Lesson plan

Unit of a long term plan School: General secondary school Kazakhstan

Living things
Date: 09.10.2018 Teacher name: AltaevaG.

CLASS: 5 Number present: absent:

Lesson title Describing people and families

Learning objectives(s) that
this lesson is contributing
to (link to the Subject
programme)
Lesson objectives
Assessment criteria
Values links
Cross-curricular links
Previous learning
Plan
5.2.3.1 understand an increasing range of unsupported basic questions on general
and curricular topics ( Ex. 1 - 2 p.43)
5.4.2.1 understand with little support specific information and detail in short,
simple texts on a limited range of general and curricular topics
5.5.3.1 write with support factual descriptions at text level which describe people
and their possessions
5.5.7.1 use with some support appropriate layout at text level for a limited range
of written genres on familiar general topics and some curricular topics
5.5.8.1 spell most high-frequency words accurately for a limited range of general
topics ( ex. 1-2 p.44)
5.6.3.1 use a growing variety of adjectives on a limited range of familiar general
and curricular topics
5.1.5.1use feedback to set personal learning objectives
All learners will be able to:
Learn adjectives to describe people
Practice describing people and families
They will understand the content of the video with the help of revised new
vocabulary
They get involved in speaking activities at least with one idea
They write a letter to people around the world to invite to protect the nature
The strategy “Mangilik Yel”
Kazakh , Art
Have got affirmative; possessive and negative

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

Start Organization moment.

Checking for their attendance and home task.
Warm-up
Books closed. Ask students to work in pairs and to describe their families
using have got: Arujan has got two sisters and one brother.
Middle Ex. 1
Draw students attention to the words in the box. Explain the task and refer
them to pages 79-80 of the W/b. Students check their answer in pairs.
Appearance: fair, dark, short, tall.
Opposites: horrible/nice, young/old, friendly/ unfriendly, fair/dark, short /tall,
noisy/quiet.

Ex. 2
Look at the photos. Ask them which person they like the most and elicit some
feedback, encouraging students to try to explain their answers.
2. old and nice 3. Friendly and dark 4. Tall and fair
5. Young and noisy 6. Quiet and good-looking
Ex.3
Write Interview on the board and ask the class if they know what is it. Elicit
any feedback they can give before explaining what an interview is.
Students do the task in pairs.
Student’s own answers.
Ex.5
Answers
2. They have got 13 children
4. Yes, he has
 5. No they haven’t
6. no, they haven’t got different rooms but they have all got different beds
8. the baby is 1 month old and the oldest is 19

End Concluding the lesson

2mins Assessment
Self-assessment chart
Three things I’ve learnt.
Giving the home task ; w/b p. 28.

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 Health and safety check
planning to check learners’
learning?

Health saving technologies.

Using physical exercises and active activities.
When they were working in a group, they were
controlled attentively how they sat, what they
were talking about and so on. Physical exercise
was offered after 20 minutes. They were warned
to be careful to use electronic tools during the
lesson.

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:
 Lesson plan
Unit of a long term plan School: General secondary school Kazakhstan
Living things
Date: 10.10.2018 Teacher name: Akhilova Indira

CLASS: 5 Number present: absent:

Lesson title People's appearance and possessions

Learning objectives(s) that
this lesson is contributing
to (link to the Subject
programme)
Lesson objectives
Assessment criteria
p.45
5.3.4.1 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
5.6.1.1 use appropriate form of " have got" describing people's appearance and
possessions
5.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a
limited range of general topics ( Ex. 1 - 3. p.45)
All learners will be able to:
Learn how to use have got in affirmative , negative, questions and short answers.
Learn and practice asking questions about people’s appearance and possessions.
Learn and practice answering questions about people’s appearance and possessions.
They will understand the content of the video with the help of revised new
vocabulary
They get involved in speaking activities at least with one idea

Values links The strategy “Mangilik Yel”

Cross-curricular links Kazakh , Art
Previous learning Describing people
Plan

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

Start Organization moment.

