the task and read out the example.

Ss do the task in closed pairs.

End of the lesson.

Reflection

10 min.

“Three facts”

If ….. the plants die.

When I get sick I go to the …. .

If it snows the …. is fresh.

Ss try quickly find the missing words

Aim: reflect Ss knowledge about grammar.

Efficiency: students will start correctly use grammar

Feedback:

“Two stars, a wish”

White board

Cards

LESSON: Module 2 Lesson 5

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

UE1 UE3 S1 W7

Lesson objectives

All learners will be able to:

use and pronounce some target language accurately in response to prompts and in controlled tasks with support

Most learners will be able to:

use and pronounce most target structures accurately in response to prompts and in controlled tasks with support

Some learners will be able to:

use and pronounce most target structures accurately in response to prompts and in controlled tasks with little support

Previous learning

basic uses of possessive adjectives / possessive and demonstrative pronouns

Plan

Part of the lesson/

Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Warn up

5 мин.

Organization moment :

1.Greeting.

2. Organization moment.

“Body to body” method

Ss stand in a circle.

Count from 1 to 7.

Number 1. They are one pair.

Number 2. They are one pair. So on

First T explain the instruction.

Ss should follow the instruction

Ss play following the instruction.

Head to head

Ears to ears

The aim: fairness way to divide Ss and give good atmosphere to work.

Efficiency: energizes Ss to begin the lesson with good mood.

Feedback:

“The praise” method is used to motivate Ss.

“Very good’

“Very well”

“Good job”

“Excellent”

Cards

White board

30 min

To present possessive adjectives/pronouns and consolidate through translation