5 класс 3 четверть

LESSON 49 School: Stavropolka Secondary School
Unit 5: Creativity
Date: Teacher name: Rogova V.V.
Grade: 5 Number present: Number absent:
Theme of the lesson: Art 1
Talking and writing about paintings and buildings and finding out
about colours and shapes.
Learning objectives 5 L1 understand a sequence of supported classroom instructions
5 S7 use appropriate subject-specific vocabulary and 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 UE3 use a growing variety of adjectives and regular and
irregular comparative and superlative adjectives on a limited
range of general and curricular topics
Lesson objectives All learners will be able to use the main points of supported
advanced communication on a range of general and curricular
topics
Most learners will be able to explain and compare using
vocabulary of general topic
Some learners will be able to explain and evaluate, using
appropriate subject-specific vocabulary a limited range of general
topics in making sentences
Criteria makes up questions in order talk about main points of listening
uses vocabulary a limited range of common topics
evaluates and proves his mind
Previous learning Revision unit 4
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Beginning Org. moment: Greeting learners Learners will
5 min Warm-up: The aim of this warm- listen in audio
up repeat name of thing around us. about the
What is it? wonder of the
Teacher chooses some pictures of world and their
object that are familiar to learners. forms (circle,
Teacher shows learners a small rectangle,
portion of the picture. Get them to square,
guess what the picture might be. semicircle and
Dividing into subgroups using triangle).
difference shapes and color of
figure
Middle Task 1 Work in groups (S+S) PowerPoint
30 min After listening learners are asked Learners make Verbal CD-ROM
to fill the gaps to complete the and answer the evaluation
sentences. questions
1st group makes up the questions Sheets of
2nd group complete the sentence by paper
sticking shapes
Wake-up Learners in the Shapes of
Inner Circle, Outer Circle inner circle figures
This a variation on Think Pair talk with
Share. Rather than keeping the learners in the Hand
same partner for each topic, outer circle. signals
pairings change with each
question. Divide the class in half
and form two circles, one inside
the other.
After a question has been
answered and shared, have the
inner circle rotate so that everyone
gets a new partner. Mutual
Task 2 Work in pairs (S+S) Learners make avaluatio
Make up a dialogue using up a dialogue
comparative and superlative
adjectives in pairs.
Individual
Task 3 Work in groups Learners avaluation
Look at the picture on the make up
whiteboard and make up sentences sentences
using comparative adjectives of using
general topic. comparative
and superlative
adjectives
Task 4 Work in groups
Two groups will be given colored Learners
and different shapes of figures to use the
make up something and protect different
their creation. shapes of
figure
make up
something
protect work
End REFLECTION Self-
5 min At the end of the lesson, students assessment
reflect on:
- what they learned
- what remained unclear for them
- what they need to continue
working on by the "Traffic lights"
Home task: Ex: 2 at page 58 Read
the text and answer the questions.
Who’s Harry Potter? How are
these
creatures related to him?
Saying goodbye

Unit 5: Creativity
Learning objectives 5.L4 understand the main points of supported extended talk on a
5.S1 provide basic information about themselves and others at
sentence level on an increasing range of general topics
5.W3 write with support factual descriptions at text level which
5.C4 evaluate and respond constructively to feedback from others
5.UE3 use a growing variety of adjectives and regular and irregular
comparative and superlative adjectives on a limited range of familiar
general and curricular topics
Lesson objectives All learners will be able:
To say their favourite kind of stories
To write proper nouns with capital letters
Most learners will be able:
To put the words in order correctly
To say/write sentences grammatically correct
Some learners will be able:
To recognize the legend by pictures
Criteria makes up questions in order talk about main points of listening
uses vocabulary a limited range of common topics
evaluates and proves his mind
Previous learning Art
Plan
timings activities
Beginning ORGANIZATIONAL Pictures,
10 min MOMENT photos
Setting the aim of the lesson Appendix 1
WARM-UP (MIND –MAP) Learners say

There is a circle with the word what their
“Stories” on the board, and favourite kind of
teacher explains students that stories is e.g.
they should choose the right fairy, ghost,
pictures among all and stick adventure,
them around the word given horror, science
fiction and so on
and say why.(I)
Middle DIFFERENTIATION: Learners say

25 min Less-abled learners are given names of any Verbal Cards
sentences with gaps legends either evaluation
I like _____ stories because they Kazakh or
have ______ (endings) foreign ones
I enjoy ______ stories because I discuss in pairs
can _______.
I love _______ stories because I
want to ____.
Teacher writes legend on board
and give an example of a legend
from Kazakh literature then
explains what a legend is.
Mutual
DISCUSSION Learners discuss board
Learners are shown image of avaluatio
King Arthur on interactive
board. They are asked whether
they know the legend about him.
(or Teacher explains about
people, places and objects of the
story)(P/G)
Pre-teach vocabulary and Learners are

Individual
grammar: asked when they Appendix 2
avaluation
Learners are introduced some use capital letters
unknown lexis:
e.g knight, century, sword,
magician, brave
Possible answers:
a word begins with a capital
letter when it goes either at the
beginning of the sentence, or it board
is a proper noun, i.e.name
e.g.: Arthur, Excalibur, Merlin,
Lancelot, Lancelot, Galahad,
Camelot, Guinevere, England
5 min At the end of the lesson, assessment
students reflect on:
- what they learned
- what remained unclear for
them
Home task: learn new
vocabulary
Saying goodbye
Unit 5: Creativity
Finding out about and describing lines and symmetry in objects,
portraits and their own faces.
Learning objectives 5.C5 use feedback to set personal learning objectives

5.S6 communicate meaning clearly at sentence level during, pair,
group and whole class exchanges
5.R3 understand the detail of an argument on a limited range of
familiar general and curricular topics
5.W4 write with support a sequence of extended sentences in a
paragraph to give basic personal information
To pronounce proper names correctly
To reorder cards to create the story
To explain the use of present and past tenses
Speak about Kazakh legend
Criteria peer/group assessment
Plan
timings activities
Beginning ORGANIZATIONAL
10 min MOMENT
Setting the aim of the lesson Slide 3
Phonetic drill: Learners look PPP
1. Who is in story? Merlin (= at names of
magician and King Arthur’s people in
friend) Guinevere (= King King Arthur
Arthur’s wife) Lancelot ( = a story on
brave knight) , Galahad ( = a board and
brave knight) , listen to
2. Where does the story happen? pronunciation
Camelot ( = castle) Avalon ( =
place where they sleep and wait
to rescue people)
3. What is the name of the
sword? (Excalibur)
Middle Reading Worksheet
25 min Students are divided into pairs (or Every Mutual Scissors
groups), given worksheets and pair/group avaluatio crayons or
asked to colour them and cut out correct their coloured
the pieces. (colours are pointed peers’ text pencils
at the bottom of the card in the and comment
worksheet, students use this on their work. Nixon, C.
colour code to match and connect and
the cards to make up a coherent Learners read Individual Tomlinson,
text. As colours are repeated and write the avaluation M. (2003)
students should pay attention to text on the Primary
punctuation, as well as the logical board Grammar
syntax of the sentences) Box
Cambridge
Extra: Learners Verbal : CUP (p.
Teacher dictates a short version draw some of evaluation 106, p.107
of a Kazakh legend in English. the things
Students describe the picture of they hear
Paul Klee. about in the
For this activity, they will get an legend.
activity sheet with questions.
Students will also have the

picture on the power point.
In the end teacher and students
summarize the vocabulary on
power point. For this activity
teacher may also have shapes cut
out of papers. Teacher may point
to the shape students raise the
card.
Differentiation: Teacher
supports students throughout the
class.

reflect on:
- what they learned
working on
by the "Traffic lights"
Home task: find Kazakh legend
read and translate the text at page
114 The Magic garden
Saying goodbye

Unit 5: Creativity
Learning objectives 5.UE16 use conjunctions so , if, when , where, before, after to link
parts of sentences on a limited range of familiar general and
curricular topics
5.C5 use feedback to set personal learning objectives
5.R3 understand the detail of an argument on a limited range of
familiar general and curricular topics
5.C3 respect differing points of view
5.C10use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world
Lesson objectives All learners will be able to:
Understand the difference between poems and stories
Do gap-filling task with few mistakes only (1-2 mistakes)
Most learners will be able to:
Memories words / phrases and able to dictate them to their peers
Write poems which are dictated by their peers without any mistakes
Some learners will be able to:
Do gap-filling task without any mistakes
Plan
timings activities
Beginning GREETING THE STUDENTS
10 min Setting the aim of the lesson
Warm up Learners say Verbal PPP
Pre-learning what is evaluation
poem: lines, rhymes, repetition of different
words, sounds, letters, verses; story: about a poem
beginning, middle, end, paragraphs, and a story
sentences
Middle Running dictations
25 min (Skills: listening, writing )
Preparation http://
Teacher sticks worksheets with examples.y
Learners Mutual ourdictiona
some poems outside the classroom
beforehand. (there are three follow the avaluatio ry.com/
examples of the haiku of Basho instruction examples-
Matsuo, the first great poet of haiku of-haiku-
in the 1600s, teacher prints out two poems.html
copies of each poem, in total there
will be six worksheets, one for each
pair).
Procedure
1 Students work in pairs. Each pair
has one short poem. Student A runs
to the worksheet, reads the lines,
runs back to the classroom and
dictates to student B. Student B sits
in the classroom and writes down
the poems without spelling Appendix 1
mistakes. Then Student A rewrites
the ready poem onto his / her
copybook, so that both students in
pair could have the ready one.
Differentiation
Teacher arranges mixed ability
pairs (more able student and less
able students work together in one
pair). Less able students run and
dictate, more able students write
without spelling mistakes.
2 Teacher explains students that
they are going to do gap-filling task
on the poems written. Students read Learners Individual
the poems carefully and then hand discuss the Appendix 2
avaluation
in copybooks to the teacher. structure and
3 Teacher hands out worksheets characteristic
with gap-filling task. Students work features of
individually and fill in the gaps. the haiku.
Teacher shows those three poems.
End FEEDBACK Learners Self-
5 min Thumbs up – normal reflect on the assessment
Thumbs down – very difficult level of
Home task: to do poetry-writing difficulty of
activity on haiku. Students’ task is the lesson.
to find information about haiku and
read examples of it paying attention
to the structure.
Saying goodbye

Unit 5: Creativity
Theme of the lesson: Music 1
Finding out about instruments and the sections of an orchestra.
Learning objectives 5 L 6. Deduce meaning from context in short supported talk on an

increasing range of general and curricular topics
5 S 3. give an opinion at sentence level on a limited range of general
and curricular topics
5 UE 3. use a growing variety of adjectives and regular and irregular
5.W6 link, with some support, sentences into coherent paragraphs
using basic connectors on a limited range of familiar general topics
5.C9 use imagination to express thoughts, ideas, experiences and
feelings
Lesson objectives All learners will be able to :
listen and repeat all new words, make up sentences with comparative
and superlative adjectives
Most learners will be able to :
make up sentences to each musical instruments
compare them using the degrees of adjectives
Some learners will be able to :
speak about his /her favourite singer
Assessment criteria Express a point of view in sentences
Use a growing variety of adjectives and regular and irregular
comparative and superlative forms in their speech.
Plan

timings activities
Start 1. GREETING & ORG . Learners Excel
10 min MOMENT divide into
- What did we learn at previous groups with Video clip
lesson ? the pictures about music
Teacher introduces pupils with the of violin and https://www
theme, learning objectives and piano. .youtube.co
assessment criteria. m/watch?
Divide into groups ‘Violin’ and “ v=wiF8YlK
Piano”. Nx4g
Find out your piece of picture Cards with
Let’s watch a video and you will numbers
understand the theme of our lesson.
Learners Verbal
Activity “ Numbers speak” answer evaluation
What did you understand from this
video?
Is music necessary in our life?
Do you remember kinds of music
and musical instruments?
Differentiation question for more
able student:
Do you think that music can change
your lives? Why ?
Middle Listen and match the types of Learners Individual Photos of
20 min music A-H to the musical make up avaluation musical
instruments in the pictures. sentences instruments
a classical b rock c with on the
jazz d folk e heavy musical interactive
metal f disco g pop h instruments. board or on
ethnic Mutual a computer
1 acoustic guitar Learners avaluatio Excel
2 synthesizer listens to the
3 saxophone text
4. harp carefully
5 drums matches
6 cello types of
7 violin music with
8 piano the musical
9 accordion instruments
10 .bass guitar in the
Descriptors : A pictures
Say simple sentences using
instruments.
Grammar : The degrees of Individual

adjectives Learners avaluation
Make up sentences and compare the make up
using the degrees of adjectives sentences
Group “ Violin” compare guitar and and
dombra compare the
group “ Piano” will compare violin using the
and kobyz degrees of
Teacher encourages more able adjectives
learners to help those students who
need some help.
End FEEDBACK Learners Self- Board
10 min Thumbs up – normal reflect on assessment
Thumbs down – very difficult the level of
Home task: learn the new words difficulty of
and grammar theme the lesson.
Saying goodbye

Unit 5: Creativity
Watching and listening to a part of Peer Gynt, creating an imaginary
character and writing about it.
Learning objectives 5.S4 respond with limited flexibility at sentence level to unexpected
comments on an increasing range of general and curricular topics
5.UE10 use present continuous forms with present and future
meaning on a limited range of familiar general and curricular topics
feelings
5.R1 understand the main points in a limited range of short simple
texts on general and curricular topics
Assessment criteria Express a point of view in sentences
Plan
timings activities
Start Org moment: Greeting students. For this
15 min Setting the aim of the lesson: lesson
The aims of the lesson are given in students will
PPT: need
develop vocabulary on colors coloured
using vocabulary to speak about pencils.
colors
Paper toys
Lead-in
For this part teacher may bring 2 Learners
balls made of paper. Balls should follow the Verbal
be of the same size but different in instruction
evaluation
colors. Teacher will ask the
following questions:
1. What do I have in my hands?
(You have 2 balls)
2. Are they the same? (No, they are
not.)
3. How are they different? (They
are different colors)
4. What color is the first\second
ball (The first ball is\the second ball
is)
To ensure students understand
teacher may have some words
translated and put up on the board
(different\the same\hold)
For the next activity teacher may
have 5 or 6 paper made toys (plane\
car\frog\ship\flower\bird) of
different colors. Teacher then
explains that students will get these
toys if they name the color and the
toy. Expected answer from students
(I see the yellow car...)
Teacher will finalize the activity by
giving the toys away for correct
answers.
Middle For this activity students get "My Learners Individual Appendix 1
15 min favourite colour sheet" follow the avaluation
Teacher first asks students to write description
their favourite colour on the head and draw a
line of the sheet. picture.
1. Activity: Star colour matching

activity, under every star students
write colours.
2. Activity: Students draw a line
from the colour to a picture.
Differentiation: Teacher supports

students throughout the class.
10 min At the end of the lesson, T asks the assessment
students to assess the lesson using a
technique one star and a wish. The
teacher asks the students about the
most difficult things they have
faced during the lesson
Home task: learn the poem
Saying goodbye

Unit 5: Creativity
Making a musical instrument and playing it.
Learning objectives 5.W6 link, with some support, sentences into coherent paragraphs
feelings
Criteria Express a point of view in sentences
Previous learning Music
Plan
timings activities
Beginning ORG MOMENT
5 min Greeting students.
For this part teacher may bring 2 Learners Verbal
different balls. Teacher will ask the answer evaluation
following questions:
1. What do I have in my hands? (You
have 2 balls)
2. Are they the same? (No, they are
not.)
3. How are they different? (They are
different colors)
4. What color is the first\second ball
(The first ball is\the second ball is)
Teacher will finalize the activity by
giving the toys away for correct
answers.
Middle Look at the picture. Are they playing Learners Individual
30 min classical or modern music? How does answer avaluation
music make you feel?
Pupils’ book open. Ask the pupils to
look at the picture on p. 64. What can
they see? (some children playing
music.)
What kind of music do they think it

is? Is it classical or modern? (modern)
Then ask the pupils to tell the class
how music makes them feel.
Suggested answers:
Music makes me feel happy.
Group work In groups Mutual

Note! create a avaluatio
poster
showing
traditional
musical
instruments
from your
country.
End FEEDBACK Self-
5 min Learners provide feedback on what assessment
they have learned at the lesson.
Home task: write an email to your
English per-friends about an event you
attended
Saying goodbye

Unit 5: Creativity
Theme of the lesson: Stories and poems 1
Reading and listening to stories and legends and writing about their
Kazakh new year.
Learning objectives 5.L8 understand supported narratives, including some extended talk,
on an increasing range of general and curricular topics
5.S1 provide basic information about themselves and others at
sentence level on an increasing range of general topics
5.S8 recount basic stories and events on a range of general and
curricular topics
To say their favourite kind of stories
To write proper nouns with capital letters
To put the words in order correctly
To say/write sentences grammatically correct
To recognize the legend by pictures
Criteria Peer assessment
Previous learning Music
Plan
timings activities
Beginning Org moment: Greeting students.
20 min Setting the aim of the lesson:
The aims of the lesson are given in
PPT:
Pictures,
develop vocabulary on colors and
shapes photos
using topical vocabulary to
describe pictures
Lead-in Learners Verbal
For this part teacher asks students may answer evaluation
to look around the classroom and in English or
tell what shapes they see (desks, in L1
windows, pots, books).. Teacher
should have some cards prepared cards
in advanced that have the names of
different shapes
(circle, square, triangle, rectangle,
semi-circle, trapezium).
Teacher then asks students to label
the objects with cards they get.
In the end teacher checks if objects Learners

(desks, windows, pots, books) are write down Individual
labeled correctly. If there are the shapes avaluation
mistakes teacher may re-label the and next to
objects. each word
they draw an
appropriate
shape.
Following this, students may
practice the shape vocabulary
describing objects in the
classroom. (The door is
rectangular; the flower pot is
round etc.)
Middle For this activity, they will get an Learners
15 min activity sheet with questions. describe the
Students will also have the picture picture of
on the power point. Paul Klee.
Appendix 2
In the end teacher and students Mutual
summarize the vocabulary on avaluatio
power point. For this activity
teacher may also have shapes cut
out of papers. Teacher may point
to the shape students raise the
card.
Assessment
Teacher may keep records on the
board on the number, student or
students got the shape right.
Differentiation: Teacher supports

students throughout the class.
End FEEDBACK Self-
5 min Writing his opinion on sheets of assessment
paper and sticks on the board.
A criteria- based assessment is
presented on the board. After each
task learners are asked to evaluate
with a big finger- thumb.
Home task: learn new vocabulary

Saying goodbye

Unit 5: Creativity
5.R2 understand with little support specific information and detail
in short, simple texts on a limited range of general and curricular
topics
5.UE16 use conjunctions so , if, when , where, before, after to link
curricular topics
5.S8 recount basic stories and events on a range of general and
curricular topics

To pronounce proper names correctly
To reorder cards to create the story
To explain the use of present and past tenses
Speak about Kazakh legend
Previous learning Stories and poems
Plan
timings activities
Beginnin GREETING THE STUDENTS Learners Verbal
g Setting the aim of the lesson read the evaluation
5 min Warm up poem and
To revise the haiku teacher shows choose the
example of it with the odd words correct
inserted. words.
Middle II Vocabulary builder
30 min 1. Teacher arranges students into three Mutual
groups. Each group will need table Learners avaluatio
space. Teacher tells students that each follow the
group will create a word chart and instruction
gives each group one piece of A4
format paper and two markers.
Differentiation
Reading, writing, and speaking
abilities are balanced among the
groups. It is recommended to put
students into groups in such a way that
in each group there are students with
strong reading, writing and speaking
abilities.
2. Teacher asks one group of students
to think about the current season, and
write a list of words or phrases that
depict things (nouns) that are
indicative of it. For example, during
winter, responses might include snow,
ice, thunder, bare tree branches, and
pine trees. During spring, responses
might include flowers, buds, new
leaves, and ducklings.
3. Teacher asks another group of
students to chart words that will
describe the season (adjectives). For
example, during summer, responses
might include hot, boiling, sizzling,
and bright. During autumn, responses
might include crunchy, brown, and
dying.
4. The third group will write words
that are actions for the season (verbs).
Examples might be swim for summer,
skate for winter, bloom for spring, or
Learners
fall for autumn.
generate as Individual
5. Teacher gives students time to
many
generate as many words as they can avaluation
words as
on one piece of chart paper. When the
they can on
three word charts are complete,
one piece
teacher posts them onto the of chart
whiteboard so that all students can paper
review all charts. Some words may be
added to (or deleted from) each chart.
6. Teacher tells students that they will
use the word charts in a poetry-writing
activity.
End FEEDBACK Self-
5 min The teacher gives comments about assessment
learners work and awards learner.
Students will choose one and put on
the board their stickers.
Home task: to learn the poem by heart
Saying goodbye

Unit 5: Creativity
Reading and writing poems and haikus.
Learning objectives 5.L6 deduce meaning from context in short, supported talk on an
5.R2 understand with little support specific information and detail in
short, simple texts on a limited range of general and curricular topics
5.W1 plan, write, edit and proofread work at text level with support
on a limited range of general and curricular topics
identify subject matter and format criteria of haiku.
use visual art to interpret their own written images.
use descriptive words to create visual images in writing.
create more advanced haiku
Plan
timings activities
Beginnin . Greeting the students PPP
g Setting the aim of the lesson
5 min Warm up
Teacher tells the learners any words
and mix them with the words
related to the topic, when they hear
topic words, learners tap their desks
with the hand.
Middle LISTENING Learners Verbal
30 min An email about an event you complete the evaluation A3 format
attended sentences papers and
Hi Ken, markers
I hope you’re well. Guess where I
went last weekend! I went to
the Nauryz celebrations with
my parents.
My sister, Zarina, had the flu so
she stayed at home in bed. She
was so 1) ....... The weather was
2) ....... and there were somany
people there. Everyone had a(n)
3) .........time. It was amazing.
Some great singers performed
at the festival. My favourite was
Makpal Zhunusova. She was
4) ......... There were also
fairground rides, games and
theatre plays in the streets. It was
really like a big party. We got
some special Nauryz soup in the
city square. It was 5) ......... .
Anyway, we had a great time and
it’s a pity you didn’t come. Write
to me and let me know how you
are.
Yours,
Amir
WRITING
1 Students will work Individual Appendix 1
independently to write their own avaluation (the Haiku
haiku, using words from the evaluation
charts to help them generate rubric)
ideas.
Teacher makes sure that students
understand that the word lists are
for reference and ideas and
encourages them to use their own
words if they think of something
that is not on the charts.
Mutual
Presentation and peer avaluatio
assessment
Students swap their papers and
assess each other using the Haiku
evaluation rubric.
End FEEDBACK Self-
5 min Students reflect on the level of assessment
difficulty of the lesson.
Thumbs up – normal
Thumbs down – very difficult
Home task: to learn the new

vocabulary
Saying goodbye

Unit 5: Creativity
5.R2 understand with little support specific information and detail
topics
Memorise words / phrases and able to dictate them to their peers
Plan
timings activities
Beginnin GREETING Verbal
g Warm up evaluation
5 min To revise the haiku teacher shows
example of it with the odd words
inserted.
Middle Running dictations (Skills: Mutual PPT
15 min listening, writing ) avaluatio
Preparation
Teacher sticks worksheets with some
poems outside the classroom
beforehand. (there are three
examples of the haiku of Basho
Matsuo, the first great poet of haiku
in the 1600s, teacher prints out two
copies of each poem, in total there
will be six worksheets, one for each
pair).
LISTENING Learners Individual Worksheet

