Ксп английский язык 5 класс excel

LESSON: Module 5 Lesson 1

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson
is contributing to

S6   S7   R3

Lesson
objectives

All learners will be able to:

identify some specific information in the
text correctly and use some target language correctly in production tasks
with support

Most learners will be able to:

identify most specific information in the
text correctly and use a range of target language correctly in production
tasks with support

Some learners will be able to:

identify all specific information in the
text correctly and use a range of target language correctly in production
tasks with little support

Previous learning

animal body parts / human facial
features

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            S7

What’s in this module?

Read the title of the module Creativity 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 some mythical creatures

·      
Draw Ss’
attention to the pictures and ask various Ss to read out the name of the
creature each one shows. Play the recording. Ss listen and repeat chorally or
individually.

·       Elicit the L1 equivalents from Ss around the class.

Class CD

Main Activities

            S7

            S6

            R3

            R3

To present new vocabulary

Go through the features in the list and
explain/ elicit the meanings of any unknown words. Play the recording. Ss
listen and repeat chorally or individually and point to each feature as it is
mentioned.

To relate mythical creatures to
animals

Elicit which creatures look like the
animals in the list.

To describe mythical creatures

Read out the example and ask various Ss
around the class to describe the creatures using the phrases given earlier.

To introduce the topic and predict
the content of the text

·       Read the title aloud and allow Ss one minute to read the introduction
to the text. Elicit answers/guesses to the questions in the rubric and then
play the recording.

·       Ss listen and follow the text in their books and find out the
answers.

·       Play the video for the Ss and elicit their comments at the end.

To read for specific
information/detailed understanding/main ideas

·       Allow Ss some time to read the text again and mark the sentences T
(true) or F (false).

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

Video

Ending the lesson

Check Ss’ answers. As an extension ask Ss
to correct the false statements.

Additional information

Differentiation – how do you plan to
give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to
check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

support less able learners through
supportive convergent moving to divergent questioning in eliciting views

monitor accuracy, use of vocabulary and
pronunciation in checking and whole class plenary and then feedback on board

cross-curricular links: Literature
[mythical creatures]

challenge more able learners through
probing and hypothetical questioning in eliciting views

LESSON: Module 5 Lesson 2

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson
is contributing to

S1   S4   S7   C3   C4   W4

Lesson
objectives

All learners will be able to:

take part in some exchanges using some target language accurately and use some target vocabulary
with correct word stress

Most learners will be able to:

take part in some exchanges using a range
of target language accurately and use some target vocabulary
with correct word stress

Some learners will be able to:

take part in some exchanges using a range
of target language accurately and use most target vocabulary with correct
word stress

Previous learning

vocabulary for simple film genres/
use of simple short form agreement/disagreement

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            S8

            S3

To consolidate information from a
text

Allow Ss a couple of minutes to review
the text and then ask various Ss around the class to tell the class the
differences between the creatures in the Harry Potter books and the same
creatures in mythology.

To consolidate information from a
text

·       Allow Ss time to write their sentences. In closed pairs, Ss then
read their sentences to their partner who correct the mistakes.

·       Monitor the activity around the class and then ask some pairs to
report back to the class.

Main Activities

            S1

            S7

            C3

            UE5

            S4

To present types of films

·       Go through the list of film types and explain/elicit the meanings
of any which are unknown.

·       Ss complete the task. Check Ss’ answers. Point out that some types
of films do not take the word ‘film’ after them (e.g. western, horror,
musical etc).

To practise agreeing/disagreeing
about your taste in films

·       Explain the task and draw Ss’ attention to the expressions in red
in the example exchanges.

·       Elicit/Explain that we can use So + auxiliary verb +
personal pronoun/noun to agree with what a person has said or Neither
+ auxiliary verb + personal pronoun/noun to agree with sth negative that sb
has said.

·       Ss talk in pairs about their taste in films. Monitor the activity
around the class and then ask some pairs to ask and answer in front of the
class.

Ending the lesson

            S1

            W4

To present adjectives and practise
using them to describe films

·       Explain the task and read out the example exchange with a S.

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

Additional information

Differentiation – how do you plan to
give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to
check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

monitor less able groups in dialogue production
task and support with further modelling and drilling

monitor accuracy and interactional
appropriacy in dialogue task

cross-curricular links: Literature
[mythical creatures]

challenge more able learners to give more
expansive answers in dialogue task

monitor pronunciation performance in
dialogue task and give feedback to whole class

LESSON: Module 5 Lesson 3

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson
is contributing to

S3 S8  S6  UE5  UE9

Lesson objectives

All learners will be able to:

use some target structure and pronounce
some contractions correctly and use some correct question intonation

Most learners will be able to:

use a range of target structure including
appropriate short answers and pronounce most contractions correctly and use
some correct question intonation

Some learners will be able to:

use a range of target structure including
appropriate short answers and pronounce most contractions correctly and use
good question intonation

Previous learning

past simple including negative and
interrogative forms

Plan

Planned timings

Excel
Resources

Teacher
Notes

Beginning the lesson

            UE9

To present the past simple of the
verb ‘to be’ – was/were

Explain that was/were is the past
simple form of the verb ‘to be’. Go through the table with Ss and read out
all the persons. Ss fill the gaps and then elicit when we use was/were

Main Activities

            UE9

            UE5

            S3

            S8

To practise the past simple of the
verb ‘to be’ in the affirmative was/were

Ss fill in the correct word. Check Ss’
answers.  

To practise the past simple of the verb ‘to be’ in the negative
wasn’t/weren’t

·       Explain the task and read out the example.

·       Ss complete the task. Check Ss’ answers in the correct word. Check
Ss’ answers.

To practise the past simple of the
verb ‘to be’ in the interrogative with short answers

·       Draw Ss’ attention to the timetable and then Ss complete the task.

·       Check Ss’ answers around the class by asking one S to say a
question and another to answer it.

To practise talking about the past

·       Explain the task and read out the example exchange with a S.

·       Ss then work in pairs and ask and answer. Monitor the activity
around the class and then ask some pairs to ask and answer in front of the
class.

