5 класс поурочки Excel

LESSON: Module 1 Lesson 1 School:
Date: Teacher name:
CLASS: 5 Number present: absent:

Lesson title Rooms and Furniture
Learning objectives(s) R2 L5 S6 S7
that this lesson is
contributing to
Lesson objectives All learners will be able to:
identify some specific information from the text and use some target vocabulary to describe
some features of houses accurately in response to prompts and in production tasks
Most learners will be able to:
identify most specific information from the text and use a range of target vocabulary to
describe some features of houses accurately in response to prompts and in production tasks
Some learners will be able to:
Identify all specific information from the text and use a range of target vocabulary to describe
some features of houses accurately in response to prompts and in production tasks
Previous learning vocabulary for rooms of the house/ basic shapes / has got
Plan
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of Organization moment : “Speking time” method At the organization https://
the lesson 1.Greeting. Ss tell about their family moment T supports youtu.be/
Warming-up 2. Organization moment. members about half or 2 Ss to express their NzMEgEYG5k
5 мин. Ask students who is in their minutes. speech clearly A
family. The aim:To learn using .«The praise»
Tell students that many different students present content method to evaluate
people may be in their families, clearly and develop Ss Ss. like:
from grandparents to parents to speaking skills “Good job!
cousins Efficiency: Ss interested Well done!”
Tell me about one member of in talking about their
your family? family and tried to give
Try to tell personal information. the best information
In differentiation part
Using «Question time» Ss take
ideas from the question, there
are 6 questions, but Ss answer
not for all questions, only some
of them can cover the topic.
Beginning the What’s in this module? To present vocabulary
lesson Read the title of the module for rooms
Home & Away! and ask Ss to ● Play the
suggest what they think it recording. Ss
means. Go through the topic list listen and
S7 and stimulate a discussion to repeat chorally Class CD
prompt Ss’ interest in the or
module. individually.
Draw Ss’ attention to
the pictures and elicit
which room is which.
To present/practise Ask various Ss around Class CD
vocabulary related to
furniture
● Play the next
recording. Ss listen
and repeat chorally
or individually. Elicit
the L1 equivalents
from various Ss.
● Explain the task and
read out the headings, the class to read their
translating them if sentences aloud to
necessary. Read the check Ss’ answers.
example sentences
aloud and then Ss
work in closed pairs
and write the words
under the headings and
make sentences of
their own.
Main To predict the content of a text

Activities ● Direct Ss’ attention to
30 min the pictures and elicit
what they show. Ask Ss
to say what they think
the buildings look like. To read for specific
Give prompts if information
necessary. Ask: Which ● Allow Ss time
S6 building looks like: a to read the text
football? a violin? a again and Class CD
piano? answer the
● Play the recording. Ss questions.
listen and follow the ● Check Ss’
text in their books. answers.
● Direct Ss to the Word
List to look up the
meanings of the words
in the Check these
words box.
To check comprehension of a
text
● Allow Ss two minutes
to go through the text.
Ss close their books
and try to remember Play the video. Ss
two things from each watch it then answer
text and tell their the questions that
partner. accompany it.
● Ask some pairs to
report back to the
class. Ss open their
books and check.
Ending the To develop critical thinking ● Explain the task
lesson skills and read the
10 min prompts aloud.
● Brainstorm
S6 with Ss for
interesting
ideas.
Allow Ss time to write
their sentences, then
ask various Ss around
the class to read their
sentences aloud.
Lesson plan
Date: Teacher name:
CLASS: Number present: absent:

Learning objectives(s) C6 S1 S5 S7 W3 W8
that this lesson is
contributing to
use, pronounce and spell some target vocabulary accurately in production tasks with support
use, pronounce and spell most target vocabulary accurately in production tasks and integrate
with some success in extended writing task
use, pronounce and spell a range of target vocabulary accurately in production tasks and
integrate to good effect in extended writing task
Previous learning basic rooms of houses / vocabulary for basic features and furnishings of rooms
Plan
lesson/Time
Beginning Organization moment: Ss should continue saying After doing the Envelop with
of the lesson 1.Greeting. good words, wishes to each actions T tries to shapes
Warming-up 2. Organization moment. other passing the string. award active
Whole class Teacher gives strings Be happy Ss.«The praise»
5 мин. students to say warm words Be healthy method is used to
to each other. Save your family evaluate Ss with
The aim: develop students phrases like:
speaking skills and helps to “Good job!
break down their shy habits. Well done!”
Efficiency:By passing the
string Ss feel good
atmosphere.
Beginning To present vocabulary for Draw Ss’ attention to the
the lesson furniture and appliances picture. Play the
recording.
S7 Ss listen and repeat
chorally or individually.
Elicit the L1 equivalents.
Main To categorise vocabulary To activate and consolidate
Activities ● Read the Study vocabulary
Skills box aloud to ● Explain the task and
30 min explain the function read the example
of the task. aloud.
● Write the headings Ask various Ss to say what
on the board. Ss there is in each room.
look at the picture
for a minute then
close their books. Ss
copy the headings
into their notebooks
and try to list as
many words as they
can remember under
each heading. Ss in
pairs check their
answers and add
more words under
each heading.
● Check Ss’ answers
on the board.
To write about your ideal ● Explain the task and
bedroom allow Ss some time
to draw their ideal
bedroom and write
about it. Ss then
compare with their
partner and note the
similarities and
differences.
● Ask various pairs
around the class to
present their ideal
bedroom to the
class.
Alternatively, assign the
task as HW and check Ss’
answers in the next lesson.
Display the drawings to the
class..
Game
A Play in teams. One team
says a letter from the
English alphabet. The
other team says a word Which room am I in?
which starts with this B Play in pairs. Say a
letter and is related to sentence about a room you
Ending the
houses/rooms/furniture/ are in. Your partner says
lesson
appliances. If the team the name of the room.
10 min
can’t think of a word A: There’s a wardrobe in
within 5” they miss their it.
turn. Any correct answer B: Bedroom!
gets 1 point. The team
with the most points wins.
Team AS1: P!
Team BS1: Pillow!
“I know/want to know/knew” Students complete the table Feedback: Cards
method. what they know and want to “I know/want to
T gives cards. know, knew. know/knew”
And explains the instructions. Aim:Ss define what they method.
have learnt from today’s
lesson.
Efficiency:
Helps to analyze about their
understanding
Lesson plan

Date: Teacher name:
Learning objectives(s) C4 UE4 UE11
that this lesson is
contributing to
use and pronounce some target structures accurately in controlled tasks with support
use and pronounce most target structures accurately in controlled tasks with support
use and pronounce most target structures accurately in controlled tasks with little support
Previous learning basic uses of determiners with singular and plural nouns / basic uses of impersonal it/there
structures
Plan
Beginning of Organization moment: Ss sing a song together. Feedback: Cd 5R2
the lesson 1.Greeting. Ss look at their book the text T shows thumbs
Warming-up 2. Organization moment. of the song. up to Ss.
Whole class Sing a song “A family” The aim: helps to feel the It means that
5 мин. T shows the video of the song. importance of having family . they can sing
Efficiency:when they sing a very good! And
song some words remembers motivate Ss to
easily in their mind. study a new
theme.
Beginning To present there is/there are Explain that we use there is to
the lesson talk about the existence of
sth in the singular and
there are in the plural.
Read the examples in the
UE11 table aloud and then elicit
the answers to complete the
rules from Ss around the
class.
To practise there is/there are
Main
through personalisation
Activities To practise there is/there are
30 min ● Explain the task and
allow Ss time to
read the example aloud.
complete the
● Ss complete the task.
sentences about their
● Check Ss’ answers.
own bedrooms.
UE11
Check Ss’ answers around
the class.
To revise a/an and present To practise using some and
some – any any
● Read the first two Allow Ss some time to
example sentences aloud complete the sentences.
and elicit that we use a
with singular items that
begin with a consonant
sound and an with
singular items that begin
with a vowel sound.
● Read the next example
sentence aloud and
explain that we use
some in affirmative
sentences for plural
items.
● Read the final two
example sentences aloud
and explain that we use
any in negative plural
sentences and
interrogative plural
sentences.
Ask different Ss to read the
examples aloud, then elicit
when each is used to complete
the rules.
End of the “Think” method. As conclusion Ss complete the T using this Cards
lesson. T gives students which sentence with 1 or 2 words. method knows
uncompleted written. Aim:Ss learn to describe how many
Reflection They should complete the whole text with 1 or 2 words. students
10 min sentence. Efficiency: understand the
My family is important to me Learn from each other topic new lesson.
because ______. vocabulary words.
Lesson plan
Date: Teacher name:

Learning objectives(s) UE6 UE13 S2 L5
that this lesson is
contributing to
use and pronounce some target language accurately in response to prompts and in controlled
tasks with support
use and pronounce most target structures accurately in response to prompts and in controlled
tasks with support
use and pronounce most target structures accurately in response to prompts and in controlled
tasks with little support
Previous learning basic ordinal numbers / basic prepositions of location
Plan
lesson/Time
Beginning of Organization moment : “Yes, No, Stand up” method After doing the Envelop with
the lesson 1.Greeting. helps students to understand actions T tries to shapes
Warming-up 2. Organization moment. the new theme. award active
Whole class Show a different picture of The aim: develop students Ss.«The praise»
5 мин. actions that repeats every day. speaking skills and helps to method is used
Students will say the actions. break down their shy habits. to evaluate Ss
Watch the video. Warm up Efficiency:By asking with phrases
“Yes, No, Stand up” questions students know a lot like:
1. Tell the students that information about their “Good job!
answering “Yes” means friends. Well done!”
“Stan up” and answer
“No” means sit down.
2. Do you like chocolate?
Do you like to run?
Is 2+2= ?
Then ask students do they
understand.
3. After students
understand , get a
stronger student to ask
questions.
Beginning the To present prepositions of ● Ss close their
lesson place books. Present
prepositions of
place using your
UE14 book. Put your book
on the desk, then
ask and answer:
Where’s my book?
It’s on the desk.
● Put your book in
your bag, then ask
and answer:
● Where’s my book?
It’s in my bag, etc.
Present the rest of
the prepositions of
place in the same
way.
● Then put your book
in various places
around the
classroom and ask
Ss to tell you its
location.
Ss open their books. Refer
Ss to the drawings and the
example and explain the
task. Elicit answers from
Ss around the class.
Main To practise prepositions of To present ordinal numbers
Activities place and practise pronunciation;
30 min Explain the task and allow Ss to practise asking and
some time to complete the text. answering questions using
Check Ss’ answers by asking ordinal numbers
various Ss to read out the ● Play the recording
completed text. with pauses for Ss to
listen and repeat
chorally or
individually. Pay
special attention to
Ss’ pronunciation and
intonation and correct
where necessary.
● Read the task aloud
and draw Ss’
attention to the
prompts, then read
out the example.
Ss complete the task in
pairs. Monitor the activity
around the class and ask
some Ss to ask and answer
in front of the class.
● Explain to Ss that th
can be pronounced
two ways.
● Play the recording. Ss
listen and repeat.
● Draw Ss’ attention to
the words ending in
th and inform them
To pronounce /θ/, /δ/ that whenever an
ordinal number ends
in th it always has
a /θ/ sound and that
all pronouns that
begin with th have
a /δ/ sound.
Elicit other words with the
same sounds from Ss around
the class.
read the example
exchange aloud. Ss
work in pairs and ask
To practise describing
and answer
location
questions.
Monitor the activity around
the class and then ask some
pairs to act out their
exchanges.
End of the Traffic light method is used to Ss use their stickers to show Descriptor: Stickers
lesson. find out was the lesson clear or their knowledge according to Can use the
not. Use the stickers. the lesson Present Simple
Reflection Green- I understood form, describe
Yellow-I have some questions the routines and
Red-I need a help. give the
Individual translation-
work: Aim:To know how many Ss 2points.
10 min. got the theme.
Efficiency: Ss evaluate each
Ss can use colors to show how other and
much do they remember. encourage
Differentiation:«Conclusion classmate with
» method is used to finish the phrases like:
lesson. Well done!
Brilliant! Good
job! I like it!
Lesson plan

Date: Teacher name:
Learning objectives(s) C1 R2 S7 L5
that this lesson is
contributing to
identify some specific information in listening and reading texts and use some target
vocabulary accurately in production tasks with support
identify most specific information in listening and reading texts and use most target
vocabulary accurately in production tasks with support
identify all specific information in listening and reading texts and use most target vocabulary
accurately in production tasks with little support
Previous learning some common insect vocabulary / basic ‘scanning’ strategy
Plan
Beginning Organization moment : Ss take the cards and writes After writing T tries Envelop with shapes
of the 1.Greeting. how many character to answer all the
lesson 2. Organization moment. adjective they know. questions and
Warming- “Education tree” And to describe their friends appreciate their
up Teacher divides the tree in write the characters that they work saying “well
Whole two parts. To the 1 part Ss want to know done”, “Excellent”.
class should write what they The aim: develop students
5 мин. know about new theme. thinking skills
And an another part they Efficiency: helps to know
should write what they how many adjectives they
want to know. know and motivate to know
more
● Direct Ss’ attention
to the pictures.
To present vocabulary for ● Play the recording
household insects with pauses for Ss
to repeat chorally or
individually.
Elicit the L1 equivalents.
30 min To predict the content of To read for specific
a text information
● Ask Ss to read the ● Allow Ss time to
title and the read the text again
introduction and and answer the
then elicit the questions.
topic of the text. ● Check Ss’ answers.
● Play the recording
and Ss listen and
follow the text in
their books.
● Direct Ss to the
Word List to look
up the meanings of
the words in the
Check these
words box.
● Ss read the text in
Ex. 2. Ss close their
books and talk in
pairs about what
they learnt from the
text that they didn’t
know before.
To check comprehension
● Monitor the activity
of a text
around the class
and then ask some
Ss to tell the rest of
the class their
answers.
Play the video. Ss watch it
and then do the exercises
that accompany it
● Explain the task
and ask Ss to read
through the gapped
text about the
museum and think
To listen for specific about what
information information may be
missing.0 (e.g. 1
noun, 2 noun, 3
number, 4 noun, 5
number, 6 number)
Play the recording. Ss listen
and fill the gaps.
End of the “Memory game” method. Ss have to write all new Feedback: Papers
lesson. Teacher gives Ss paper to words that they have learnt. Smiles Smiles
check their memory. Aim:To know how many Ss
Reflection Who will write more than got the theme.
10 that will get excellent Efficiency:
smile. Ss can remember the
Individual spelling of the adjective
work: Differentiation:«Conclusio
10 min. n» method is used to finish
the lesson.
Lesson plan
Date: Teacher name:

Learning objectives(s) S2 S6 W2 UE5 UE8
that this lesson is
contributing to
use some target language accurately to form questions and in spoken and written production
tasks with support
use most target language accurately to form questions and in spoken and written production
tasks with support
use most target language accurately to form questions and in spoken and written production
tasks with little support
Previous learning basic uses of imperative forms / insect vocabulary from previous lesson
Plan
lesson/
Time
Beginning of Organization moment : Ss says: Feedback: White board
the lesson 1.Greeting. Sad T prays Ss using the Pictures
Warming-up 2. Organization moment. Happy method
Whole class Teacher shows students a lot Ugly person “Humburger”.
5 мин. of picture with different Angry “wishes
faces. Etc. Comments,
Ss looking at the picture The aim: recall wishes”.
describe their actions. adjectives to understand
the new theme
Efficiency: remember
better the meaning of the
adjectives
30 min To present the imperative
● Draw Ss’ attention To practise the
to the table and imperative
elicit how the ● Explain the
imperative is task. Ss
formed (with the complete it.
verb but without ● Check Ss’
the subject. The answers on
negative the board.
imperative is
formed with Do
not/Don’t and the
verb).
● Write the
following on the
board to explain
the use of the
imperative.
– Be quiet! (order)
– Fold the paper in half.
(instruction)
– Have a biscuit. (offer)
– Call me later, please.
(request)
● Explain the task.
Ask Ss how
much they know
about insects.
● Ask Ss to work
in groups and
look up
information on
the Internet
using the key
word in the
To find information about
search bar or in
insects and present it to the
encyclopaedias /
class
other reference
books. Tell Ss
that they can use
the website
suggested on the
Express
Publishing
website to help
them.
Ask various groups of
Ss to present their work
to the class.
Ask Ss to
prepare a series
of quiz
To prepare a quiz about questions.
insects and play it with the Ss work in groups.
class They decide who will do
the research, who will
write the questions and
who will type them up
and design the quiz
layout.
End of the “About me” method. Ss have to say about Feedback: Whiteboard
lesson. T says them to say one themselves choosing one “Two stars, one
sentence using like, doesn’t of them. wish”
Reflection like, hate, love Aim:analyze their
10 min understanding using this
method.
Efficiency:
Interest them to say
about themselves
Lesson plan
Date: Teacher name:

Learning objectives(s) L5 L7 S2 S5 S6 S7
that this lesson is
contributing to
take part in some exchanges using some target language accurately and intelligibly and
identify some target information in listening task
take part in a range of exchanges using most target language accurately and with some
appropriate intonation and identify most target information in listening task
take part in a range of exchanges using most target language accurately and with clear
intonation and identify all target information in listening task
Previous learning some awareness of question intonation
Plan
lesson/
Time
Beginning of Organization moment : Ss respond if possible and After writing T tries White board
the lesson 1.Greeting. say the time. to answer all the Clock
Whole class 2. Organization moment. Use the table and the clock questions and
5 мин. “Telling the time” faces to ask each other the appreciate their
T shows Ss a clock to ask time. work saying “well
times. The aim: recall the time to done”, “Excellent”.
- What is the time, speak about friend’s table
please? time.
- It’s … . Efficiency: Ss looking at
Teacher shows video clock remember the time
about time. better .
To identify the context of a
dialogue and practise
pronunciation/intonation
● Explain the task. Ss
read the sentences
and say what they
To identify the situation
think the dialogue
and speakers in a
is about (talking
dialogue
about someone’s
Ask Ss to read the first
room and things).
exchange and elicit
● Play the recording.
answers to the questions
Ss listen and check.
in the rubric.
To practise intonation
Play the recording with
pauses for Ss to repeat the
sentences chorally or
individually. Elicit the L1
equivalents.
To listen for specific To learn synonymous
information phrases
Play the recording. Ss Read the phrases aloud.
listen and follow the Refer Ss back to the
30 min
dialogue in their books dialogue and elicit the
and mark the statements. synonymous ones from
Check Ss’ answers. various Ss around the
class.
● Play the recording
for Ex. 3 again.
Divide the class
into groups of three
and ask them to
To act out a dialogue take roles and read
the dialogue aloud.
Monitor the activity
around the class and ask
some groups to read the
dialogue aloud in front of
the class.
● Explain the
situation.
● Remind Ss that
they can use the
dialogue in Ex. 3 s
a model as well as
any ideas of their
own to complete
the task. Encourage
Ss to try and be
To practise role-playing
original and not just
copy the dialogue.
pairs. To help Ss, draw the
following diagram (See T’s
Book) on the board and
elicit appropriate phrases
Ss should use. Write them
on the board. Ss can refer
to the diagram while doing
the task.
End of the Teacher shows times Ss say the time and compile Feedback: Papers
lesson. 1.30 short sentences. Smiles Smiles
04.15. Aim: review the new theme
Reflection 10.10 Efficiency:
05.35 Corrects themselves
18.45 listening others
Individual 20.00
work: And asks them use these
10 min. times to make a
suggestion to meet with
their friends.
Lesson plan
Date: Teacher name:

Learning objectives(s) C1 C6 C8 R2 W1
that this lesson is
contributing to
identify some specific information in texts and research and write short organised text using
some of their own words
identify most specific information in texts and research and write short organised text using a
range of their own words
identify all specific information in texts and research and write more extended organised text
using a range of their own words
Previous learning basic vocabulary of geographical location / features of buildings
Plan
lesson/
Time
Beginning Organization moment : Ss repeat the qualities and Feedback: White board
of the lesson 1.Greeting. choose one of them to “Smiles”
Whole class 2. Organization moment. describe themselves.
5 мин. Teacher shows pictures Ss The aim: explain them to
about qualities of people. respect each other by their
Fun good qualities
Kind Efficiency: Ss understand
Friendly whatever is it, respect each
Honest other.
Helpful
Loyal
And asks them, which words
describes them. Say only
one word.
30 min To stimulate interest in the ● Refer Ss to the
topic and listen and read pictures and ask
for specific information Ss to tell you
what they know
about these
landmarks. Elicit
answers and ask
Ss to tell you
what information
they would like to
know about them
and write it on
the board (e.g.
Where are they
located? What
are they made
of? When were
they built?)
● Play the
recording. Ss
listen and follow
the texts in their
books and find
the answers to
their questions.
Direct Ss to the Word
List to look up the
meanings of the words in
the Check these words
box.
To consolidate
information from a
text
To read for specific ● This task may
information be completed
● Ss read the with books
questions and closed or open.
then read the text ● Elicit sentences
again and answer from various Ss
them. around the
● Check Ss’ class.
answers.
Play the video. Ss
watch it, then do the
exercises that
accompany it.
and brainstorm
with Ss about
special
landmarks in
your country
they may know
about.
● Assign the task
as HW and tell
Ss to work in
pairs and collect
information
To write about a special about a
building in your country building/landmar
k using the
Internet,
encyclopaedias
or other
reference books
and use it to
write a short
paragraph.
Remind Ss to include
the name, location and
special features and ask
Ss to stick a picture to
decorate their piece of
writing.
Ss work in groups. They
find pictures of special
End of the buildings and landmarks
To create a poster on special
lesson. in their country. Then,
buildings in the country
10 min they design and layout a
poster using these
materials. Ss display their
posters to the class.
Lesson plan
Date: Teacher name:

Learning objectives(s) C8 R1 W6 W7
that this lesson is
contributing to
identify some specific information in reading text and use some target vocabulary and
structure accurately in writing task with support
identify most specific information in reading text and use most target vocabulary and
structure accurately in production tasks with support
identify all specific information in reading text and use most target vocabulary accurately in
writing task with little support
Previous learning basic vocabulary for buildings/facilities / simple comparatives and superlatives
Plan
lesson/
Time
Beginning Organization moment : Ss discuss the celebrations and Feedback: White board
of the 1.Greeting. say the dates of the “Two stars, a wish”
lesson 2. Organization moment. celebrations.
Whole Teacher explains about The aim: to summarize
class celebrations of countries. discussion to find the theme of
5 мин. Shows a lot of the lesson
demonstrations to discuss in Efficiency: Ss brainstorm about
class. celebrities and dates.
30 min To predict the content of a ● Direct Ss’ attention to
text the picture and tell
them that this is the
London Eye.
● Elicit the meaning of
Design & Technology
(a school subject that
covers all forms of
art) and explain that
some buildings/
structures can be
considered a work of
art because of their
unusual design.
allow some time to
read through the
statements and decide
which are true and
which are not.
Play the recording. Ss listen
and follow the text in their
books and check if they were
correct.
allow Ss time to read
the text again.
● Direct Ss to the Word
List to look up the
To check comprehension of meanings of the words
a text by using target in the Check these
vocabulary to expand the words box.
topic ● Read the example
aloud and then elicit
sentences from Ss
around the class.
Play the video. Ss watch it,
then do the exercises that
accompany it.
ask Ss to look up
information on the
Internet using the key
phrase in the search
bar or in
encyclopaedias/other
reference books.
To write a short text about
● Remind them to
a strange structure/building
answer the questions
in the rubric.
● Ss work in groups and
write a short text using
the information they
collected.
Encourage Ss to stick a
picture to illustrate their
piece of writing.
End of the “What I know, knew, want to Ss complete the table Feedback: Papers
lesson. know” method Aim: reflect Ss knowledge for Smiles Smiles
Teacher gives Ss cards. whole unit.
Reflection Teacher knows what they Efficiency:
Individual know about knew theme. Ss revise the information step
work: by step.
10 min.
Lesson plan
Date: Teacher name:

Learning objectives(s) R1 R2 W1 W7
that this lesson is
contributing to
identify some main ideas and specific information in the text and write an email with some
appropriate features of style and organisation with support
identify most main ideas and specific information in the text and write an email with a range
of appropriate features of style and organisation with support
identify all main ideas and specific information in the text and write an email with a range of
appropriate features of style and organisation with little support
Previous learning basic outline features of and email / basic linking in extended writing
Plan
lesson/
Time
Beginning of Organization moment : First Ss will choose the Feedback: Cards with
the lesson 1.Greeting. cards then open the cards. “The praise” group
Whole class 2. Organization moment. After teacher’s instruction method is used names..
10 мин. Dividing into 3 groups by they will sit places where to motivate Ss.
professions. teacher prepared. “Well done, very
An ecologist, a farmer, a geologist. The aim: make them to well”
Warm up. Stay in a circle. Name a imagine where they want to
virtual place on the Earth where go.
you would like to be (the mountain, Efficiency: this method is
the forest, the sea….) quicker way to divide in
Who chose the mountain – they groups.
are group “geologist”.
Who chose the sea – they are
group “ecologist”.
Who chose the forest – they are
group “farmer”.
30 min To predict the content of a text ● Ask Ss to read
the first sentence
in each
paragraph and
elicit what they
think the email is
about.
● Allow Ss some
time to read the
whole email and
check their
answers.
Direct Ss to the Word
List to look up the
meanings of the words
in the Check these words
box.
To personalise the topic
To understand the topic of each
and talk about your
paragraph in a text
house
● Read the Study Skills
● In pairs Ss ask
box aloud.
and answer the
● Allow Ss time to read
questions.
the text again and elicit
● Ask various Ss to
which paragraphs
report back to the
match the topics in the
class on their
rubric.
house to check
Ss’ answers.
Explain the task and tell
Ss they can use their
answers from Ex. 3 to
help them. Point out that
Ss should follow the plan
to write their email.
To write an informal email about
class or it may be
your house (plan, write and
assigned as HW. Point
check sentences with support)
out that Ss can use
prepositions of place to
add to their description
and make it more
interesting. Also,
encourage Ss to use
adjectives such as big,
small, etc.
Ending the As an extension give Ss the text in Ss try to write without Feedback: Papers
lesson the Suggested Answer Key without mistakes. “Three facts” Cards
5 min paragraphs or putting the Aim: compose all thoughts method
paragraphs in a muddled order. Ask and develop memory skills
Ss to find where each paragraph Efficiency:
starts/ends and to put the Ss learn think quickly and
sentences/paragraphs in the correct recall the grammar.
order.
Lesson plan
LESSON: Module1 Lesson 11 School:
Date: Teacher name:

Learning objectives(s) C10 S3 S6 R1 R6 W3 W8
that this lesson is
contributing to
use some language from the module to express views and write some relevant questions
accurately
use a range of language from the module to express views and write a range of relevant
questions accurately
use a wide range of language from the module to express views and write a range of relevant
Previous learning expressing likes and dislikes / basic subject and object question structures
Plan
lesson/
Time
Beginning of Organization moment : Ss sit on their group. Feedback: Cards
the lesson 1.Greeting. Reorder the topic. “The praise” White board
Group work 2. Organization moment. And answer the questions. method is used to with
10 мин. T divides students into 3 The aim: interest in learning motivate Ss. questions
groups by method “Mosaic”. some new topics “Well done, very
1. Friends Efficiency: brainstorm their well”
2. Professions knowledge.
3. Jobs Descriptor:
- Reorder the text
Teacher cuts the text. Ss - Read the text
should reorder the topic. Then - Answer the
answer the questions. questions
Farmer.
A farmer lives in a village.
He grow crops and keeps 1 point
animals. He works very
hard. He gets up early
morning and begins to
work in the field. He takes
his plough and a pair of
oxen with him. He
continues to work from
morning to evening. For
him, rain, cold or sun do
not matter much. A farmer
leads a very simple life. A
farmer grows food, grains,
vegetables and fruits.
1. Where are lives the
farmers?
2. How does he work?
3. What they grow up?
To test knowledge learnt in
this module
Allow Ss some time
To discuss values and to read the sentences
express own points of view. and decide whether
30 min Ask learners to discuss each one is true or
statements and quotations false.
Alternatively, you may
allow Ss to review the
module and find the
relevant information to help
them. Check Ss’ answers.
To write a quiz
and allow Ss time
To read for coherence and
to look through
cohesion; to understand the
Module 1 and
author’s purpose
think of quiz
questions in pairs.
elicit the meanings
● Tell Ss they can
of the words in the
use the quiz in the
list.
previous task as a
model. Offer an
Allow Ss some time to read
example. e.g. The
through the song and fill in
London Eye is in
the missing words. Play the
Windsor. (F)
recording. Ss listen and
Ss swap their quizzes
check their answers.
with another pair and do
it and then report back to
the class.
To read for information; to
understand purpose
● Allow Ss some
time to talk
● Ask Ss to give a
amongst
reason why they like
themselves in
their homes.
pairs and think
● Ask Ss to complete
about the
the sentence from
question. Ask
their own point of
various Ss around
view.
the class to say
Elicit answers from Ss
why home is
around the class.
important to the
singer.
End of the Teacher use the T/F quiz test Ss do the quiz and after Feedback: Papers
lesson. to reflect the lesson. finishing evaluate the another “selfassessment” Cards
Reflection Ss swap quizzes with another group. Method
5 min. group and do the quiz. Aim: develop thinking skills Thumbs up,
Efficiency: thumbs down
Learn evaluate each other.
MODULE 2
Lesson plan
Date: Teacher name:

Learning objectives(s) R2 L5 W3 S7 C6
that this lesson is
contributing to
identify some specific information from the text and use some target vocabulary to describe
some things about themselves and others accurately in response to prompts and in production
tasks
identify most specific information from the text and use some target vocabulary to describe
tasks
identify all specific information from the text and use a range of target vocabulary to describe
tasks
Previous learning use of ‘has/have got’
Plan
lesson/
Time
Beginning of Organization moment : Ss will guess the professions. Feedback: Cards
the lesson 1.Greeting. And complete the crossword. “Thumbs up, White board
Group work 2. Organization moment. The aim: improve Ss mental Thumbs down” with questions
5 мин. Crossword health when fill the white method is used
Now children you must guess squares with letters, forming to motivate Ss.
what profession is it? words or phrases, by solving
1. Someone who drives a clues, which lead to the Descriptor:
plane answers. - Define the
2. Someone who drives a Efficiency can improve profession
car vocabulary mastery of the - Complete the
3. Someone who works and students and important role crossword
builds houses for the study in their field of
4. Someone who teaches study.
students 1 point
5. Someone who sing a song
6. Someone who treats a
patient
7. Someone who dances
Look at the blackboard.

T: Somebody’s father works
as a policeman, somebody’s
mother works as a secretary,
somebody works as shop
assistant, somebody works as
a cook, etc. How do you
think, what theme of the
lesson will be today? The
theme of our lesson is “……”
To present vocabulary for
What’s in this module? personal things
Read the title of the module ● Draw Ss’ attention to
Living things! and ask Ss to the pictures and play
suggest what they think it the recording. Ss
30 min
means. Go through the topic listen and repeat
list and stimulate a discussion chorally or
to prompt Ss’ interest in the individually.
module. Elicit the L1 equivalents
from various Ss.
To read for specific
information
● Elicit the meaning
of living and non- To listen for specific
living and ask Ss information
to categorise the Explain the task and play the
words into each recording. Ss listen and fill in
type. what Peter has and hasn’t got.
● Give Ss time to Check Ss’ answers.
complete the task.
● Check Ss’
answers.
Ask Ss to look at the pictures
again and complete the
sentences with what they
have/haven’t got. Ask some Ss
to read their sentences aloud.
End of the Teacher puts cards with a Ss choose the apples and stick Tree assessment Papers
lesson. blue apples, yellow apples to the tree Blue apple – I Cards
Reflection and red apples. Aim: develop self assessment learned a lot
5 min. Ss have to choose one of skills today
them and stick to the tree. Efficiency: Yellow apple – I
Easy way to define Ss like/ I don’t like
understanding the theme. Red apple – I
still have
questions
Lesson plan
Date: Teacher name:

Learning objectives(s) R1 R2 S7 L5
that this lesson is
contributing to
identify some specific information in reading text and use some target vocabulary
accurately in production tasks with support
identify most specific information in reading text and use most target vocabulary accurately
in production tasks with support
production tasks with little support
Previous learning basic adjectives for describing physical and facial appearance
Plan
lesson/
Time
Beginning of Organization moment : Ss listen to the teacher Feedback: Cards
the lesson 1.Greeting. instruction. And play the “Smiles” method
Individual 2. Organization moment. game following the is used to motivate
work If I were … instruction. Ss.
5 мин. Teacher puts middle of the The aim: improve speaking “Very good’
desks a lot of cards with short skills and say really “Very well”
uncompleted sentences. opinions about their wishes.
Efficiency remember and
If I am a doctor what I do … know what people need
Ss should continue. from some professions .
For example:
If I am a doctor I help to old
people.
Direct Ss’ attention to the
picture and ask if they
recognise the
man/character, then
read the names in the
list aloud.
To predict the content of a Play the recording. Ss
30 min text listen and follow the text
in their books. Elicit
answers to the questions
in the rubric then direct Ss
to the Word List to look
up the meanings of the
words in the Check these
words box.
To read for specific To recall information
information from a text
● Allow Ss time to ● Allow Ss a
minute to read
read the text again
the text, then
and answer the
close their books
questions.
and try and
remember two
● Play the video. Ss
things from the
watch and listen to
text.
consolidate the
Elicit a variety of
material.
answers from Ss around
the class.
To present adjectives
To present vocabulary
related to appearance
for the parts of the body
● Draw Ss’ attention
● Draw Ss’
to the words and
attention to the
play the recording.
picture of Merlin
Ss listen and repeat
and the indicated
chorally or
body parts. Play
individually.
the recording. Ss
Elicit the L1 equivalents
listen and repeat
from various Ss miming the
chorally or
meaning of each word.
individually.
Refer Ss to the Word List to
Elicit the L1 equivalents
find the meanings of the
from various Ss.
adjectives, if necessary.
End of the Teacher at the end of lesson Ss show their fingers. Feedback: White board
lesson. asks Ss do they understand the Aim: teach to assess “Five fingers”
Reflection lesson? themselves. thumb- It was
10 min. Ss show their fingers. Efficiency: students will meaningful and
And teacher knows their level really assess themselves interesting for
of understanding. Ss…
Index finger –
Today I have
realized …
Middle finger – It
was difficult for
me to …
Ring finger – my
assessment is …
because …
Little finger – I
would like to
know …
Lesson plan
Date: Teacher name:

Learning objectives(s) R2 L6 S1 S6 W3
that this lesson is
contributing to
All learners will be able to:
Previous learning basic facial, physical and character description adjectives
Plan
lesson/
Time
Beginning of Organization moment : Ss answer chorally. Feedback: Cards
the lesson 1.Greeting. Singer. “The praise” White board
10 мин. 2. Organization moment. Ss write down the words. method is used
Teacher shows words The aim: develop vocabulary to motivate Ss.
according to the theme. skills “Very good’
Voice Efficiency: one of the “Very well”
Music effective way to learn new “Good job”
Different vocabulary “Excellent”
Language
Film
And ask Ss what profession are
we going to read?
And explain the translation of
words.
Draw Ss’ attention to the
cartoon characters and elicit
short descriptions of each
Matching descriptions to
one to aid understanding of
30 min characters
the task.
Read the rubric and allow Ss
time to complete the task in
pairs. Check Ss’ answers.
To listen for specific To practise describing
information appearance
● Play the recording. Ss ● Ask various Ss
listen and identify around the class to
which characters John choose one of the
talks about. characters on this
Check Ss’ answers. page from Shrek III
and describe
him/her.
● Point out that
descriptions usually
start with general
features (such as
size, height or age)
and then move on to
more specific details
(such as hair and eye
colour) after that.
Evaluate their
presentation.
● Think about:
grammar/syntax
mistakes, cohesion,
pace, rapport with
audience.
● Play the video. Ss
watch and listen to
consolidate the
material.
tell Ss to use the
vocabulary from this
unit and the verb
To write about your ‘have got’.
favourite cartoon character ● Allow time for Ss to
complete the task in
class or assign as
HW.
Remind Ss to decorate their
writing with a picture.
lesson. asks Ss do they understand the Aim: teach to assess “Five fingers”
Reflection lesson? themselves. thumb- It was
5 min. Ss show their fingers. Efficiency: students will really meaningful and
And teacher knows their level assess themselves interesting for
of understanding. Ss…
Index finger –
Today I have
realized …
Middle finger –
It was difficult
for me to …
Ring finger –
my assessment
is … because
…
Little finger – I
would like to
know …
Lesson plan
Date: Teacher name:

Learning objectives(s) UE4 S1 S4
that this lesson is
contributing to
use and pronounce some target language accurately in response to prompts and in controlled
tasks with support
use and pronounce most target structures accurately in response to prompts and in
controlled tasks with support
controlled tasks with little support
Previous learning basic uses of a/some/any has got / have got
Plan
lesson/
Time
Beginning of Organization moment : Ss answer questions as Feedback: Cards
the lesson 1.Greeting. possible. “The praise” White board
5 мин. 2. Organization moment. The aim: this method method is used to
T stands middle of the class improve Ss self-confidence motivate Ss.
and says: “If I go to market, I in front of people. “Very good’
will bye a chocolate” Efficiency: ss practice the if “Very well”
My dears, can you say me, “If clauses before beginning the “Good job”
you go to Astana, where will lesson. “Excellent”
you visit?”
30 min To present the verb ‘have ● Ss close their

got’ books. Present
the verb have
got.
● Point to your
eyes and say: I
have got blue
eyes.
● Then write it on
the board.
● Repeat using the
rest of the
affirmative
forms.
● Drill Ss. Give
prompts. Ss make
sentences using
have/has got.
● Point to your
nose and say: I
have got a small
nose.
● I haven’t got a
big nose. Write
the negative form
on the board and
underline haven’t
got. Give
examples in all
forms.
● Point to a S and
ask Has Serik got
small ears? (Yes,
he has.) Ask: Has
Serik got big
ears? (No, he
hasn’t.)
● Write these on
the board and
underline has got
(interrogative),
Yes, he has. / No,
he hasn’t.
● Explain that the
last two
sentences are
short answers.
Elicit from Ss
how short
answers are
formed (Yes +
personal
pronoun/noun +
have/has – No +
personal
pronoun/noun +
haven’t/hasn’t).
Ss open their books and
read the table.
and point out that
the pictures show
characters from
Star Wars.
To practise the verb ‘have
● Allow time for Ss
got’
to complete the
task. Check Ss’
answers.
Play the video. Ss watch
and listen to consolidate
the material.
To practise ‘have got’ in To practise the
the affirmative and interrogative form of the
negative verb ‘have got’
● Explain the task. Ss ● Explain the task.
make sentences. Ss do the task.
● Monitor the activity ● Monitor the
around the class and activity around
then ask some Ss to the class, then
ask some
● Ss to ask and
answer the
questions aloud.
share their To practise the

sentences with the interrogative form of the
rest of the class. verb ‘have got’ and short
answers
and read out the
example.
Ss do the task in closed
pairs.
End of the “Three facts” Ss try quickly find the Feedback: White board
lesson. If ….. the plants die. missing words “Two stars, a Cards
Reflection When I get sick I go to the …. Aim: reflect Ss knowledge wish”
10 min. . about grammar.
If it snows the …. is fresh. Efficiency: students will
start correctly use grammar
Lesson plan
Date: Teacher name:

Learning objectives(s) UE1 UE3 S1 W7
that this lesson is
contributing to
use and pronounce some target language accurately in response to prompts and in
controlled tasks with little support
Previous learning basic uses of possessive adjectives / possessive and demonstrative pronouns
Plan
lesson/
Time
Beginning of Organization moment : Ss play following the Feedback: Cards
the lesson 1.Greeting. instruction. “The praise” White board
Warn up 2. Organization moment. Head to head method is used to
5 мин. “Body to body” method Ears to ears motivate Ss.
Ss stand in a circle. The aim: fairness way to “Very good’
Count from 1 to 7. divide Ss and give good “Very well”
Number 1. They are one atmosphere to work. “Good job”
pair. Efficiency: energizes Ss to “Excellent”
Number 2. They are one begin the lesson with good
pair. So on mood.
First T explain the
instruction.
Ss should follow the
instruction
To present possessive
To practise personal
adjectives/pronouns and
pronouns/possessive
consolidate through
adjectives/possessive
translation
pronouns
For the presentation of
personal pronouns,
Allow time for
possessive adjectives and
Ss to complete
30 min possessive pronouns see p.
the task.
26(T)
Check Ss’ answers. Ask
Ss open their books and read
Ss to identify which are
the table. Elicit the L1
personal pronouns (PP)
equivalents for the
or possessive adjectives
possessive adjectives and
(PA), and possessive
possessive pronouns in order
pronouns (PPR).
to check Ss’ understanding.
To present plurals To practise forming
● Explain that when
we talk about
more than one
thing, we usually
add -s to the noun.
e.g. desk – desks
● Read the examples
in the table aloud
and focus Ss’
attention on the
different plural plurals
endings. ● Allow Ss some
● Then, read the time to complete
theory for the task.
irregular plurals Check Ss’ answers on
aloud. the board. Ask Ss which
● Ss close their are irregular plurals (I).
books. Drill Ss.
Read nouns in the
singular aloud. Ss
say the relevant
plural form.
● Ss open their
books and say
whether the rules
are similar in their
L1.
To present This – These / To pronounce
That – Those
(plurals)
● Ss close their
books. Present ● Play the
this/these – recording. Ss
that/those. listen and tick the
● Point to a book correct plural
close to you and sounds.
say: This is a Play the recording again
book. with pauses, for Ss to
● Then write it on listen and repeat
the board. Point chorally or individually.
to a book far
away from you
and say: That is
a book. Then
write it on the
board. Present
the plural forms
the same way.
● Ask questions to
check Ss’
understanding:
What do we use
for things that
are near to us?
(this/these).
What do we use
for things that
are far away
from us?
(that/those).
As an extension, point to
various things in the
classroom. Ss, in teams,
make sentences using
this/these – that/those.
Each correct sentence
gets 1 point. The team
with the most points wins.
lesson. asks Ss do they understand Aim: teach to assess “Five fingers”
Reflection the lesson? themselves. thumb- It was
10 min. Ss show their fingers. Efficiency: students will meaningful and
And teacher knows their really assess themselves interesting for Ss…
level of understanding. Index finger –
Today I have
Then solve problems who realized …
doesn’t understand the Middle finger – It
lesson. was difficult for me
to …
Ring finger – my
assessment is …
because …
Little finger – I
would like to know
…
Lesson plan
Date: Teacher name:

Learning objectives(s) R2 S7 W8
that this lesson is
contributing to
Previous learning
Plan
lesson/Time
Beginning of Organization moment : “Speking time” method At the https://
the lesson 1.Greeting. Ss tell about their family organization youtu.be/
Warming-up 2. Organization moment. members about half or 2 moment T NzMEgEYG5
5 мин. Ask students who is in their minutes. supports Ss to kA
family. The aim:To learn students express their
Tell students that many present content clearly and speech clearly
different people may be in develop Ss speaking skills using .«The
their families, from Efficiency: Ss interested in praise» method
grandparents to parents to talking about their family and to evaluate Ss.
cousins tried to give the best like:
Tell me about one member information “Good job!
of your family? Well done!”
Try to tell personal
information.
Using «Question time» Ss
take ideas from the question,
there are 6 questions, but Ss
answer not for all questions,
only some of them can cover
the topic.
30 min To present vocabulary To practise describing
for appearance appearance
● Draw Ss’ ● Ask Ss what a blog
attention to the is and if they have
box with words one. Explain that in
describing this blog Damir is
appearance. introducing his e-
● Play the friends from around
recording. Ss the world.
listen and repeat ● Explain the task.
Ask Ss to look at the
photos in Damir’s
blog. Ask one
student to find a
chorally or person with straight
individually. black hair. Give the
● Elicit L1 example Lauren has
equivalents from got straight black
various Ss. hair.
● Give Ss time to find
the people matching
the descriptions.
the class.
information and practise
information
giving detailed answers
Explain the task. Play the
recording. Ss listen and
Ask Ss to read the
follow the text in their
questions and search
books. Elicit answers to the
for the relevant
question in the rubric then
information. Allow
direct Ss to the word list to
Ss time to complete
look up the meanings of
the task.
the words in the Check
these words box.
the class.
End of the “Comments” method is used Ss use their stickers to write Whiteboard
lesson. to find out was the lesson about today’s lesson. Pupils
clear or not. Use the stickers. Commentaries, wishes. Book
Reflection stickers
Aim:To know how many Ss got
the theme.
Individual Efficiency:learn to comment
work: somebody using simple
10 min. sentence.
Differentiation:«Conclusion»
method is used to finish the
lesson.
Lesson plan
Date: Teacher name:

Learning objectives(s) L6 C8 UE9 W3 S1 S2
that this lesson is
contributing to
identify some specific information in listening text and use some target vocabulary and
identify most specific information in listening text and use most target vocabulary and
identify all specific information in listening text and use most target vocabulary and structure
accurately in production tasks with little support
Previous learning
Plan
lesson/Time
Beginning Organization moment: Ss should continue saying good After doing the Envelop with
of the lesson 1.Greeting. words, wishes to each other actions T tries shapes
Warming-up 2. Organization moment. passing the string. to award active
Whole class Teacher gives strings students Be happy Ss.«The praise»
5 мин. to say warm words to each Be healthy method is used
other. Save your family to evaluate Ss
The aim: develop students with phrases
speaking skills and helps to like:
break down their shy habits. “Good job!
Efficiency:By passing the string Well done!”
Ss feel good atmosphere.
30 min To present nationalities and ● Explain the task.
flags Ask students to look
at the flags and the
names of the
countries below
them.
● Read the example –
This is the
British/UK flag. The
nationality is British.
● Allow Ss time to
complete the task of
matching the flags to
the nationalities. Ss
write the answers in
their notebooks.
● Play the CD so the
Ss can check their
answers.
● Play the CD again,
and the students
repeat orally or
chorally.
Elicit L1 equivalents from
various Ss around the class.
To practise giving personal
information
To listen for specific ● Explain the task.
information ● Go through the
● Explain the task. Ss example with one
listen to the CD and pair of students
find the missing reading.
information and fill ● Ss work in pairs –
it in. they ask and answer
● Then Ss say which is personal questions
the nationality of using the given
each person. details.
● Play the CD twice, if Monitor the activity around
necessary the class then ask some
pairs to present the
information to the whole
class.
● Allow Ss some time to
write their sentences
using the template in
the exercise to help
them.
To write personal details ● Ask the Ss to attach a
about yourself photo of themselves if
they have one, or they
can add it later as
homework.
Pick some or all of the
students to present
themselves to the whole class.
End of the “I know/want to know/knew” Students complete the table Feedback: Cards
lesson. method. what they know and want to “I know/want
10 min. T gives cards. know, knew. to know/knew”
And explains the instructions. Aim:Ss define what they have method.
Reflection learnt from today’s lesson.
Efficiency:
Helps to analyze about their
understanding
Lesson plan
Date: Teacher name:

Learning objectives(s) R2 L2 S1 S2 S5
that this lesson is
contributing to
take part in some exchanges using some target language accurately and intelligibly
and identify some target information in reading task
take part in a range of exchanges using most target language accurately and with some
appropriate intonation and identify most target information in reading task
take part in a range of exchanges using most target language accurately and with clear
intonation and identify all target information in reading task
Previous learning basic greeting and introduction exchanges

Plan
lesson/Time
Beginning of Organization moment: Ss sing a song together. Feedback: Cd 5R2
the lesson 1.Greeting. Ss look at their book the T shows
Warming-up 2. Organization moment. text of the song. thumbs up to
Whole class Sing a song “A family” The aim: helps to feel the Ss.
5 мин. T shows the video of the importance of having It means that
song. family . they can sing
Efficiency:when they sing very good! And
a song some words motivate Ss to
remembers easily in their study a new
mind. theme.
30 min To practise and produce ● Read the box
the language of greetings, at the side of
introductions and asking the page.
personal questions Explain that it
is important to
practise
listening to
and speaking
with the
rhythm of
English in
order to sound
more natural.
● Play the
recording with
pauses. Ss
listen and
repeat chorally
and
individually.
● Focus Ss’
attention on
the rhythm and
the stresses in
the words.
● Check Ss’
pronunciation
and intonation.
Elicit the sentences in
the Ss’ L1.
To practise reading
and rhythm
● Ss work in
groups of three
To read for specific and take roles.
information Ss read the
● Allow Ss time dialogues
to read the aloud.
dialogue again ● Walk around
and find the the class and
answers. monitor the
● Ss mark T activity
(True) or F checking Ss’
(false). rhythm and
Check Ss’ answers intonation.
Choose some groups
of three to read the
dialogue aloud in
front of the class.
Explain the task. Ss work
in closed groups of three
and act out their
dialogues. To help Ss,
draw the following
To practise the diagram (See T’s Book)
situational language on the board and elicit
taught in this unit appropriate phrases Ss
should use. Write them
on the board, too. Ss can
copy the diagram into
their notebooks and use it
as a reference while
doing the task.
End of the “Think” method. As conclusion Ss T using this Cards
lesson. T gives students which complete the sentence method
10 min. uncompleted written. with 1 or 2 words. knows how
Reflection They should complete the Aim:Ss learn to describe many students
sentence. whole text with 1 or 2 understand
My family is important to words. the new
me because ______. Efficiency: lesson.
Learn from each other
topic vocabulary words.
Lesson plan
Date: Teacher name:

Learning objectives(s) C7 L5 R2 R8 S6
that this lesson is
contributing to
identify some specific information in texts and research and write short organised text for
display using some of their own words
identify most specific information in texts and research and write short organised text for
display using a range of their own words
identify all specific information in texts and research and write more extended organised
text for display using a range of their own words
Previous learning language for describing colour, shape and position
Plan
lesson/Time
Beginning of the Organization moment : “Yes, No, Stand up” After doing the Envelop with
lesson 1.Greeting. method helps students to actions T tries to shapes
Warming-up 2. Organization moment. understand the new theme. award active
Whole class Show a different picture of The aim: develop students Ss.«The praise»
5 мин. actions that repeats every speaking skills and helps to method is used to
day. Students will say the break down their shy habits. evaluate Ss with
actions. Efficiency:By asking phrases like:
Watch the video. Warm up questions students know a “Good job!
“Yes, No, Stand up” lot information about their Well done!”
4. Tell the students that friends.
answering “Yes”
means “Stan up” and
answer “No” means
sit down.
5. Do you like
chocolate?
Do you like to run?
Is 2+2= ?
Then ask students do they
understand.
6. After students
understand , get a
stronger student to
ask questions.
30 min To listen and read for To read for specific
specific information information
● Direct Ss’ attention ● Elicit or explain
to the flags. the meaning of
● Play the CD. Ss the words in the
listen and follow Check these
the text in their words box.
● Allow Ss time to
read the questions
and answer them
books. by reading the
Ss say which flag has got text again. Ss
which symbols. mark T (True) or
F (false) for each
sentence.
Check Ss’ answers.
Ss work in groups
To make a poster to find other flags
presentation of a flag or around the world.
flags from around the Assign the task as HW or
world allow Ss time to make
and add additional
information to their
posters.
End of the lesson. “Memory game” method. Ss have to write all new Feedback: Papers
Teacher gives Ss paper to words that they have learnt. Smiles Smiles
Reflection check their memory. Aim:To know how many Ss
Who will write more than 10 got the theme.
that will get excellent smile. Efficiency:
Individual work: Ss can remember the
10 min. spelling of the adjective
Differentiation:«Conclusio
n» method is used to finish
the lesson.
Lesson plan
Date: Teacher name:

Learning objectives(s) C6 S1 S6 R6 W3
that this lesson is
contributing to
identify some specific information in reading text and use some target vocabulary and
structure accurately in writing task with support
identify most specific information in reading text and use most target vocabulary and
identify all specific information in reading text and use most target vocabulary accurately
in writing task with little support
Previous learning words: the same, different, almost / vocabulary for describing appearance
Plan
lesson/
Time
Beginning of Organization moment : Ss says: Feedback: White board
the lesson 1.Greeting. Sad T prays Ss using the Pictures
Warming-up 2. Organization moment. Happy method
Whole class Teacher shows students a Ugly person “Humburger”.
5 мин. lot of picture with Angry “wishes
different faces. Etc. Comments,
Ss looking at the picture The aim: recall adjectives wishes”.
describe their actions. to understand the new
theme
Efficiency: remember
better the meaning of the
adjectives
To introduce the topic
Draw Ss’ attention to the
Read the questions in the
pictures and elicit any
rubric aloud and elicit
similarities/differences
answers from various Ss
between the people in
around the class.
them.
30 min To read for specific Project Work
information To do a survey and
● Refer Ss to the discuss the results
Word List to ● Allow Ss some
look up the time to
meanings of interview eight
the words in Ss in the class
the Check and complete
these words the table.
box. Ss, in pairs, then
● Play the discuss the results and
recording. Ss note any similarities
listen and
follow the text
in their books
and mark the
and differences.
questions T, F
or DS.
Check Ss’ answers
around the class.
End of the “About me” method. Ss have to say about Feedback: Whiteboard
lesson. T says them to say one themselves choosing one “Two stars, one
sentence using like, of them. wish”
Reflection doesn’t like, hate, love Aim:analyze their
10 min understanding using this
method.
Efficiency:
Interest them to say about
themselves
Lesson plan
Date: Teacher name:

Learning objectives(s) R1 W3 W8
that this lesson is
contributing to
identify some main ideas and specific information in the text and write an email with some
appropriate features of style and organisation with support
identify most main ideas and specific information in the text and write an email with a
range of appropriate features of style and organisation with support
identify all main ideas and specific information in the text and write an email with a range
of appropriate features of style and organisation with little support
Previous learning basic outline features of and email / basic punctuation and linking in extended writing
Plan
lesson/Time
Beginning of Organization moment : “Speking time” method At the https://
the lesson 1.Greeting. Ss tell about their family organization youtu.be/
Warming-up 2. Organization moment. members about half or 2 moment T NzMEgEYG5
5 мин. Ask students who is in their minutes. supports Ss to kA
family. The aim:To learn students express their
Tell students that many different present content clearly and speech clearly
people may be in their families, develop Ss speaking skills using .«The
from grandparents to parents to Efficiency: Ss interested in praise» method
cousins talking about their family to evaluate Ss.
Tell me about one member of and tried to give the best like:
your family? information “Good job!
Try to tell personal information. Well done!”
Using «Question time» Ss take
ideas from the question, there are
6 questions, but Ss answer not
for all questions, only some of
them can cover the topic.
30 min To read for specific ● Refer Ss to the
information Word List to
look up the
words in the
Check these
words box.
Allow Ss time to
complete the
task.
Play the recording. Ss
listen and follow the text
in their books to check
their answers.
To present and practise
correct punctuation
● Go through the
Study Skills box
and write the
examples on the
board,
underlining each
punctuation
point. Ask Ss to
find examples in
the text in Ex. 1.
● Allow Ss some
information
time to punctuate
● Elicit or explain the
the sentences,
meaning of the words
then check Ss’
in the Check these
answers on the
words box.
board.
● Allow Ss time to read
● As an extension,
the text again and
write this on the
complete the
board or
sentences.
photocopy it and
give it to Ss to
punctuate it.
Hi I’m Nurlan I’m
from Astana I’m 11
years old I’ve got a
great collection I’ve
got comic books
posters caps and
scarves
What about you Have
you got a collection
Write back
Nurlan
Make sure Ss
understand that
they can use the
text in Ex.1 as a
model.
● Draw Ss’
To write an email about your attention to the
collection way the text is
punctuated, how
similar ideas are
connected (and)
and how we
express reason
(because).
Allow Ss time to
complete the task.
End of the “Comments” method is used to Ss use their stickers to write Whiteboard
lesson. find out was the lesson clear or about today’s lesson. Pupils
not. Use the stickers. Commentaries, wishes. Book
Reflection stickers
Aim:To know how many Ss
got the theme.
Individual Efficiency:learn to
work: comment somebody using
10 min. simple sentence.
Differentiation:«Conclusio
n» method is used to finish
the lesson.
Lesson plan
Date: Teacher name:

Learning objectives(s) C4 C7 L5 S3 R2
that this lesson is
contributing to
use some language from the module to express views and write some relevant questions
accurately
use a range of language from the module to express views and write a range of relevant
use a wide range of language from the module to express views and write a range of
relevant questions accurately
Previous learning vocabulary of the Module
Plan
lesson/Time
Beginning of Organization moment: Ss should continue After doing the Envelop with
the lesson 1.Greeting. saying good words, actions T tries to shapes
Warming-up 2. Organization moment. wishes to each other award active
Whole class Teacher gives strings passing the string. Ss.«The praise»
5 мин. students to say warm words Be happy method is used to
to each other. Be healthy evaluate Ss with
Save your family phrases like:
The aim: develop “Good job!
students speaking skills Well done!”
and helps to break down
their shy habits.
Efficiency:By passing
the string Ss feel good
atmosphere.
● Read the words
about the
Kazakhstan
flag. Ss discuss
To talk about Values and the message of
consolidate language in the symbols.
30 min
this module They talk about
how it reflects
the country.
Class discussion about
the value of national
pride.
To create a flag or discuss To test knowledge
an existing flag learned in this
● Explain the task. module
● Allow Ss time to ● Explain the
collect task. Allow
information, Ss,
individually
or in small
groups, some
time to read
choose a flag and
the questions
find out what the
and think of
symbols mean.
the correct
● Ss share their flag
information to
and its meaning
answer the
with the class.
questions.
Work can be displayed
Alternatively, you may
in class or added to
allow Ss to review the
Portfolios.
module, and find the
relevant information to
answer the questions.
Check Ss’ answers.
To write a quiz based on
knowledge in this module
and allow Ss time
to look through To listen for specific
the module and information
think of quiz ● Play the
questions in pairs. recording. Ss
● Tell Ss they can listen and fill
use the quiz in the in the gaps.
previous task as a ● Check Ss’
model. Offer an answers.
example, (e.g.
What football To listen and read for
team does Ermek specific information
Kuantayev play Ask Ss to read the song
for? Answer – FC again and elicit the
Kairat.) main idea.
Ss swap their quizzes with
another pair and do it and
then report back to the
class.
End of the “I know/want to Students complete the Feedback: Cards
lesson. know/knew” method. table what they know “I know/want to
10 min. T gives cards. and want to know, knew. know/knew”
Reflection And explains the Aim:Ss define what they method.
instructions. have learnt from today’s
lesson.
Efficiency:
Helps to analyze about
their understanding

5 класс поурочки Excel

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LESSON: Module 1 Lesson 1 School:

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Main To predict the content of a text

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Look at the blackboard.

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30 min To present the verb ‘have ● Ss close their

share their To practise the

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Previous learning basic greeting and introduction exchanges

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