Short-term plan unit: Unit1All about me

School:

Date:

Teacher name:

Grade: 2

Theme of the lesson:

Hello again!

Learning objectives(s) that this lesson is contributing to

Lesson objectives

All LWABT

Recognise some names of food and read them with teachers support

Name the words about food

Listen and identify names of food

Showing their understanding

Answer all questions What’s in it with some support

MOST LWABT

Name some words about food

Answer all questions What’s in it without support

SOME LWABT

Read all words about food without support

Ask other and another the questions What’s in it without support

Assessment criteria

Value links

Health showing respect for other cultures and views

Cross curricular links

Kazakh language and literature, Russian language and literature (naming things in Kazakh, Russian and English)

ICT skills

Ppt -By teacher, interactive websites

Previous learning

Story time – Practice the phrases: The witch has a black cat, not a white dog.

Revision of the words – colours, nature vocabulary, animals.

Plan

Planned timings

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

Resources

Beginning

7. min

Get students ready to the class by greeting them, asking questions about their feelings.

Hello! How are you today?

Warm up activity. T should divide Ls into 2 groups using two pictures with ice cream and chocolate.

• T gives to each group half of the cards of the food and make them find the other half and guess what the pictures are. T will encourage Ls to name them in Kazakh /Russian language

(bread, soup, fish, ice cream, chocolate, chips, pizza, cheese)

Tell the learners about what they are going to do today:

• So let’s count how many words do you have?

One, two, three …. eight, and today we will learn 8 new words.

Cards

Middle

5 minutes

3 mins

5 mins

5-7 mins

5 mins

1. Teacher drills pronunciation of the words correctly. Once they repeat after the T, then they repeat individually.

2. SONG. Do you like …? Listen to the song and repeat the gestures teacher shows. Then sing and dance the song together.

3. Drill the sentences prompts I like \ I don’t like

Go back to the PPT and make up sentences together with students.

• Do you like….? Yes, I do. It’s yummy

• Do you like ….? No, I don’t. It is yucky!

4. Pair work. T will invite one L and model to the class the next activity.

Ls have cards with new words. They should ask their partner using these cards.

Do you like….? Yes, I do. It’s yummy

Do you like ….? No, I don’t. It is yucky! T will go around the class and listen their conversation.

5. Speaking (FA) Before starting the activity T will show Ls how to do it.

Call a student to go to the board. There will be all the cards in a box or in a basket. L will take one card and say the sentence: I like …./ I don’t like…

For example: I like ice cream. I don’t like cheese.

(differentiation) Teacher keeps the conversation by asking questions: Is it yummy or yucky?

Peer assessment: others listen when somebody says a sentence and corrects or helps to say. Choose one more able student to assess others by giving a sticker. But the teacher makes the final decision.

PPT

PPT/cards

flashcards

rubrics

End

3 minutes

2 mins

Feedback

T asks learners a word in their native language, Ls have to show it.

Home task – learn the words (cards, make sentences)

Additional information

Differentiation – struggling learners will be given more prompts to help them speak. More able learners will be encouraged to make their speaking more complex.

For less able students the instructions will be repeated several times with using gestures

More able students tick and show the actions to others

Assessment - by the teacher, self assessment may be done by the students as the teacher asks questions about what they have learnt when they draw and do crafting. Also the result of the flower will show which words they remember

Short-term plan unit:Unit 1: Home and away:

School:

Date:

Teacher name:

Grade: 5

Theme of the lesson:

Weather and climate 1

Learning objectives(s) that this lesson is contributing to

5.L1understand a sequence of supported classroom instructions

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

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

5.R5deduce meaning from context in short texts on a limited range of familiar general and curricular topics

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

5.R1 understand the main points in a limited range of short simple texts on general and curricular topics

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

5.W6 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics

5.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics

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

Lesson objectives

All LWABT

Recognise some words of weather and read them with teachers support

Name the words about weather

Listen and identify words of weather showing their understanding

Answer all questions What is the weather like today? in it with some support

MOST LWABT

Name some words about weather

Answer all questions What is the weather like today? in it without support

SOME LWABT

Read all words about weather without support

Ask other and another the questions What is the weather like today? in it without support

Assessment criteria

Language objectives

• Figure out the content of a short text with some support;

Use main regular and irregular adverbs and their comparative forms, adverbs of frequency and adverbs of definite time accurately;

• Connect sentences into paragraphs with basic connectors with some support.

Words about weather: sunny……..windy

Language for dialogue: What is the weather like today?

Is it rainy?