Ending the lesson

            UE9

            S6

To pronounce strong and weak forms

·       Read out the table and explain that strong and weak forms relate
to when words are stressed/ not stressed.

·       Play the recording and elicit the strong/weak forms.

To consolidate comprehension of
strong/ weak forms

Give Ss some time to find examples and
check Ss’ answers around the class.

Class CD

Additional information

Differentiation – how do you plan to
give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to
check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

monitor less able groups in controlled
tasks and highlight any errors in forms for learners to self-correct

monitor pair sentence completion tasks
and encourage learners to give feedback to each other on answers

cross-curricular links: languages
[contrasts with L1]

challenge more able learners to produce
different time phrases when talking about the past

monitor pronunciation of weak form in
sentence activity and remodel and drill to whole class

LESSON: Module 5 Lesson 4

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson
is contributing to

S4  UE5  UE9  UE13  W4   W7

Lesson objectives

All learners will be able to:

use some target structure and pronounce
some contractions correctly and use some correct question intonation

Most learners will be able to:

use a range of target structure including
appropriate short answers and pronounce most contractions correctly and use
some correct question intonation

Some learners will be able to:

use a range of target structure including
appropriate short answers and pronounce most contractions correctly and use
good question intonation

Previous learning

past simple including negative and
interrogative forms and past modal ‘could’

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

To present the past simple form of
‘have’ – had

Go through the table and elicit how we
form the negative and interrogative of the verb ‘have’ in the past simple.

Main Activities

            UE9

            S4

            UE13

            UE5

            S4

            UE9

To practise the affirmative and
negative forms of had

·       Explain the task and draw Ss’ attention to the picture.

·       Ss complete the task. Check Ss’ answers.

To practise the interrogative form of
had with short answers

·       Explain the task. Ss work in pairs and ask and answer questions.

·       Monitor the activity around the class and then ask some pairs to
ask and answer in front of the class.

To present the past simple form of
the modal verb ‘can’ – could

·       Ss read the table. Check Ss’ comprehension by asking various Ss to
give example sentences of things they could do when
they were young (e.g. I could ride a bike when I was six.) and then
expand on this to cover all forms (e.g. Could you ride a bike when you were five? No, I couldn’t. Could you ride a bike when you
were seven? Yes, I could. etc).

To practise could in the
affirmative and negative forms.

·       Ss complete the task. Check Ss’ answers.

To practise could in the
interrogative form with short answers

·       Explain the task. Ss work in pairs and ask and answer using the
prompts and could in the interrogative form with short answers.

·       Monitor the activity around the class and then ask some pairs to
ask and answer in front of the class.

Ending the lesson

            W4

            W7

To practise could further using
personal examples

·       Explain the task and allow Ss enough time to complete the
sentences.

·       Check Ss’ answers by asking various Ss around the class to read
out their completed sentences.

Additional information

Differentiation – how do you plan to
give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to
check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

monitor less able learners as they write
and prompt learners to self-correct and expand information

monitor pair sentence completion tasks
and encourage learners to give feedback to each other on answers

cross-curricular links: languages
[contrasts with L1]

provide challenge to more able learners
through more probing questions when they present writing to class

monitor pronunciation of weak form in
sentence activity and remodel and drill to whole class

LESSON: Module 5 Lesson 5

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson
is contributing to

C9   S1   S8  
R1   R2   R8   L8   W4

Lesson objectives

All learners will be able to:

identify some main ideas and detailed
information in texts and use some target vocabulary and structure correctly
in writing task with support

Most learners will be able to:

identify most main ideas and detailed
information texts and use a range of target vocabulary and structure
correctly in writing task with support

Some learners will be able to:

identify all main ideas and detailed
information in the texts and use a range of target vocabulary and structure
correctly in writing task with little support

Previous learning

vocabulary relating to mythical
creatures

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            C9

To introduce the topic and stimulate
interest in the text

·       Direct Ss’ attention to the picture and ask if they know anything
about the Samruk. Elicit a variety of questions and write three of them on
the board.

·       Play the recording. Ss listen and follow the text in their books
and check if the questions were answered.

Class CD

Main Activities

            R1

            R2

            R6

            S1

            S8

            S1

            L8

To read for specific
information/detailed
understanding/main ideas

·       Allow Ss some time to read the texts and mark the sentences T
(true) or F (false) or DS (doesn’t say).

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

·       Check Ss’ answers. Ss should justify their answers.

To make verb/noun phrases and
summarise a text

·       Ss match the verbs to the nouns, then ask various Ss around the
class to give a summary of the text using the phrases.

·       Play the video for the Ss and elicit their comments at the end.

To practise reading years

·       Read the Study Skills box aloud and write the examples on the
board, underlining the years. Say the years aloud and direct Ss to repeat.

·       Direct Ss’ attention to the pictures and ask various Ss around the
class who the people are.

·       Ask various Ss to read out the captions under the pictures.

·       Choose a pair of Ss to read out the example.

·       Explain the task and allow Ss time to ask and answer questions
about the pictures.

·       Ask various pairs of Ss to report back to the class about the
people in the pictures

Video

To listen for specific information

·       Explain the task and play the recording. Ss listen and complete
the fact file.

·       Check Ss’ answers.

Ending the lesson

            W4

            W6

To write a short paragraph

Ss complete the paragraph.

Additional information

Differentiation – how do you plan to
give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to
check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

monitor less able groups in writing task
and provide support through further modelling and providing sentence starters

use thumbs up and down technique and
follow up questions to check comprehension

cross-curricular links: Literature
[mythical creatures]

provide challenge to more able learners
by asking them to include two or three phrases in the writing

LESSON:
Module 5 Lesson 6

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is
contributing to

C8  L5  W3   UE9

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

some past simple regular forms

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            UE9

To present the past simple affirmative
for regular verbs

·       Ss close their books. Present the past simple. Say: I worked hard
yesterday. Write it on the board. Underline worked and explain that this verb
is in the past simple. Point to a S and say: You worked hard yesterday. Then
write it on the board. Underline worked. Point to a male S and say: He worked
hard yesterday. Then write it on the board. Underline worked. Present the
other persons in the same way.

·       Explain the spelling rules of the past simple for regular verbs by
writing the verbs love, play, miss, travel, stop, try and their past simple
forms on the board (loved, played, missed, travelled, stopped, tried). Ss
open their books. Read out the table.

·       Elicit the L1 equivalent for the example.

Main Activities

            UE9

            W3

            C8

            W3

To practise the past simple
affirmative

·       Explain the task and allow Ss some time to complete it.

·       Check Ss’ answers by reading the text aloud and eliciting the
missing verb forms from various Ss around the class. Check correct spelling
on the board.

To present the past simple negative

·       Ss close their books. Write on the board: I didn’t work
yesterday and She didn’t work yesterday. Underline I didn’t
in the first sentence and She didn’t in the second sentence. Explain
that we use didn’t in all persons to form the negative of the past
simple. Point out that the main verb is also the same for all persons and is
used in its base form.

·       Ss open their books. Read out the rule and elicit the word to
complete it then elicit the L1 equivalent of the example.

To practise the past simple
negative

·       Explain the task. Allow Ss two minutes to read the text in Ex. 2
again and then read out the example.

·       Ss complete the task. Ask various Ss to read out the answers to
the class.

Ending the lesson

            L5

To pronounce

·       Play the recording with pauses for Ss to listen and repeat
chorally or individually.

·       Pay special attention to Ss’ pronunciation and intonation and
correct as necessary.

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

·       Refer Ss to the text in Ex. 2 again and elicit the past forms.
Write them on the board and then elicit how each verb ending is pronounced.

Class CD

Additional information

Differentiation – how do you plan to
give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to
check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

monitor less able groups in controlled
tasks and highlight any errors in spelling for learners to self-correct

monitor pair sentence completion tasks
and encourage learners to give feedback to each other on answers

cross-curricular links: History
[historical leaders]

challenge more able learners to produce
contrasts in ‘ed’ endings on different pairs of words

check pronunciation in whole class
feedback and remodel/ drill final sounds

LESSON: Module 5 Lesson 7

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson
is contributing to

C8 S4  UE5  UE9  W3

Lesson objectives

All learners will be able to:

use some target structure and pronounce
some contractions correctly and use some correct question intonation

Most learners will be able to:

use a range of target structure including
appropriate short answers and pronounce most contractions correctly and use
some correct question intonation

Some learners will be able to:

use a range of target structure including
appropriate short answers and pronounce most contractions correctly and use
good question intonation

Previous learning

past simple including negative and
interrogative forms

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            UE9

            UE5

To present the past simple interrogative
and short answers

·       Ss close their books. Write on the board: Did I play tennis
yesterday? No, I didn’t and Did you play tennis yesterday? No, you didn’t.
Explain that we use Did I/you/he/she/it/we/they/ to form questions in the past
simple. Focus Ss’ attention on the position of did (before the personal
pronoun). The main verb is used in its base form. We answer in the short form
with Yes/No, I/you/he/she/it/we/they did/didn’t.

·       Ask Ss questions to check their understanding.

T: Did you
walk to school yesterday?

S1:Yes, I
did./No, I didn’t.

T: Did your
mum go to work yesterday?

S2: Yes,
she did./No she didn’t. etc

·       Ss open their books. Read the table aloud and elicit the missing
words.

Main Activities

            UE9

            UE5

            S4

            UE5

            S4

            C8

To practise using the past simple
affirmative

Allow Ss some time to complete the task
and then check Ss’ answers.

To practise using the past simple
interrogative and short answers

·       Explain the task and read out the example.

·       Ss do the task. Check Ss’ answers.

·       Play the video for Ss and elicit their comments at the end.

Video

To practise using the past simple
interrogative to talk about the past

·       Explain the task and read out the example exchange.

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

Ending the lesson

            W3

To write about past events

Allow Ss time to do the task. Then ask
them to check their answers with other Ss around the class to find someone
who can match their sentences.

Additional
information

Differentiation – how do you plan to
give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to
check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

monitor less able groups in controlled
tasks and highlight any errors in spelling for learners to self-correct

monitor pair sentence completion tasks
and encourage learners to give feedback to each other on answers

cross-curricular links: History
[historical leaders]

provide challenge to more able learners
by asking them to say which facts are related to Kazakhstan

LESSON: Module 5 Lesson 8

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson
is contributing to

R2   R3   R6   UE9  S4   S8

Lesson objectives

All learners will be able to:

identify some specific information in the
text correctly and use some target language correctly in oral summary task
with support

Most learners will be able to:

identify most specific information in the
text correctly and use a range of target language correctly in oral summary
task with support

Some learners will be able to:

identify all specific information in the
text correctly and use a range of target language correctly in oral summary
task with little support

Previous learning

use of regular past simple forms and
basic narrative linkers and language of ‘years’

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            R2

To introduce the topic and predict
the content of the text

·       Elicit what Ss know about Atlantis. Read out the title and
subheadings in the text as well as the words in the list.

·       Play the recording. Ss listen and follow the text in their books
to find out how the words are related to Atlantis.

Class CD

Video

Main Activities

            R3

            R6

            UE9

            S4

To read for comprehension

·       Draw Ss attention to the Study Skill box and read it aloud. Give
an example of key words and then explain the task.

·       Allow Ss some time to read the text and answer the questions. Then
direct Ss to the Word List to look up the meanings of the words in the Check
these words box.

·       Check Ss’ answers around the class.

To practise the past simple and
revise question words

·       Explain the task and ask two Ss to read the example exchange
aloud.

·       Ss do the task in closed pairs, then ask some pairs to ask and
answer in front of the class.

Ending the lesson

            S8

To give a summary of a text

·       Explain the task and go through the verbs in the rubric explaining
any unknown ones.

·       Allow Ss two minutes to read the text again and then ask various
Ss to give their summary to the class using as many of the verbs in the list
as they can.

·       Evaluate Ss’ performance. Check for:             inclusion of all
points, correct word order, spelling mistakes (if written), grammar (syntax
mistakes), pace (if spoken), rapport (if spoken)

Additional information

Differentiation – how do you plan to
give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to
check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

support less able learners with
supportive questioning and prompting in eliciting oral summary

use thumbs up and down technique and
follow up questions to check comprehension

cross-curricular links: Literature [myths
and legends]

provide challenge to more able learners
by pairing them with less able learners in text comprehension and telling
them to guide less able learners where to look in text for answers

monitor pronunciation of target words in
oral summary task and highlight to board and redrill

LESSON: Module 5 Lesson 9

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson
is contributing to

UE9   W1   C4  R9

Lesson objectives

All learners will be able to:

identify some main ideas and detailed
information in texts and use some target vocabulary and structure correctly
in writing task with support

Most learners will be able to:

identify most main ideas and detailed
information texts and use a range of target vocabulary and structure
correctly in writing task with support

Some learners will be able to:

identify all main ideas and detailed
information in the texts and use a range of target vocabulary and structure
correctly in writing task with little support

Previous learning

vocabulary relating to significant 
historical figures and events

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            UE9

Remind Ss of ‘Atlantis’ text in previous
lesson by eliciting key content.

To present/practise there was/there
were

·       Point out that there was/there were is the past simple of there
is/there are and the same rules apply.

·       Elicit the L1 explanations for the examples in the note and then
ask various Ss to point out more examples in the text.

Main Activities

            C4

            R9

            W1

To check Ss’ comprehension of a
text

Allow Ss five minutes to complete the
task, then check Ss’ answers around the class.

To write a diary entry to
personalise the topic

·       Explain the task and allow Ss some time to complete it.

·       Ask various Ss around the class to read out their answers to the
rest of the class. Elicit which Ss had similar answers.

Ending the lesson

Play the video for the Ss and elicit
their comments at the end.

Video

Additional information

Differentiation – how do you plan to
give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to
check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

monitor less able learners as they write
their narratives and prompt learners to self-correct and expand information

use thumbs up and down technique and
follow-up questions to monitor comprehension of text

cross-curricular links: Literature [myths
and legends]

provide challenge to more able learners
through more probing questions when they present their texts

take in and assess final piece of writing

LESSON: Module 5 Lesson 10

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson
is contributing to

C8 UE5  UE9  R4  R8

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

some past simple regular forms and
some common irregular ones

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

To present the past simple for
irregular verbs

·       Explain that irregular verbs don’t take -ed in the past
simple but they all change differently and Ss must learn the forms. Refer Ss
to the irregular verbs list at the back of their books and advise them to
study it and learn the irregular forms.

·       Read out the table and elicit the L1 equivalents for the examples.

Main Activities

            UE9

            UE5

            UE9

            R4

            R9

To
practise the past simple of irregular verbs

·       Allow Ss some time to complete the task.

·       Check Ss’ answers.

To practise the past simple and
identify irregular verbs

Give Ss time to read the biography and
fill in the gaps.

To practise the past simple
interrogative and affirmative of irregular verbs

·       Explain the task and read out the example.

·       Ss complete the task, then check Ss’ answers.

·       Check Ss’ answers and then elicit the irregular verbs.

To practise the past simple of
irregular verbs

Give Ss some time to complete the gaps
then check Ss’ answers

To consolidate information in a
text and further practise the past simple of irregular verbs (negative and
affirmative)

·       Explain the task and read out the example.

·       Ss complete the task.

Ending the lesson

Check Ss’ answers by asking various Ss to
read out their statements.

Additional information

Differentiation – how do you plan to
give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to
check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

monitor less able groups in controlled
tasks and highlight any errors in forms for learners to self-correct

monitor pair sentence completion tasks
and encourage learners to give feedback to each other on answers

cross-curricular links: Literature [world
literature]

challenge more able learners to produce
different time phrases when talking about the past

monitor pronunciation of target verbs and
remodel and drill to whole class

LESSON: Module 5 Lesson 11

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson
is contributing to

UE9 S1   S4   W1   W4  W7

Lesson objectives

All learners will be able to:

use some target language correctly in
email writing task with support

Most learners will be able to:

use a range of target language correctly
in email writing task with support

Some learners will be able to:

use a range of target language correctly
in email writing task with little support

Previous learning

past simple regular and irregular
forms, narrating past events

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            S4

            UE9

To practise the past simple of
irregular verbs (interrogative) and short answers

·       Ss work in pairs and ask and answer, as in the example.

·       Monitor the activity around the class and then ask some pairs to
share their answers with the class.

Main Activities

            S1

            W1

            UE9

            S4

            W4

            W7

To practise using time expressions
with the past simple

·       Explain the task and read out the example.

·       Elicit a variety of personal sentences from Ss around the class.

To
practise the past simple (regular + irregular verbs) interrogative and short
answers

·       Ss ask and answer in pairs, as in the example.

·       Monitor the activity around the class and then ask some pairs to
ask and answer in front of the rest of the class.

To write an email using the past
simple

·       Explain the task and either allow Ss time to complete it in class
or assign as HW.

·       Remind students that they can use the example in Ex. 4 to help
them.

·       Check Ss’ answers by asking various Ss to read out their emails.

Ending the lesson

Game

Ask Ss to look at the Irregular Verbs
section at the end of the book for two minutes. Ss close their books. Say
verbs in their base form. Ss, in teams, say the relevant past simple form.
Each correct answer gets 1 point. The team with the most points is the
winner.

Additional information

Differentiation – how do you plan to
give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to
check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

support less able learners in writing by
eliciting in small groups model sentence openings for the prompts

following speaking activity do a quick
spelling elicitation of words learners have used to the board

ICT links:  format and features of email
communication

give more able learners challenge by
asking them to include details that they would like their friend to respond
to

take in final pieces of writing for
feedback comment and assessment

LESSON: Module 5 Lesson 12

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson
is contributing to

R2  R5  S6  S3   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 dialogue reading 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 dialogue reading 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 dialogue reading task

Previous learning

past simple question and answer
exchanges

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            S6

To practise pronunciation of
situational language

·       Play the recording. Ss listen and repeat.

·       Pay attention to Ss’ pronunciation and intonation and correct as
necessary.

Class CD

Main Activities

            R5

            R2

            S7

            S6

To identify the context of a
dialogue and predict the content

·       Elicit what Ss think the dialogue is about.

·       Ss listen and follow the text in their books and check.

To read for specific information

·       Allow Ss time to read the dialogue again and complete the task.

·       Check Ss’ answers.

Class CD

To learn synonymous phrases

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

To consolidate situational language
through translation

Elicit the L1 equivalents for the
sentences in Ex. 1 from Ss around the class.

To act out a dialogue

·       Draw Ss’ attention to the Study Skills box at the side. Read it,
or have one of the Ss read it aloud, and remind Ss to be aware of intonation
patterns as they practise the dialogues.

·       Play the recording again. Then ask Ss to work in pairs and take
roles and read out the dialogue.

·       Monitor the activity around the class and ask some pairs to read
out the dialogue in front of the class.

Ending the lesson

            S3

            S7

To practise role-playing

·       Explain the situation. Remind Ss that they can use sentences from
Ex. 1 as well as the dialogue in Ex. 2 to help them and any ideas of their
own to complete the task.

·       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.

Additional information

Differentiation – how do you plan to
give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to
check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

monitor less able groups in preparing
role play and production tasks and support with further modelling and
drilling

monitor accuracy and interactional
appropriacy in situational tasks

cross curricular links: languages
[language contrasts with L1]

challenge more able learners to give more
expansive answers in response to role play prompts

monitor pronunciation performance in
final activity and give feedback to whole class

LESSON: Module 5 Lesson 13

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson
is contributing to

WR4   W6   W7   L8   R3   S1

Lesson objectives

All learners will be able to:

identify some main ideas and detailed
information in texts and use some target vocabulary and structure correctly
in writing task with support

Most learners will be able to:

identify most main ideas and detailed
information texts and use a range of target vocabulary and structure
correctly in writing task with support

Some learners will be able to:

identify all main ideas and detailed
information in the texts and use a range of target vocabulary and structure
correctly in writing task with little support

Previous learning

vocabulary relating to professions
and basic biographical facts

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            S7

To introduce the topic

·       Explain what the word ‘profession’ means (a type of job that needs
a high level of training or education) and read out the examples. Then allow
Ss one minute to write down as many as they can think of.

·       Ss check their list with their partner and then ask some Ss to
read out their list to the class.

Main Activities

            L8

            R3

            W6

            W4

            W6

To predict the content of a text

·       Direct Ss’ attention to the pictures and elicit what, if anything,
they know about the people in them. Read the questions in the rubric aloud
and elicit guesses from Ss’ in answer to them.

·      
Draw Ss’
attention to the Check these words box. Elicit the meanings of the words or
allow Ss time to look up the words and check meanings around the class.

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

Class CD

To use
specific vocabulary to write sentences

·       Explain the task and elicit the meaning of any unknown words in
the list.

·       Allow Ss time to write their sentences.

·       Check Ss’ answers around the class.

·       Play the video for the Ss and elicit their comments at the end.

Video

To write a short article about an
artist from your country

·       Draw Ss attention to the Did you know? box. Initiate a discussion
about well-known painters or elicit names of Kazakhstani artists.

·       Ask Ss to look up information on the Internet or look in
encyclopaedias/other reference books.

·       Allow Ss time to collect the information and prepare their
presentations. Alternatively, assign the task as HW.

Ending the lesson

            S1

Ask Ss to present their work to the
class.

Additional information

Differentiation – how do you plan to
give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to
check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

monitor less able groups in writing task
and provide support through further modelling and providing sentence starters

use thumbs up and down technique and
follow up questions to check comprehension

cross-curricular links: Literature
[artist biography]

provide challenge to more able learners
by asking them to write a text in distinct paragraphs

take in final piece of writing to assess

LESSON: Module 5 Lesson 14

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson
is contributing to

L5   S1   S6  S7  W5 W8

Lesson objectives

All learners will be able to:

identify some main ideas and detailed
information in the text and present some detail correctly in presentation and
writing tasks

Most learners will be able to:

identify most main ideas and detailed information
in the text and present some detail correctly in presentation and writing
tasks

Some learners will be able to:

identify all main ideas and detailed
information in the text and present a range of detail correctly in
presentation and writing tasks

Previous learning

basic vocabulary of musical
instruments and types of music

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            S6

To introduce the topic and present
musical instruments

·      
Draw Ss’ attention
to the musical instruments in the pictures.

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

·       Elicit the L1 equivalents from Ss around the class.

Main Activities

            S7

            L5

            S6

            S1

To present types of music

·       Go through the names and types of music in the lists.

·       Play the recording. Ss listen and match.

·       Check Ss’ answers.

Class CD

To listen for specific information

·       Go through the instruments in the list A-H.

·       Play the recording. Ss listen and match the items.

·       Explain to them there are two extra instruments they do not need
to use.

·       Check Ss’ answers.

·       Play the video for the Ss and elicit their comments at the end.

Video

To prepare a presentation on your
favourite type of music

·       Explain the task and tell Ss to use the Internet or look in
encyclopaedias/other reference books.

·       Allow time for Ss to collect the
information and prepare their presentations. Alternatively, assign the task
as HW.

·       Ask Ss to present their work to the class.

            W5

            W8

To create a poster showing
traditional music instruments

·       Explain the task and tell Ss to work in groups and use the
internet or encyclopaedias/other reference books to look up traditional
musical instruments from Kazakhstan.

·       Allow time for Ss to collect their information and write out a
text and add pictures to prepare their posters. Alternatively assign the task
as HW.

Ending the lesson

Ask Ss to present their work to the
class, presenting on a board in the classroom, etc. if possible.

Additional information

Differentiation – how do you plan to
give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to
check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

monitor less able groups in poster
writing task and provide support through further modelling and providing
sentence starters

monitor accuracy of use and pronunciation
of module vocabulary and remodel and drill as necessary

cross-curricular links: Music

challenge more able learners to write two
or three connected sentences for each part of poster

highlight errors in poster text in pencil
for learners to self-correct before display

LESSON: Module 5 Lesson 15

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is
contributing to

S4   R2   R6  R8  W4   W6   W7

Lesson objectives

All learners will be able to:

identify some uses of target structure
and detailed information in text and use some target vocabulary and structure
correctly in email writing task with support

Most learners will be able to:

identify most use of target structure and
detailed information text and use a range of target vocabulary and structure
correctly in writing task with support

Some learners will be able to:

identify all uses of target structure and
detailed information in the text and use a range of target vocabulary and
structure correctly in writing task with little support

Previous learning

basic adjectives describing reactions
and views

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

            R8

To read for lexico-grammatical
structure

·       Explain the task. Allow Ss time to complete the gaps with the
correct adjectives.

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

·      
Ss compare their
answers with their partner, then check Ss’ answers around the class.

Video

Main
Activities

            R2

            R6

            S4

            W4

            W6

            W7

To use descriptive language

·       Read the Study Skills box aloud.

·       To consolidate Ss’ understanding, write the words good, bad and
nice on the board. Elicit various adjectives from Ss around the class that
mean the same as these words and write them under each one. Ss may copy the
lists into their notebooks.

·       Explain the task and explain/elicit the meanings of any unknown
adjectives in the list.

·       Ss complete the task. Check Ss’ answers.

·       Draw Ss’ attention to the Check these words box. Elicit the
meanings of the words or allow Ss time to look up the words in the word list.
Check meanings around the class.

·       Play the video for the Ss and elicit their comments at the end.

Video

To write an email about an event
you attended

Explain the task and allow Ss time to
complete it in class.

Ending the lesson

·       Ask various Ss to read out their emails to the class.

·       Alternatively, assign as HW and check Ss’ answers in the next
lesson.

Additional information

Differentiation – how do you plan to
give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to
check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

support less able learners in writing by
eliciting in small groups model sentence openings for the prompts

use vocabulary activity to do  quick
spelling elicitation of words to board

ICT links:  format and features of email
communication

give more able learners challenge by
asking them to include expansive descriptive details

take in final pieces of writing for
feedback comment and assessment

LESSON: Module 5 Lesson 16

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson
is contributing to

S2  S3  C3   C9  UE5

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

vocabulary from the module

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

To personalise the topic and talk
about your interests

·       Explain the task. Ss read and choose which are true for them.

·       Ss tell their partner.

·       Monitor the activity around the class checking for pronunciation
and grammar.      

·       Check answers around the class by asking several students to
repeat their answers.

Main Activities

To create a story

·       Explain the task. Ask Ss to work in groups and think up two
special creatures.

·       Allow Ss time to create creatures and draw them. Ss think of a
story for the creatures and what they can do and write it.

·       Ask the groups of Ss to present their story to the class.

To test knowledge learnt in this
module

·       Explain the task. Allow Ss some time to read the questions and
mark the sentences as true or false.

·       Alternatively, you may allow Ss to review the module and find the
relevant information to complete the statements correctly. Check Ss’ answers.

To consolidate vocabulary learnt in
the module

·       Explain the task and allow Ss time to look through the module 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. People eat a special soup for Nauryz. (T)

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

To listen for gist

·       Play the recording. Ss listen and answer the question in the
rubric.

·       Check Ss’ answers around the class.

To listen for specific information

·       Play the recording again.

·       Ss listen and complete the gaps.

·       Check Ss’ answers.

Class CD

Ending the lesson

Play the video for the Ss and elicit
their comments at the end.

Video

Additional information

Differentiation – how do you plan to
give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to
check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

prompt less able learners to ask a range
of questions with different question starters and highlight areas of
questions that need to be corrected before proceeding to quiz

monitor question production in group
activity

cross-curricular links: Art [responses to
Art]

provide challenge for more able learners
to try and write another short verse for the song

monitor pronunciation of new vocabulary
from Module

Badminton

Water polo

Rugby

Football

Basketball

Cricket

Hockey

Tennis

Swimming

Cycling

Gymnastic

Karate

Baseball

Golf

Ice skating

Judo

1

a ball

to play

we

trainers

need

football.

and

2.

a racket

we

to play

badminton.

need

3.

need

and

to go

a bike

we

a helmet

cycling.

4.

a ball

a basket

we

and

basketball.

need

to play

5.

a kimono

need

judo.

we

to do

№

Criteria

Score+,—

1

Use new words
in my speech:

Poster, wardrobe, bookcase,
bath, mirror,
stairs,
curtains, cushions

sofa, pillows, desk, carpet, armchair, fridge, table, chair, painting, sink, cooker

2

Ask
and answer the questions:

1.
How many rooms are there in Jan’s house?

2.
Why is Jan’s house so special?

3.
What is the shape of the house in China?

3

Make
up sentences using the structure there is/are and prepositions

1.
is, a, there, bedroom, mirror, in, the.

2.
on, are, there, pillows, three, sofa, the.

Unit of a long term plan  unit1

S7. Use appropriate subject- specific vocabulary and syntax to talk about a limited range of general topics

UE3. Use a growing variety of adjectives and regular and irregular comparative and superlative adjectives an a limited range of familiar general and curricular topics

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

Name parts of yurt, understand vocabulary, describe places

Most of learners will be able to:

Understand specific vocabulary

describe places and objects use adjectives in degrees

Yurt , shanyrak uwyk  a carcass

Values links

Good morning pupils! Who is on duty today? Who is absent?

Teacher divides pupils in 2 groups with cards: “ Yurts’, “ Homes”

a round-shaped , a shanyrak , a kerege ,a uwyk

L 1 Task 2 Match the pictures with the words

Yurt is a round-shaped, it consists of three main parts and many other smaller parts. Three main
parts include Shanyrak – top of the Yurt, Kerege – walls carcass and Uwyk – a carcass
part from Kerege to the Shanyrak.

Yurt usually does not have rooms in it, and it was a common practice to have a separate
YuYrt as a bedroom, separate one as a kitchen, guesthouse, etc as long as people could
afford that.

Task 2 Find out which of these adjectives in positive degree,  in comparative  degree, in superlative degree

1 A building  is  bigger than yurt.

2. Yurt is smaller than a building.

3. A house is modern.

4. A living room is the most comfortable room in the house.

5.Yurt is the oldest house.

Descriptor: Learners find degrees of adjectives

W3 Task 4 Write things you remember from the texts

Yurt, kerege ,house ,shanurak .small ,beautiful ,modern

Bedroom, living-room ,comfortable

Descriptor: Pupils write names of rooms ,describe of house

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

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?

S4. Respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics.

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

UE14. Use prepositions to talk about and location: use prepositions like to describe things and about to denote topics: use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curriculum topics.

—          Understand specific information related  to the target.

—          Pronounce and name some words, according to the topic.

—          Recognize the theme and grammar material;

Most learners will be able to:

—           To write short sentences in a paragraph.

—          Answer the questions.

—          Do exercises with grammar material;

Some learners will be able to:

—          Use prepositions to make  sentences.

—          Speak about things in a room.

To develop the learners’ correct pronunciation of active vocabulary

To put prepositions of directions in right order.

To write and complete the sentences by putting names of the room

Links

Can compare yurts with modern houses.

II.                Happiness circle.

Teacher greets and invites to stand in a circle and to greet each other. The teacher divided the class with the method of mosaic.

III.             S1 Brainstorming.

Revision the previous lesson. Scrambled letters. You must make up some words and translate them into Kazakh.
t, l, a, f –
e, r, u, t, c, i, p –
b, e, l, a, t –
c, r, e, o, o, k –
e, g, f, r, i, d –
k, s, i, n –
m, p, a, l –
r, a, i, c, h –
i, o, r, d, a –
r, o, d, o –

PPT (slide – 1-2)

Pictures

Prepositions:

IV.             UE14. Task 1. Practice

Use prepositions. Complete the description of Sadie’s room.

The bed’s on the left and there’s small wardrobe on the right. There are some posters …… the wall …… the bed. There is a table …… the bed, and there is a lamp and clock  …… the table. There is a chest of drawers …… the table, and there are some shelves …… the chest of drawers. There is a desk …… the door, …… the window. There is a chair in the corner and another chair ….. the desk. You can see Sadie’s tennis racket …… the desk.

Descriptor    A learner:

—          Works cooperatively in a group;

—          Read the clause and put the precedent in the appropriate places.V.                S4. 1 Task 2. Group work

Read the puzzles and guess what rooms they are.

I — group
1. We have breakfast, lunch, dinner, supper there.
We eat in it. What room is it?
2. We cook dinner, wash up dishes there. There is cooker a fridge, a dishwasher there. There are plates, cups, cupboards there.
What room is it?
3. There is a bed, a picture, a window, a curtain, a toilet table in it.
What room is it?

II — group
4. There is a towel, a bath, a soap, a mirror, a sink, a shelf in it.
What room is it?
5. There is VCR, a sofa, a fire, a carpet, an armchair, a picture, a television in it. What room is it?
6. There is a computer, a desk, a bookshelf, a chair, a lamp, a flower, a plant, a clock in it. What room is it?

Descriptor          A learner:

—          Read  and translate

—           Define rooms and furniture’s

—          Answer the questions

W1.  Task 3. Complete the sentences:
1. We cook in the …
2. We sleep in the …
3. We wash in the …
4. We watch TV in the …
5. We eat in the …
6. We read books in the …

Descriptor          A learner:

—          Read  and translate

—           Filling in   the gaps

PPT (slide – 3)

Student’s book,

Picture, dictionaries

PPT (slide – 4)

PPT (slide – 5)

PPT (slide – 6)

Feedback. The teacher gives comments about learners work  and awards learner. Students will choose one and put on the board  their stickers.

Home task: Writing and speaking “My room” Use what you know

Draw   your room and furniture’s in the paper. Make a dialogue with your partner about your room.

PPT (slide – 7)

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All learners will understand specific information related  to the target,  pronounce and name some words, according to the topic.

Most learners will  answer the questions, do exercises with grammar material;

Some learners will use prepositions to make  sentences.

Speak about things in a room

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I

make from my plan and why?

Use prepositions like to describe things and about to denote topics: use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curriculum topics.

All learners achieve the lesson objectives and learning objectives.

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

1: Group work.

2:  The method “Mosaic”

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

1: Some interesting facts.

2: Be more active students

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

Today’s lesson was very interesting for me. The students were very active and very well done work with new material. They well prepared homework and well learnt a new lesson because all my questions, could make short sentences for new words. But I think the listening was difficult for students. I will consider it my next lesson.

5.S7  and use appropriate subject-specific vocabulary syntax to talk about a limited range of general topics

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

5. UE6  use  basic personal and demonstrative pronouns  and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics

Most learners will be able to: write with  support factual descriptions use prepositions to talk about location

Some learners will be able to: communicate meaning clearly at sentence level during, pair, group and whole class exchanges organise and present information

Describe your room with the given objects

fill in the correct pronouns  and quantitative pronouns some, any, something, nothing anything

Describe the given home

They know all the objects belonging to the house and vocabulary

They introduced with the construction there is  / there are

10min

How are you? What is the weather like today?

Is it hot or warm? Is it rainy or sunny?

What is the weekday today?

What is the season now?

Org moment: T-S. Dividing learners into three groups by the names of rooms

Livingroom                bathroom                  kitchen

T-S .After dividing each groups should tell about the rooms and describe it what they can do in that room.

Checking homework: “Moving questions” This is the activity for asking homework all of you   stand up make a circle and round the rope and stop there are sticker on the rope with the given questions according to the previous lesson take a sticker opposite of you and answer the questions.

1)      What do we do in the living room?

2)      What mother does in the kitchen?

3)      Where do we sleep?

4)      Where do we wash our face?

5)      How many rooms are there in your house?

T. Introducing the lesson objectives. Today we are going to talk about our homes and objects in it and will describe and talk about it.

T-S. Teacher will put some questions according to the theme.  Why should we need a home? Do we need rooms? What would we do if we have no rooms? Learners will answer to the given questions.

Cards flashcards of rooms

A rope with stickers

30min

W3.  Describe your house with the given vocabulary

Bedroom, living room, bathroom, kitchen, dining room, upstairs and downstairs, sofa, bed, TV, armchair, table, chair, carpet, curtain.