Checking for their attendance and home task.
Warm-up
Books closed. Ask students about the adjectives from page 44 to describe
people. Tell them to work in pairs. Each pair should choose a student from the
class and try to describe that student using some of adjectives.
Middle Ex. 1
Draw students attention to the empty table and headings in each column.
Show them the examples from the listening activity on page 44 and explain
the task.
Answers
Affirmative: They have got 12 children: Charles has got his own room.
Negative: the boy hasn’t got fair hair. They haven’t different rooms.
Questions: Have they got any pets? Has Mr. Lewis got a job?
Short answer: Yes he has. No, they haven’t.
Language note: Have got is formed from two particles: have and got. When
we form negative, we insert the not between the two particles. I haven’t got a
large family. Not I have got not a large family. Also, when we form the
questions , we invert the subject and the first particle, Has she got a big car?
Not!!! Has got she a big car?
Ex. 2
Refer students to the sentences and explain the task. They complete the
activity individually.
Answers
1 My brother hasn’t got a car.
2 Mrs Hubert hasn’t got a dog.
3 I haven’t got a big family.
4 My parents haven’t got a big hause.
 5 You haven’t got a big bedroom.
6 My friends and I haven’t got bicycles.
Ex.3
Students check answers the task in pairs.
1 hasn’t 2 have you got 3 have 4 has 5 haven’t 6 has she got

Ex.5
Answers
A. The girl has got fair hair and she hasn’t got a mobile phone.
B. She hasn’t got fair hair and she’s got a mobile phone.
C. The boy’s got a friendly dog and a bag.
D. The boy’s got an unfriendly do and he hasn’t got a bag.
End Concluding the lesson
2mins Assessment
Self-assessment chart
Three things I’ve learnt.
Giving the home task ; w/b p. 29.

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 Health and safety check
planning to check learners’
learning?

Health saving technologies.

Using physical exercises and active activities.
When they were working in a group, they were
controlled attentively how they sat, what they
were talking about and so on. Physical exercise
was offered after 20 minutes. They were warned
to be careful to use electronic tools during the
lesson.

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:
 Lesson plan
Unit of a long term plan School: General secondary school Kazakhstan
Living things
Date: 11.10.2018 Teacher name: AltaevaG.

CLASS: 5 Number present: absent:

Lesson title People in a photo

Learning objectives(s) that
this lesson is contributing
to (link to the Subject
programme)
Lesson objectives
Assessment criteria
Talking out about people in a photo (appearance and character)
p.46
5.2.3.1 understand an increasing range of unsupported basic questions on general
and curricular topics ( ex 1 - 4 p.46)
5.5.3.1 write with support factual descriptions at text level which describe people (
ex.4)
5.3.6.1 communicate meaning clearly at sentence level during, pair, group and
whole class exchanges
5.1.4.1 evaluate and respond constructively to feedback from others ( Teacher's
book p.117)
All learners will be able to:
Practice describing people in photos
Learn and practice phrases for describing people
They will understand the content of the video with the help of revised new
vocabulary
They get involved in speaking activities at least with one idea

Values links The strategy “Mangilik Yel”

Cross-curricular links Kazakh , Art
Previous learning People's appearance and possessions
Plan

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

Start Organization moment.

Checking for their attendance and home task.
Warm-up
Books closed. Ask students to work in pairs to tell each other about their
favorite photos at home or on their computers.
Get feedback from a few pairs by asking a few students to describe their
partner’s photos.
Middle Ex. 1
Focus on the photo and discuss it with the class. Ask the students what they
can see
And elicit that there are two girls and two boys in the photo.
Language note: Have got is formed from two particles: have and got. When
we form negative, we insert the not between the two particles. I haven’t got a
large family. Not I have got not a large family. Also, when we form the
questions , we invert the subject and the first particle, Has she got a big car?
Not!!! Has got she a big car?
Ex. 2
Play the recording. Students identify the people and check their answers in
pairs. Check answers.
Answers
A Vicky B Livia C Leo D Jake
 Ex.3
Divide students into pairs to practice the dialogue, allocating each student in
pair the role Tom and Sally.
Ex.4
Refer students to the phrases in the box and read through them together. Ask
them to repeat after you and encourage them to copy your intonation.
Answers
Tom: That’s a nice photo; Which one is Vicky? She looks nice.
Sally: She’s the one with fair hair.
Ex. 5
Focus on the photos and vocabulary in the box and check for understanding.
Explain the task and refer students to the examples. Check they are describing
the people accurately.
Which one is Max?
He’s the boy with the short, fair hair and blue eyes.
Which one is Ruth?
She’s the one with the long fair hair and green eyes.
End Concluding the lesson
2mins Assessment
Self-assessment chart
Three things I’ve learnt.
Giving the home task ; ex 6

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 Health and safety check
planning to check learners’
learning?

Health saving technologies.

Using physical exercises and active activities.
When they were working in a group, they were
controlled attentively how they sat, what they
were talking about and so on. Physical exercise
was offered after 20 minutes. They were warned
to be careful to use electronic tools during the
lesson.

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: