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алып, шаблонда аталған тармақтар міндетті болып табылады, алайда
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қажеттілігіне қарай қосымша тармақтар қоса алатын мүмкіндігі бар
екенін ескерткен.
Сондықтан да ҚМЖ-ны барынша ауқымды етіп, міндетті тармақтарға
қосымша тармақтарды қосып жоспарладық.
 Unit 1: Home and away
School №3
Term 1, Lesson 2: Homes

Date:05.09.17- 5 «G» Teacher name: Gofman I.A.

07.09.17 – 5 «V»

CLASS: 5 G,V Number present: absent:

Learning 5.C9 use imagination to express thoughts, ideas, experiences and feelings
objective(s) that 5.L1understand a sequence of supported classroom instructions
this lesson is 5.S1 provide basic information about themselves and others at sentence level on an
contributing to increasing range of general topics
5.S6 communicate meaning clearly at sentence level during, pair, group and whole class
exchanges
5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range
of general topics

Lesson objectives All learners will be able to:

 Choose the correct words and practice the dialogue

Most learners will be able to:

 Choose the correct words and practice the dialogue
 Ask and answer questions
Some learners will be able to:
 Choose the correct words and practice the dialogue
 Ask and answer questions
 Make up a dialogue
Language Use numbers
objectives
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being
polite with each other.
Cross curricular Geography
links
ICT skills Projector
Previous learning Home and away

Plan

Planned Planned activities Resources

timings

Beginning Greeting.
Setting the aim of the lesson PPT
2 min Pre-learning

3min Hang up three different posters (example - one of a yurt, one

of a skyscraper, one of a cottage) in the three corners of the
classroom. Tell students to choose one corner to stand in, and
talk about why they chose that poster. Why do people use
different houses

Middle Activity 1 (W, I) Draw a house on board. Brainstorm words Audio CDs
10 min learners know about houses. How many words do learners
know? Project about 10 pictures of different homes in Internet material
12 min Kazakhstan on board and number them 1- 10. Learners make
links between any two homes orally e.g. 3 and 6 have got big
 doors. 4 and 7 have got three floors. 2 and 9 have got small
gardens. 1 is a very big house but 8 is a very small house.
Learners write 3 - 6 sentences making links between different
homes. How many different words about homes can they use?

Activity 2 (W, P)Pre-teach or elicit materials homes are made

8 min
of (wood, metal, glass, stone, brick, felt, twigs) Tell learners:
what yurts were made of; their shape; the different types; and
show pictures.

Project picture of two or three different yurts and a

contemporary home on board. Learners point to and say
materials: (wood, metal, glass, stone, brick, felt, twigs) then
say 3 differences between yurt e.g. The yurt is a circle shape
but the new home is a square shape. The yurt has felt walls but
the new home has stone walls. It is made of/ It looks/ It
sounds/ It tastes/ It smells Learners in pairs complete a T-chart
to show differences between two types of homes. They
compare charts with another pair.

Activity 3 Skills: Use of English (I, P, f)Write a word bank on

board for learners to label then write about their homes. (e.g.
apartment, house; bedroom, bathroom, kitchen, dining room,
living room, roof wall, window, door; small, big, beautiful)
Learners use blank A4 paper to draw and label their home.
They use the word bank to check if they can use all words.
Compare with a partner. Is their spelling correct? Ask learners
to underline any word they think is difficult to say on their
drawing e.g. window. Check pronunciation of all words.

End Feedback: Learners give their own opinion on the learnt

3 min material
Homework: Draw your bedroom

Additional information

Differentiation – how do Assessment – how are you Cross-curricular links

you plan to give more planning to check learners’
support? How do you plan learning?
to challenge the more able
learners?

More-abled students support Feedback on the work Geography

less-abled students Students write a telegram
More-abled learners can to the teacher in which
they describe what they
make up a dialogue.
understood and what was
difficult for them
Reflection
Were the lesson
objectives/learning
objectives realistic?
What did the learners
learn today?
What was the learning
atmosphere like?
Did my planned
differentiation work
well?
Did I stick to timings?
What changes did I make
from my plan and why?

Summary evaluation

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

1:

2:

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

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?
 Unit 1: Home and away
School №3
Term 1, Lesson 3: Language Focus.
Meeting people

Date:06.09.17- 5 «G» Teacher name: Gofman I.A.

08.09.17 – 5 «V»

CLASS: 5 G,V Number present: absent:

Learning 5.L1understand a sequence of supported classroom instructions

objective(s) that 5.UE11 use be on a limited range of familiar general and curricular topic
this lesson is 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range
contributing to of general topics
5.W1 plan, write, edit and proofread work at text level with support on a limited range of
general and curricular topics
5.W2 write with support a sequence of short sentences in a paragraph on a limited range
of familiar general topics

Lesson objectives All learners will be able to:

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

Most 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

Some 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
 Practice the dialogue
Language Use the verb be: singular affirmative
objectives
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being
polite with each other.
Cross curricular Geography
links
ICT skills Projector
Previous learning Homes
 Plan

Planned Planned activities Resources

timings

Beginning Greeting.
Setting the aim of the lesson PPT
2 min Pre-learning (W)

3min The teacher interview learners:

What is your name?

How old are you?

Where are you from?

Middle Activity 1.(P,I) Look at the table and complete the short English Plus. SB p 5
10 min forms of the verb “be”.

Choose the correct words.

8 min
Activity 2. (G)Complete the sentences with words in the box.

Activity 3. (P) Complete the dialogue with the key phrases.

Practice the dialogue. Change the names in blue.

Alternative More-able learners can make up your own

12 min dialogue.

End Feedback: Learners give their own opinion on the learnt

3 min material
Homework: WB p. 5

Additional information

Differentiation – how do Assessment – how are you Cross-curricular links

you plan to give more planning to check learners’
support? How do you plan learning?
to challenge the more able
learners?

More-abled students support Feedback on the work Geography

less-abled students Students write a telegram
More-abled learners can to the teacher in which
they describe what they
make up a dialogue.
understood and what was
difficult for them
Reflection
Were the lesson
objectives/learning
objectives realistic?
What did the learners
learn today?
What was the learning
atmosphere like?
Did my planned
differentiation work
well?
Did I stick to timings?
What changes did I make
from my plan and why?

Summary evaluation

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

1:

2:

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

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?
 Unit 1: Home and away №24 Lyceum
Term 1, Lesson 4: Cities and
countries
Date:11.09.18 Teacher name: Minulina K.A

CLASS: 5 Number present: absent:

Learning .L1understand a sequence of supported classroom instructions
objective(s) that 5.S1 provide basic information about themselves and others at sentence
this lesson is level on an increasing range of general topics
contributing to 5.W3 write with support factual descriptions at text level which describe
people, places and objects
5.C8 develop intercultural awareness through reading and discussion

5.L6 deduce meaning from context in short, supported talk on an

increasing range of general and curricular topics
5.C1 use speaking and listening skills to solve problems creatively and
cooperatively in groups

Lesson objectives All learners will be able to:

 Introduce themselves
 Tell about their friends
Most learners will be able to:
 Introduce themselves and tell about their friends
 Match the countries to the capitals
Some 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
Language Use personal pronouns and numbers
objectives
Value links Teamwork: Learners will work well together in pairs/ groups showing
respect and being polite with each other.
Cross curricular Geography
links
ICT skills Projector
Previous Meeting people
learning
 Plan
Planned Planned activities Resources
timings
Beginnin Greeting.
g Setting the aim of the lesson PPT
Speaking: students make up a dialogue using key
2 min phrases on the blackboard
3min Key phrases

How are you?

Fine, thanks.
This is my friend.
See you later.
Bye!

Middle Listening Audio CDs

10 min
Students listen and read. Match the s-s with pictures Ex.1,p.6
8 min Writing

Students match the countries to the capitals, write s-s, Ex.2,p.6

then listen and check their answers.

Role-play <Test your partner>

Students make true and false s-s about cities,
12 min countries and capitals. Ex.4,p.6
The capital of Germany is Bonn.
No, the capital of Germany is Berlin.
End Feedback: Learners give their own opinion on the learnt
3 min material

Additional information
Differentiation – how do Assessment – how are you Cross-curricular links
you plan to give more planning to check
support? How do you learners’ learning?
plan to challenge the
more able learners?

More-abled students Feedback on the work Geography

support less-abled Students write a
students telegram to the teacher
in which they describe
More-abled students are what they understood
given extra tasks (Make and what was difficult
true and false sentences for them
about cities, countries and
capitals)
Reflection
Were the lesson
objectives/learning
objectives realistic?
What did the learners
learn today?
What was the learning
atmosphere like?
Did my planned
differentiation work
well?
Did I stick to timings?
What changes did I
make from my plan
and why?

Summary evaluation

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

1:

2:

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

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?
 Unit 1: Home and away Lyceum №24
Term 1, Lesson 8: Numbers

Date: Teacher name: Minulina K.A.

CLASS: 5 Number present: absent:

Learning 5.L1understand a sequence of supported classroom instructions
objective(s) that 5.C2 use speaking and listening skills to provide sensitive feedback to
this lesson is peers
contributing to
5.W3 write with support factual descriptions at text level which describe
people' s age ( How old are the people and animals?)

5.UE1 use a verb " to be" describing ages times and location, speaking on
a limited range of familiar general and curricular topics

Lesson objectives All learners will be able to:

 Name their age
 Correctly conjugate the verb «be»
Most learners will be able to:
 Name their age
 Correctly conjugate the verb «be»
 Describing pictures
Some learners will be able to:
 Name their age
 Correctly conjugate the verb «be»
 Describing pictures and help their friends
Language Use personal pronouns and numbers
objectives
Value links Teamwork: Learners will work well together in pairs/ groups showing
respect and being polite with each other.
Cross curricular Maths
links
ICT skills Projector
Previous Cities and countries. Cities in GB and Kazakhstan.
learning

Plan
Planned Planned activities Resources
timings
Beginnin Greeting.
g Setting the aim of the lesson PPT
Speaking: students make up a dialogue using key
2 min phrases on the blackboard
3min Key phrases

How are you?

Fine, thanks.
This is my friend. He\She is ten (eleven).
See you later.
Bye!

Middle Listening Audio CDs

6 min
Students listen and repeat. Point to the numbers. Ex.1,p.8
10 min Writing

Students write the age of the people and animals in the Ex.2,p.8
pictures.
2 min www.youtube.com
Song «How old are you»

12 min
Describing pictures

End Feedback: Learners give their own opinion on the learnt

3 min material
Homework: WB p. 8

Additional information
Differentiation – how do Assessment – how are you Cross-curricular links
you plan to give more planning to check
support? How do you learners’ learning?
plan to challenge the
more able learners?

More-abled students Feedback on the work Maths

support less-abled Students write a
students telegram to the teacher
in which they describe
More-abled students are what they understood
given extra tasks and what was difficult
for them
(Describing pictures)

Reflection
Were the lesson
objectives/learning
objectives realistic?
What did the learners
learn today?
What was the learning
atmosphere like?
Did my planned
differentiation work
well?
Did I stick to timings?
What changes did I
make from my plan
and why?

Summary evaluation

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

1:

2:

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

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?
Unit 1: Home and away
Term 1, Lesson 12: What's in my classroom School

Date: Teacher name:

CLASS: 5V,5G Number present: absent:

Learning objective(s) 5.L1understand a sequence of supported classroom instructions

that this lesson is 5.UE1 use appropriate countable and uncountable nouns, including common noun phrases
contributing to describing times and location, on a limited range of familiar general and curricular topics
5.L6 deduce meaning from context in short, supported talk on an increasing range of general and
curricular topics
5.S6take turns when speaking with others in a growing range of short, basic exchanges
5.W3 write with support factual descriptions at text level which describe people, places and objects
Lesson objectives All learners will be able to:
 Name the things in the classroom
 Use there is, there are, some, a lot of

Most learners will be able to:

 Name the things in the classroom
 Use there is, there are, some, a lot of
 Describing pictures
Some learners will be able to:
 Name the things in the classroom
 Use there is, there are, some, a lot of
 Describing pictures and help their friends make up s-s
Language objectives Use personal pronouns and numbers
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with
each other.
Cross curricular Maths
links
ICT skills Projector
Previous learning Numbers

Plan

Planned Planned activities Resources

timings

Beginning Greeting.
Setting the aim of the lesson PPT
2 min Speaking: students make up a dialogue using key phrases on the
blackboard
3min
Key phrases

How are you?

Fine, thanks.
This is my friend. He\She is ten (eleven).
See you later.
Bye!

Middle Speaking Audio CDs

6 min
Students complete the pictures with numbers and make s-s. Ex.1,4 p.9
10 min Writing

Students write s-s with there is\ there are Ex.5,p.9

Song «How old are you» www.youtube.com
2 min
ex.2,p.9
Listening
12 min
Students listen the text and choose the correct words

End Feedback: Learners give their own opinion on the learnt material
3 min

Additional information

Differentiation – how do you Assessment – how are you Cross-curricular links

plan to give more support? planning to check learners’
How do you plan to challenge learning?
the more able learners?

More-abled students support Feedback on the work Maths

less-abled students Students write a telegram to
More-abled students are given the teacher in which they
describe what they
extra tasks (Describing
understood and what was
pictures) difficult for them
Reflection
Were the lesson
objectives/learning
objectives realistic?
What did the learners learn
today?
What was the learning
atmosphere like?
Did my planned
differentiation work well?
Did I stick to timings? What
changes did I make from
my plan and why?

Summary evaluation

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

1:

2:

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

1:

2:

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

Unit 1: Home and away

Term 1, Lesson 11: Reading for pleasure School

Date: Teacher name:

CLASS: Number present: absent:

Learning objective(s) 5.L1understand a sequence of supported classroom instructions

that this lesson is 5.L3 understand an increasing range of unsupported basic questions on general and curricular
contributing to topics
5.S2 ask simple questions to get information about a limited range of general topics
5.R2 understand with little support specific information and detail in short, simple texts on a limited
range of general and curricular topics
5.L6 deduce meaning from context in short, supported talk on an increasing range of general and
curricular topics
Lesson objectives All learners will be able to:
• read the text;

Most learners will be able to:

• read the text;
• give full answers to the questions;
 Some learners will be able to:
• read the text;
• give full answers to the questions;
• interact with peers while answering the questions.

Language objectives Use personal pronouns and numbers

Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with
each other.
Cross curricular Maths
links
ICT skills Projector
Previous learning What's in my classroom

Plan

Planned Planned activities Resources

timings

Beginning Greeting.
Setting the aim of the lesson PPT
2 min Speaking: students make up a dialogue using key phrases on the
blackboard
3min
Key phrases

How are you?

Fine, thanks.
This is my friend. He\She is ten (eleven).
See you later.
Bye!

Middle Read the texts and then answer the questions. Discuss them with the Audio CDs
20 min whole class.
Hi! My name’s Sasha. I'm eleven. I'm from Russia. I live in a Ex.1,4 p.9
10 min big house. It is a two-storied building. There are many windows and
it is light inside. We have a lawn in front of the house where I usually
fly my kite. Email me at [email protected].
Ex.5,p.9
Hello! I'm Rosa. I'm eight and I'm from Spain. I like cooking
and visiting different countries. Last year we went to Thailand. We www.youtube.com
lived in a small house made of twigs. It was very comfortable and
cozy. You can ask me questions. My email address is ex.2,p.9
[email protected] . Please write to me!
Hi! My name's Yusuf and I'm ten. I'm Canadian. I live in
Toronto. I like to visit my Grandma. She lives in the countryside, she
has a wooden house. She has a lot of flowers in front of her house.
Send an email to me at [email protected]
Questions: 1. Does Sasha live in a block of flats? 2. Who likes to
visit his Granny? 3. Who lives in the countryside? 4. Where did Rosa
go last year? 5. Where did Rosa live in Thailand? 6. Do you like
travelling? Why?
Descriptor A learner • reads the text; • gives full answers to the
questions; • interacts with peers while answering the questions.

End Feedback: Learners give their own opinion on the learnt material
3 min
Homework: SB Ex.4 p.11 (retell the text)

Additional information
Differentiation – how do you Assessment – how are you Cross-curricular links
plan to give more support? planning to check learners’
How do you plan to challenge learning?
the more able learners?

More-abled students support Feedback on the work Maths

less-abled students Students write a telegram to
More-abled students are given the teacher in which they
describe what they
extra tasks (Describing
understood and what was
pictures) difficult for them

Reflection
Were the lesson
objectives/learning
objectives realistic?
What did the learners learn
today?
What was the learning
atmosphere like?
Did my planned
differentiation work well?
Did I stick to timings? What
changes did I make from
my plan and why?

Summary evaluation

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

1:

2:

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

1:

2:

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

Unit 4: Living things

Term 1, Lesson 13: A Festival School

Date: Teacher name:

CLASS: Number present: absent:

Learning objective(s) 5.L1understand a sequence of supported classroom instructions

that this lesson is 5.L3 understand an increasing range of unsupported basic questions on general and curricular
contributing to topics
5.L6 deduce meaning from context in short, supported talk on an increasing range of general and
curricular topics
5.C4 evaluate and respond constructively to feedback from others
5.S1 provide basic information about themselves and others at sentence level on an increasing
range of general topics
5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges
5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general
topics
5.R1 understand the main points in a limited range of short simple texts on general and curricular
topics
5.W2 write with support a sequence of short sentences in a paragraph on a limited range of familiar
general topics
5.W7 use with some support appropriate layout at text level for a limited range of written genres on
familiar general topics and some curricular topics
55.C4 evaluate and respond constructively to feedback from others
5.UE1 use appropriate structure " Have got" describing people in a photo
5.C7 develop and sustain a consistent argument when speaking or writing
Lesson objectives All learners will be able to:
• read the text;

Most learners will be able to:

• read the text;
• give full answers to the questions;

Some learners will be able to:

• read the text;
• give full answers to the questions;
• make up a dialogue

Language objectives Use personal pronouns and numbers

Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with
each other.
Cross curricular Literature
links
ICT skills Projector

Previous learning Families

Plan

Planned Planned activities Resources

timings

Beginning Greeting.
Setting the aim of the lesson PPT
2 min Speaking: students make up a dialogue using key phrases on the
blackboard
3min
Key phrases

What is your brother’s name? (sister’s)

How old is he\she?
He\She is ten (eleven).

Middle Read the texts and then answer the questions. Discuss them with the Audio CDs
20 min whole class.
Descriptor A learner SB ex.1-2,p.42
10 min • reads the text; Ex.3,p.42
 • gives full answers to the questions. Internet material
Find the phrases in blue in the text and complete the s-s about you.

End Feedback: Learners give their own opinion on the learnt material
3 min
Homework: WB p. 27

Additional information

Differentiation – how do you Assessment – how are you Cross-curricular links

plan to give more support? planning to check learners’
How do you plan to challenge learning?
the more able learners?

More-abled students support Feedback on the work Literature

less-abled students Students write a telegram to
More-abled students are given the teacher in which they
describe what they
extra tasks (Making up a
understood and what was
dialogue) difficult for them

Reflection
Were the lesson
objectives/learning
objectives realistic?
What did the learners learn
today?
What was the learning
atmosphere like?
Did my planned
differentiation work well?
Did I stick to timings? What
changes did I make from
my plan and why?

Summary evaluation

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

1:

2:

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

1:

2:

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

Unit 4: Living things

Term 1, Lesson 14: My Family and School
possessions
Date: Teacher name:

CLASS: 5V,5G Number present: absent:

Learning objective(s) 5.L3 understand an increasing range of unsupported basic questions on general and curricular
that this lesson is topics
contributing to 5.R2 understand with little support specific information and detail in short, simple texts on a limited
range of general and curricular topics
5.W3 write with support factual descriptions at text level which describe people and their
possessions
5.W7 use with some support appropriate layout at text level for a limited range of written genres on
familiar general topics and some curricular topics
5.W8 spell most high-frequency words accurately for a limited range of general topics
5.UE3 use a growing variety of adjectives on a limited range of familiar general and curricular
topics
5.C5use feedback to set personal learning objectives
5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing
range of general and curricular topics using a structure have got ( affirmative, negative, questions
and short answers) p.45
5.UE1 use appropriate form of " have got" describing people's appearance and possessions
5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general
topics
Lesson objectives All learners will be able to:
- Complete and write sentences with forms of have got;
- Choose the correct possessive adjectives;
Most learners will be able to:
- Complete and write sentences with forms of have got;
- Choose the correct possessive adjectives;
- Make up a dialogue about your family.

Some learners will be able to:

- Make their own sentences using the right form of the verb have;
- Take an interview or write true or false sentences about their families and read the
sentences in the class.

Language objectives Use possessive adjectives and the verb have got.
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with
each other.
Cross curricular Literature
links
ICT skills Projector

Previous learning A Festival

Plan

Planned Planned activities Resources

timings

Beginning Greeting.
Setting the aim of the lesson PPT
2 min Pre learning

5 min Learners talk about their families

Middle Activity 1. (P,I) Audio CDs

10 min
Complete and write sentences with forms of have got. SB ex.1-6,p.43
 Alternative.

Students can make their own sentences using the right form of the
verb have.

Activity 2. (P,I)

10 min Choose the correct possessive adjectives.

Activity 3. (P)

Make up a dialogue about your family

10 min Alternative.

Students can take an interview or write true or false sentences about

their families and read the sentences in the class.

End Feedback: Learners give their own opinion on the learnt material
3 min
Homework: WB p. 28

Additional information

Differentiation – how do you Assessment – how are you Cross-curricular links

plan to give more support? planning to check learners’
How do you plan to challenge learning?
the more able learners?
More-abled students support Feedback on the work Literature
less-abled students Students write a telegram to
More-abled students can take an the teacher in which they
interview or write true or false describe what they
sentences about their families understood and what was
and read the sentences in the difficult for them
class.

Reflection
Were the lesson
objectives/learning
objectives realistic?
What did the learners learn
today?
What was the learning
atmosphere like?
Did my planned
differentiation work well?
Did I stick to timings? What
changes did I make from
my plan and why?
Summary evaluation

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

1:

2:

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

1:

2:

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

Unit 4: Living things

Term 1, Lesson 15: Describing people and School
families
Date: Teacher name:

CLASS: 5V,5G Number present: absent:

Learning objective(s) 5.L3 understand an increasing range of unsupported basic questions on general and curricular
that this lesson is topics
contributing to 5.R2 understand with little support specific information and detail in short, simple texts on a limited
range of general and curricular topics
5.W3 write with support factual descriptions at text level which describe people and their
possessions
5.W7 use with some support appropriate layout at text level for a limited range of written genres on
familiar general topics and some curricular topics
5.W8 spell most high-frequency words accurately for a limited range of general topics
5.UE3 use a growing variety of adjectives on a limited range of familiar general and curricular
topics
5.C5use feedback to set personal learning objectives
5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing
range of general and curricular topics using a structure have got ( affirmative, negative, questions
and short answers) p.45
5.UE1 use appropriate form of " have got" describing people's appearance and possessions
5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general
topics
Lesson objectives All learners will be able to:
- Choose two adjectives for each of the people in the photos 1-6.;

Most learners will be able to:

- Look at the information about the TV programme, look at the interviewer’s notes and
guess the answer to the question;
- Describe the picture on page 44.

Some learners will be able to:

- Describe their own pictures or make up a dialogue.

Language objectives Use adjectives

Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with
each other.
Cross curricular Literature
links
ICT skills Projector
Previous learning My Family and possessions

Plan

Planned Planned activities Resources

timings

Beginning Greeting.
Setting the aim of the lesson PPT
2 min Pre learning

5 min Learners answer the questions:

- Is your family big or small?

- Have you got brothers and sisters?
- How many brothers and sisters have you got?
- Are they kind and nice?
Check the meanings of the adjectives on page 81 of the Workbook.
Which four words describe appearance? Which are opposites?

Middle Activity 1. (P,I) SB p 44

10 min
Choose two adjectives for each of the people in the photos 1-6. Internet materials.

Activity 2. (G)

Look at the information about the TV programme and look at the

interviewer’s notes. Guess the answer to the question.