Draw your ideal bedroom. In three minutes

write a few sentences about it. Compare your room with your partner’s. What is similar/different? Tell the class My ideal bedroom has got … . There’s a … in my bedroom. …There is a ………. My bedroom is cool!

Descriptor: Describe your house with the given vocabulary

UE6. In general we use some in positive sentences and any  in questions and  negative sentences .We also use any with the meaning ‘it doesn’t matter which’:

• You can catch any bus. They all go to the centre.

Task-2.

UE6Complete the sentences with some or any.

1 .We didn’t buy …any… flowers.

2 .This evening I’m going out with……………………….. friends of mine.

3.‘Have you seen……………………….. good films recently?’ ‘No, I haven’t been to the cinema

for ages.’

4. I didn’t have money, so I had to borrow………………………..

5 .Can I have……………………….milk in my coffee, please?

6 .I was too tired to d o ……………………….work.

2)B.  Make up your own sentences  with the some ,any

There is a nothing  between two beds

3) C. Describe your room with the  some ,any

There is some flowers  in the kitchen.

Descriptor:fill in the correct pronouns

                 Make up sentences using given pronouns

                Describe one room using pronouns

Task-3

S6.  Say the suitable sentences in  pair work two learners in pair should say  three sentences two sentences must be  according to the theme one sentence must be the odd one and neighbours should recognize which is  the odd one out.

Living room is the place where we can sit and watch TV.

Kitchen is the place where we can cook meals.

Gym is the place where we can play volleyball with our friends

Descriptor: give two clear sentences and one odd  sentence   during pair work

Task-4

S7.  Complete the grapes with the given vocabulary and talk about it.

Bedroom, living room, bathroom, kitchen, dining room

S-S. For the conclusion of the lesson teacher takes the activity  “branches of grapes” there will be drawn branch of grapes and learners should put the names of rooms on the grapes  and  pronouns  which relates to a house on branches learners will show and discuss about rooms and describe one room of their house using pronouns.

Descriptor: Complete the grapes with the given vocabulary and describe one room of your house.

pictures of preposition

cards

Flipchart marker cards

A list of descriptor

Flipchart

5min

-Green  The lesson is clear for me

-Yellow  I have got some question                               

-Red  I don’t understand anything

Home work: Make up  a story about your friend’s  house  using prepositions

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

5.S1  provide basic information about themselves and others at sentence level on an increasing  range of general topics

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

Most learners will be able to: use adjectives and  regular and irregular comparative and superlative adjectives with support

Some learners will be able to: provide basic information about themselves and others at sentence level on an increasing  range of general topics

use appropriate regular and irregular comparative and superlative adjectives

write factual descriptions

write an information about your city

Learners  know all the names of rooms  belonging to the house

Learners  introduced with the construction there is  / there are and direction prepositions on,under, behind, next to, in front of , between

5min

How are you? Thank you, sit down.

Are you ready for today’s lesson?

Who is absent today?

Who is on duty today?

What is the weather like today?

Checking home task: “Brainstorming”everyone takes a piece of paper and writes as many words as you remember from the theme homes. Share ideas asking each student to read out a word from their list. They must not repeat a word that has already been said.

T-S. Dividing learners into two groups by “magic box” there will be some sweets choose one of them. Who choose red sweets sit to red group and who choose green sit to green group.

T. Teacher plays a video a conversation between boy and a girl they talk about cities and countries and then learners  recognize by this video the name of the new theme.

T. Introducing the lesson objectives. Now boys and girls the theme of our new lesson is Cities and countries  Today we are going to speak  about the best places for living

T-S. Teacher will put some questions according to the theme.  Do you live in a city? What is the difference between city or a country? Where do we live? How do you think is the city better place to live?

The pictures of cities and the names of countries

8min

8min

5min

6 min

10min

L1.Listen to the recorder and complete the table with the capitals of countries and nationalities.

              Descriptor: Complete the table.

Presentation of the grammatical materials through “Bus stop”.

The teacher presents materials as a guide in the bus. Each bus stop presents one city of the Kazakhstan.

Bus stop 1 “Astana”

Adjectives

Bus stop 2 “Almaty”

Bus stop 3 “Shymkent”

Task -2

UE3. Learners change the words into the right form of adjectives

Irregular Forms of Comparison

Task -3

UE3. Learners change the words into the right form of adjectives.

Clean –cleaner – cleanest

Easy — ______ — easiest

Fat — ______ — fattest

Hot — ______ — hottest

———    – simplier — _______

Thin – thinner — _________

Descriptor: — change the words into the right form of adjectives;

—          put the words in the right form of adjectives.

Task-4

S2.  “Ten question on stickers” One learner comes to the board and puts a sticker on forehead and learners will put question according the city and the country of a city

For ex: What is the capital city of England?

What is the country of Moscow city?

Descriptor: Answer the questions

S6. “Creative work” Make your own story about your city with the given vocabulary

Bank, airport, museum, hospital, theatre, chemist’s ,library, bus stop, police station, police station

I live in Astana city. There are a lot of banks…….

Descriptor: Create a story using given vocabulary.

CD,

blanks

Map of the world

Pictures of cities

Stickers

posters markers

3 min

Which task did you like the most?

What was easy for you?

What was difficult for you?

Show on your fingers your opinion  about the lesson

1-the lesson was difficult

2-you liked the most

3- your mood  glad, sad, bad

4- Activities you have done

5- I learnt today

Reflection through “Five fingers”

1 finger – difficulties during the lesson

2 finger – what do you like during the lesson

3 finger – your mood

4 finger – what do you do today?

5 finger – what do you learn today?

Learners draw the shape of their hands and write on each finger.

Home work: Look for from internet and find information about language population capital the weather and best places of your favourite country.

Challenge more able learners:

—          according to the video learners guess the theme of the lesson;

—          answer to the questions;

—          make own stories.

Sun-the best

star -good

cloud-need work.

Reflection through “Five fingers”

1 finger – difficulties during the lesson

2 finger – what do you like during the lesson

3 finger – your mood

4 finger – what do you do today?

5 finger – what do you learn today?

Learners draw the shape of their hands and write on each finger.

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?