Was it rainy yesterday?

Value links

• communicative abilities

Cross curricular links

Natural science

ICT skills

Ppt -By teacher, interactive websites

Previous learning

Cities and countries

Plan

Planned timings

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

Resources

Beginning

7. min

Get students ready to the class by greeting them, asking questions about their feelings.

Hello! How are you today? duties, weather

Warm up activity. T should divide Ls into 2 groups using two pictures with ice cream and chocolate.

• T gives to each group half of the cards of the food and make them find the other half and guess what the pictures are. T will encourage Ls to name them in Kazakh /Russian language

(bread, soup, fish, ice cream, chocolate, chips, pizza, cheese)

Tell the learners about what they are going to do today:

• So let’s count how many words do you have?

One, two, three …. eight, and today we will learn 8 new words.

Cards

Middle

5 minutes

3 mins

5 mins

5-7 mins

5 mins

6. Teacher drills pronunciation of the words correctly. Once they repeat after the T, then they repeat individually.

7. SONG. Do you like …? Listen to the song and repeat the gestures teacher shows. Then sing and dance the song together.

8. Drill the sentences prompts I like \ I don’t like

Go back to the PPT and make up sentences together with students.

• Do you like….? Yes, I do. It’s yummy

• Do you like ….? No, I don’t. It is yucky!

9. Pair work. T will invite one L and model to the class the next activity.

Ls have cards with new words. They should ask their partner using these cards.

Do you like….? Yes, I do. It’s yummy

Do you like ….? No, I don’t. It is yucky! T will go around the class and listen their conversation.

10. Speaking (FA) Before starting the activity T will show Ls how to do it.

Call a student to go to the board. There will be all the cards in a box or in a basket. L will take one card and say the sentence: I like …./ I don’t like…

For example: I like ice cream. I don’t like cheese.

(differentiation) Teacher keeps the conversation by asking questions: Is it yummy or yucky?

Peer assessment: others listen when somebody says a sentence and corrects or helps to say. Choose one more able student to assess others by giving a sticker. But the teacher makes the final decision.

PPT

PPT/cards

flashcards

rubrics

End

3 minutes

2 mins

Feedback

T asks learners a word in their native language, Ls have to show it.

Home task – learn the words (cards, make sentences)

Additional information

Short-term plan unit: Unit1All about me

School:

Date:

Teacher name:

Grade: 2

Theme of the lesson:

Hello again!

Learning objectives(s) that this lesson is contributing to

Lesson objectives

All LWABT

Recognise some names of food and read them with teachers support

Name the words about food

Listen and identify names of food

Showing their understanding

Answer all questions What’s in it with some support

MOST LWABT

Name some words about food

Answer all questions What’s in it without support

SOME LWABT

Read all words about food without support

Ask other and another the questions What’s in it without support

Assessment criteria

Value links

Health showing respect for other cultures and views

Cross curricular links

Kazakh language and literature, Russian language and literature (naming things in Kazakh, Russian and English)

ICT skills

Ppt -By teacher, interactive websites

Previous learning

Story time – Practice the phrases: The witch has a black cat, not a white dog.

Revision of the words – colours, nature vocabulary, animals.

Plan

Planned timings

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

Resources

Beginning

7. min

Get students ready to the class by greeting them, asking questions about their feelings.

Hello! How are you today?

Warm up activity. T should divide Ls into 2 groups using two pictures with ice cream and chocolate.

• T gives to each group half of the cards of the food and make them find the other half and guess what the pictures are. T will encourage Ls to name them in Kazakh /Russian language

(bread, soup, fish, ice cream, chocolate, chips, pizza, cheese)

Tell the learners about what they are going to do today:

• So let’s count how many words do you have?

One, two, three …. eight, and today we will learn 8 new words.

Cards

Middle

5 minutes

3 mins

5 mins

5-7 mins

5 mins

1. Teacher drills pronunciation of the words correctly. Once they repeat after the T, then they repeat individually.

2. SONG. Do you like …? Listen to the song and repeat the gestures teacher shows. Then sing and dance the song together.

3. Drill the sentences prompts I like \ I don’t like

Go back to the PPT and make up sentences together with students.

• Do you like….? Yes, I do. It’s yummy

• Do you like ….? No, I don’t. It is yucky!

4. Pair work. T will invite one L and model to the class the next activity.

Ls have cards with new words. They should ask their partner using these cards.

Do you like….? Yes, I do. It’s yummy

Do you like ….? No, I don’t. It is yucky! T will go around the class and listen their conversation.