Activity 3. (I)

10 min Describe the picture on page 44.

Alternative.

Students can describe their own pictures or make up a dialogue.

10 min

End Feedback: Learners give their own opinion on the learnt material
3 min
Homework: WB p. 29

Additional information

Differentiation – how do you Assessment – how are you Cross-curricular links

plan to give more support? planning to check learners’
How do you plan to challenge learning?
the more able learners?
More-abled students support Feedback on the work Literature
less-abled students Students write a telegram to
More-abled students can the teacher in which they
describe what they
describe their own pictures or
understood and what was
make up a dialogue. difficult for them
Reflection
Were the lesson
objectives/learning objectives
realistic?
What did the learners learn
today?
What was the learning
atmosphere like?
Did my planned differentiation
work well?
Did I stick to timings? What
changes did I make from my
plan and why?

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

2:

What two things would have improved the lesson (consider both teaching and learning)?
1:

2:

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

Unit 4: Living things

Term 1, Lesson 16: People's appearance and School
possessions
Date: Teacher name:

CLASS: 5V,5G Number present: absent:

Learning objective(s) 5.L3 understand an increasing range of unsupported basic questions on general and curricular
that this lesson is topics
contributing to 5.R2 understand with little support specific information and detail in short, simple texts on a limited
range of general and curricular topics
5.W3 write with support factual descriptions at text level which describe people and their
possessions
5.W7 use with some support appropriate layout at text level for a limited range of written genres on
familiar general topics and some curricular topics
5.W8 spell most high-frequency words accurately for a limited range of general topics
5.UE3 use a growing variety of adjectives on a limited range of familiar general and curricular
topics
5.C5use feedback to set personal learning objectives
5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing
range of general and curricular topics using a structure have got ( affirmative, negative, questions
and short answers) p.45
5.UE1 use appropriate form of " have got" describing people's appearance and possessions
5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general
topics
Lesson objectives All learners will be able to:
- Look at the two pictures of a family and find eight differences
- Make the sentences negative. Use the words in the box
- Choose the correct words.
Most learners will be able to:
- Look at the two pictures of a family and find eight differences
- Make the sentences negative. Use the words in the box
- Choose the correct words
- Make question with have got. Then ask and answer the questions with a partner.
Some learners will be able to:
 - Make their own sentences.

Language objectives Use have got: affirmative, negative, questions and short answers
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with
each other.
Cross curricular Literature
links
ICT skills Projector

Previous learning Describing people and families

Plan

Planned Planned activities Resources

timings

Beginning Greeting.
Setting the aim of the lesson PPT
2 min Pre learning

5 min Look at the two pictures of a family and find eight differences.

Middle Activity 1. (P,I) SB p 45

10 min
Make the sentences negative. Use the words in the box. Internet materials.

Activity 2. (P,I)

Choose the correct words.

Activity 3. (P,I)

Make question with have got. Then ask and answer the questions
10 min with a partner.

Alternative.
10 min
More able students can make their own sentences.

End Feedback: Learners give their own opinion on the learnt material
3 min
Homework: Describe a member of your family ( w)

Additional information

Differentiation – how do you Assessment – how are you Cross-curricular links

plan to give more support? planning to check learners’
How do you plan to challenge learning?
the more able learners?
More-abled students support Feedback on the work Literature
less-abled students Students write a telegram to
More able students can make the teacher in which they
describe what they
their own sentences
understood and what was
difficult for them

Reflection
Were the lesson objectives/learning
objectives realistic?
What did the learners learn today?
What was the learning atmosphere
like?
Did my planned differentiation work
well?
Did I stick to timings? What changes
did I make from my plan and why?

Summary evaluation

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

1:

2:

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

1:

2:

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

Unit 4: Living things

Term 1, Lesson 17: People in a photo School

Date: Teacher name:

CLASS: 5V,5G Number present: absent:

Learning objective(s) 5.L3 understand an increasing range of unsupported basic questions on general and curricular
that this lesson is topics
contributing to 5.W3 write with support factual descriptions at text level which describe people
5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges
5.C4 evaluate and respond constructively to feedback from others ( Teacher's book p.117)
Lesson objectives All learners will be able to:
- Describing people

Most learners will be able to:

- Describing people
- Practice mini-dialogues

Some learners will be able to:

- Describing people
- Practice mini-dialogues
- Make up short dialogues
Language objectives Use have got: affirmative, negative, questions and short answers
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with
each other.
Cross curricular Literature
links
ICT skills Projector

Previous learning People's appearance and possessions

Plan

Planned Planned activities Resources

timings

Beginning Greeting.
Setting the aim of the lesson PPT
2 min Pre learning

5 min Look at the photo. What has Sally got on her computer?

Key phrases. Describing people (SB p46)

Middle Activity 1. (P,I) SB p 46

20 min
Look at the photos below and the phrases in the box. Who is who? Internet materials.
Practice mini-dialogues.

10 min Activity 2. (P,I)

Make up short dialogues.

End Feedback: Learners give their own opinion on the learnt material
3 min
Homework: WB p.30

Additional information

Differentiation – how do you Assessment – how are you Cross-curricular links

plan to give more support? planning to check learners’
How do you plan to challenge learning?
the more able learners?

More-abled students support Feedback on the work Literature

less-abled students Students write a telegram to
More able students can make the teacher in which they
describe what they
their own short dialogues.
understood and what was
difficult for them
Reflection
Were the lesson
objectives/learning
objectives realistic?
What did the learners learn
today?
What was the learning
atmosphere like?
Did my planned
differentiation work well?
Did I stick to timings? What
changes did I make from
my plan and why?

Summary evaluation

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

1:

2:

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

1:

2:

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

Unit 4: Living things

Term 1, Lesson 18: School

Date: 11.10.17 – 5 G Teacher name:

13.10.17 - 5 V

CLASS: 5V,5G Number present: absent:

Learning objective(s) 5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and
that this lesson is curricular topics
contributing to 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges
5.UE1 use appropriate conjunctions and, or, but describing people
5.UE3 use a growing variety of adjectives and on a limited range of familiar general and curricular
 topics
Lesson objectives All learners will be able to:
- Read the text and write the people names

Most learners will be able to:

- Complete the sentences with and, but and or.
- Write a description of the photo for a blog or social network site
Some learners will be able to:
- Describe their own families for a blog or a social network site

Language objectives Use appropriate conjunctions and, or, but describing people
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with
each other.
Cross curricular Literature
links
ICT skills Projector

Previous learning People in a photo

Plan

Planned Planned activities Resources

timings

Beginning Greeting.
Setting the aim of the lesson PPT
2 min Pre learning Internet materials.
5 min Learners describe different pictures.

Middle Activity 1. (P,I) SB ex.1, p 47

10 min
Read the modal text. Who are people 1-5?

Write their names.

Activity 2. (P,I) SB ex.2,p.47

10 min Complete the sentences with and, but and or.

Activity 3. (G) SB ex.5,p.47

10 min
Look at the photo and imagine that this people are friends and family
at a party.

Write a description of the photo for a blog or social network site.

Alternative.

Students can describe their own families for a blog or a social

network site.

End Feedback: Learners give their own opinion on the learnt material
3 min
Homework: A letter to a friend WB p.31

Additional information
Differentiation – how do you Assessment – how are you Cross-curricular links
plan to give more support? planning to check learners’
How do you plan to challenge learning?
the more able learners?

More-abled students support Feedback on the work Literature

less-abled students Students write a telegram to
More able students can describe the teacher in which they
describe what they
their own families for a blog or
understood and what was
a social network site. difficult for them

Reflection
Were the lesson
objectives/learning
objectives realistic?
What did the learners learn
today?
What was the learning
atmosphere like?
Did my planned
differentiation work well?
Did I stick to timings? What
changes did I make from
my plan and why?

Summary evaluation

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

1:

2:

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

1:

2:

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

Unit 4: Living things. Summative control

work School
Term 1, Lesson 24:

Date: Teacher name:

CLASS: 5 Number present: absent:

Learning objective(s) 5.L3 understand an increasing range of unsupported basic questions on general and curricular
that this lesson is topics
contributing to 5.S1 provide basic information about themselves and others at sentence level on an increasing
range of general topics
5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges
5.W8 spell most high-frequency words accurately for a limited range of general topics
Lesson objectives All learners will be able to:
- Do the quiz

Most learners will be able to:

- Do the quiz
- Write more adjectives in comparative and superlative form
Some learners will be able to:
- Make their own quiz

Language objectives Use adjectives in comparative and superlative form

Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with
each other.
Cross curricular Biology, Geography
links
ICT skills Projector

Previous learning Describing people for a blog

Plan

Planned Planned activities Resources

timings

Beginning Greeting.
Setting the aim of the lesson PPT
2 min Pre learning Internet materials.
5 min Learners fill the blanks with the words in the box and answer the
questions about animals.

Middle Activity 1. (P,I) SB ex.1, p 48

10 min Check the meaning of the words. Then do the quiz.
5 min Activity 2. (P,I) SB ex.3, p 48
Complete the table with the words in blue in the quiz.
5 min Activity 3. (I) SB ex.4,p.48
Choose the correct words
Activity 4. (P)
Descriptor A Learner
10 min
Complete the question with these words. Then ask and answer.
SB ex.5,p.48
Activity 1. Alternative.
More able students can make their own quiz.
Activity 2.
Students write more adjectives in comparative and superlative form.

End Feedback: Learners give their own opinion on the learnt material
3 min
Homework: Animals in Kazakhstan (w)

Additional information
Differentiation – how do you Assessment – how are you Cross-curricular links
plan to give more support? planning to check learners’
How do you plan to challenge learning?
the more able learners?