5. Speaking (FA) Before starting the activity T will show Ls how to do it.

Call a student to go to the board. There will be all the cards in a box or in a basket. L will take one card and say the sentence: I like …./ I don’t like…

For example: I like ice cream. I don’t like cheese.

(differentiation) Teacher keeps the conversation by asking questions: Is it yummy or yucky?

Peer assessment: others listen when somebody says a sentence and corrects or helps to say. Choose one more able student to assess others by giving a sticker. But the teacher makes the final decision.

PPT

PPT/cards

flashcards

rubrics

End

3 minutes

2 mins

Feedback

T asks learners a word in their native language, Ls have to show it.

Home task – learn the words (cards, make sentences)

Additional information

Differentiation – struggling learners will be given more prompts to help them speak. More able learners will be encouraged to make their speaking more complex.

For less able students the instructions will be repeated several times with using gestures

More able students tick and show the actions to others

Assessment - by the teacher, self assessment may be done by the students as the teacher asks questions about what they have learnt when they draw and do crafting. Also the result of the flower will show which words they remember

Short-term plan unit:Unit 1: Home and away:

School:

Date:

Teacher name:

Grade: 5

Theme of the lesson:

Weather and climate 1

Learning objectives(s) that this lesson is contributing to

5.L1understand a sequence of supported classroom instructions

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

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

5.R5deduce meaning from context in short texts on a limited range of familiar general and curricular topics

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

5.R1 understand the main points in a limited range of short simple texts on general and curricular topics

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

5.W6 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics

5.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics

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

Lesson objectives

All LWABT

Recognise some words of weather and read them with teachers support

Name the words about weather

Listen and identify words of weather showing their understanding

Answer all questions What is the weather like today? in it with some support

MOST LWABT

Name some words about weather

Answer all questions What is the weather like today? in it without support

SOME LWABT

Read all words about weather without support

Ask other and another the questions What is the weather like today? in it without support

Assessment criteria

Language objectives

• Figure out the content of a short text with some support;

Use main regular and irregular adverbs and their comparative forms, adverbs of frequency and adverbs of definite time accurately;

• Connect sentences into paragraphs with basic connectors with some support.

Words about weather: sunny……..windy

Language for dialogue: What is the weather like today?

Is it rainy?

Was it rainy yesterday?

Value links

• communicative abilities

Cross curricular links

Natural science

ICT skills

Ppt -By teacher, interactive websites

Previous learning

Cities and countries

Plan

Planned timings

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

Resources

Beginning

7. min

Get students ready to the class by greeting them, asking questions about their feelings.

Hello! How are you today? duties, weather

Warm up activity. T should divide Ls into 2 groups using two pictures with ice cream and chocolate.

• T gives to each group half of the cards of the food and make them find the other half and guess what the pictures are. T will encourage Ls to name them in Kazakh /Russian language

(bread, soup, fish, ice cream, chocolate, chips, pizza, cheese)

Tell the learners about what they are going to do today:

• So let’s count how many words do you have?

One, two, three …. eight, and today we will learn 8 new words.

Cards

Middle

5 minutes

3 mins

5 mins

5-7 mins

5 mins

6. Teacher drills pronunciation of the words correctly. Once they repeat after the T, then they repeat individually.

7. SONG. Do you like …? Listen to the song and repeat the gestures teacher shows. Then sing and dance the song together.

8. Drill the sentences prompts I like \ I don’t like

Go back to the PPT and make up sentences together with students.

• Do you like….? Yes, I do. It’s yummy

• Do you like ….? No, I don’t. It is yucky!

9. Pair work. T will invite one L and model to the class the next activity.

Ls have cards with new words. They should ask their partner using these cards.

Do you like….? Yes, I do. It’s yummy

Do you like ….? No, I don’t. It is yucky! T will go around the class and listen their conversation.

10. Speaking (FA) Before starting the activity T will show Ls how to do it.

Call a student to go to the board. There will be all the cards in a box or in a basket. L will take one card and say the sentence: I like …./ I don’t like…

For example: I like ice cream. I don’t like cheese.

(differentiation) Teacher keeps the conversation by asking questions: Is it yummy or yucky?

Peer assessment: others listen when somebody says a sentence and corrects or helps to say. Choose one more able student to assess others by giving a sticker. But the teacher makes the final decision.

PPT

PPT/cards

flashcards

rubrics

End

3 minutes

2 mins

Feedback

T asks learners a word in their native language, Ls have to show it.

Home task – learn the words (cards, make sentences)

Additional information