More-abled students support Feedback on the work Literature

less-abled students Students write a telegram to
More able students can make the teacher in which they
their own quiz. describe what they
understood and what was
difficult for them

Reflection
Were the lesson
objectives/learning
objectives realistic?
What did the learners learn
today?
What was the learning
atmosphere like?
Did my planned
differentiation work well?
Did I stick to timings? What
changes did I make from
my plan and why?

Summary evaluation

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

1:

2:

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

1:

2:

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

Unit 4: Living things. Reading for pleasure

Term 1, Lesson 23: School
Date: Teacher name:

CLASS: 5V,5G Number present: absent:

Learning objective(s) 5.UE9 use prepositions of place and a structure there is / there are to describe where something is
that this lesson is on a limited range of familiar general and curricular topics
contributing to 5.C6 organise and present information clearly to others
5.L3 understand an increasing range of unsupported basic questions on general and curricular
topics
5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general
topics
Lesson objectives All learners will be able to:
- Complete the sentences

Most learners will be able to:

- Complete the sentences
- Listen and repeat the dialogue
Some learners will be able to:
- Complete the sentences
- Make up their own dialogue

Language objectives Use adjectives in comparative and superlative form

Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with
each other.
Cross curricular
links
ICT skills Projector

Previous learning My Country. Living things

Plan

Planned Planned activities Resources

timings

Beginning Greeting.
Setting the aim of the lesson PPT
2 min Pre learning Internet materials.
Learners describe the picture on page 49.
5 min Learners match classroom objects with the words in the box.

Middle Activity 1. (I) SB ex.1, p 49

10 min Complete the sentences. Then listen and check.
20 min Activity 2. (P,I) SB ex.5, p 49
Listen and repeat the dialogue.
Activity 2. Alternative.
More able students make up their own dialogue.

End Feedback: Learners give their own opinion on the learnt material
3 min
Homework: WB p.32

Additional information
Differentiation – how do you Assessment – how are you Cross-curricular links
plan to give more support? planning to check learners’
How do you plan to challenge learning?
the more able learners?

More-abled students support Feedback on the work

less-abled students Students write a telegram to
More able students can make up the teacher in which they
their own dialogue. describe what they
understood and what was
difficult for them

Reflection
Were the lesson
objectives/learning
objectives realistic?
What did the learners learn
today?
What was the learning
atmosphere like?
Did my planned
differentiation work well?
Did I stick to timings? What
changes did I make from
my plan and why?

Summary evaluation

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

1:

2:

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

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?
 Unit 4: Living things
School №3
Term 1, Lesson 22: My Family. Project

Date: Teacher name:

CLASS: 5V,5G Number present: absent:

Learning 5.L3 understand an increasing range of unsupported basic questions on general and
objective(s) that curricular topics
this lesson is 5.S1 provide basic information about a family and a family tree others at sentence level
contributing to on an increasing range of general topics
5.S6 communicate meaning clearly at sentence level during, pair, group and whole class
exchanges
5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range
of general topics
5.R3 understand the detail of an argument on a limited range of familiar general and
curricular topics5
5.R6 recognise the attitude or opinion of the writer in a song

Lesson objectives All learners will be able to:

- Complete the sentences

Most learners will be able to:

- Complete the sentences
- Read the text. Write True or False
Some learners will be able to:
- Complete the sentences
- Read the text. Write True or False
- Draw your family tree and talk about your family

Language Use adjectives in comparative and superlative form

objectives
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being
polite with each other.
Cross curricular
links
ICT skills Projector

Previous learning Locations of items

Plan

Planned Planned activities Resources

timings

Beginning Greeting.
Setting the aim of the lesson PPT
2 min Pre learning Internet materials.

5 min Look at the picture and say what do you see. What can you
describe these people?

Middle Activity 1. (G) SB ex.1, p 50

10 min
 20 min Look at Akbota’s family tree. Complete the sentences. SB ex.2, p 50

Activity 2. (P,I)

Read the text. Write True or False. SB ex.3, p 50

Activity 3. (I)

Draw your family tree and talk about your family.

Activity 1. Alternative.

Students can make more sentences about Akbota’s family.

Activity 3.

Students can prepare a poster in groups.

End Feedback: Learners give their own opinion on the learnt

3 min material
Homework: Draw a Family Tree

Additional information

Differentiation – how do Assessment – how are you Cross-curricular links

you plan to give more planning to check learners’
support? How do you plan learning?
to challenge the more able
learners?
More-abled students support Feedback on the work
less-abled students Students write a telegram
More able students can draw to the teacher in which
a Family tree and talk about they describe what they
your family. understood and what was
difficult for them

Reflection
Were the lesson
objectives/learning
objectives realistic?
What did the learners
learn today?
What was the learning
atmosphere like?
Did my planned
differentiation work
well?
Did I stick to timings?
What changes did I make
from my plan and why?
Summary evaluation
What two things went really well (consider both teaching and learning)?
1:

2:
What two things would have improved the lesson (consider both teaching and learning)?
1:

2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?