Art listen to the avaluation s
I’m a great art lover. I look at story and fill
beautiful paintings and in the gaps
(1)_________and wish I could be with the
artistic. I can’t draw or paint to save words
my life. I wonder why some people
are so talented and can create
(2)________pictures, when other
people, like me, can’t even draw
good (3)_________ figures. I would
like to fill my house with art from all
over the world. It’s interesting to see
how different (4)__________have
different kinds of art. There’s
nothing better than visiting art
galleries when you go to another
country. I prefer more
(5)__________art. I don’t really
understand a lot of modern art. I look
at an (6)________of a pile of bricks
in a museum but can’t see how it’s
art. I always laugh when my children
say, “Daddy, I can do better than
that!” I often think they can.
Learners
SPEAKING look at the
Look at the pictures bellow, choose pictures
one and answer the following bellow,
questions. What do you know about choose one
cartoons below? Speak about one of and answer
the cartoons. the
The following questions will help following
you to organize the speech: questions.
Why do you like this cartoon?

Who are the main heroes?
What is this cartoon about?
Which part do you like most and
why?
End FEEDBACK Self-
5 min Students reflect on the level of assessment
difficulty of the lesson.
Thumbs up – normal
Thumbs down – very difficult
Home task: to repeat vocabulary and

grammar
Saying goodbye
Unit 5: Creativity
Theme of the lesson: Unit revision
5.R2 understand with little support specific information and detail in
short, simple texts on a limited range of general and curricular topics
Memorise words / phrases and able to dictate them to their peers
Plan
timings activities
Beginning GREETING THE STUDENTS Verbal PPP
5 min Warm up evaluation
Learners remember what is Learners
different about a poem and a story remember
(poem: lines, rhymes, repetition of what is
words, sounds, letters, verses; different
story: beginning, middle, end, about a poem
paragraphs, sentences) and a story
Middle Preparation
30 min Teacher sticks worksheets with
some poems outside the classroom http://
beforehand. (there are three examples.y
examples of the haiku of Basho ourdictiona
Matsuo, the first great poet of ry.com/
haiku in the 1600s, teacher prints examples-
out two copies of each poem, in of-haiku-
total there will be six worksheets, poems.html
one for each pair).
Procedure
1 Students work in pairs. Each pair Learners Mutual
has one short poem. Student A follow the avaluatio
runs to the worksheet, reads the instructions
lines, runs back to the classroom
and dictates to student B. Student
B sits in the classroom and writes
down the poems without spelling
mistakes. Then Student A rewrites
the ready poem onto his / her Appendix 1
copybook, so that both students in
pair could have the ready one.
Differentiation
Teacher arranges mixed ability
pairs (more able student and less
able students work together in one
pair). Less able students run and
dictate, more able students write
without spelling mistakes.
2 Teacher explains students that Appendix 2

they are going to do gap-filling
task on the poems written.
Students read the poems carefully
and then hand in copybooks to the
teacher.
3 Teacher hands out worksheets

with gap-filling task. Students
work individually and fill in the
gaps.
Peer assessment (FA)
Teacher gives copybooks back.
Having finished the task students PPP, slide
check each other. (poems in their
3
copybooks are answer key).
Consolidation (WC)
Teacher shows those three poems.
Students discuss the structure and
characteristic features of the haiku.
End FEEDBACK Learners give Self-
5 min Feedback said compliments for feedback assessment
learners; oral feedback; also at the
end of the lesson they will give
feedback by given smiles.
Home task: to repeat vocabulary
and grammar
Saying goodbye

Unit 6: Reading for Pleasure
Theme of the lesson: Learners read non-fiction books in Kazakh, English, Russian
languages
Learning objectives 5.W2 write with support a sequence of short sentences in a
paragraph on a limited range of familiar general topics
5.R5 deduce meaning from context in short texts on a limited range
of familiar general and curricular topics
5.S7 use appropriate subject-specific vocabulary and syntax to talk
about a limited range of general topics
understand the events in the story from the book
recognize unfamiliar words while reading the story
read, understand and reorder most of the events in the story
Criteria To read the short story
To describe a character from the story
To learn some new words from the story
Previous learning Unit revision
Plan
timings activities
Beginnin GREETING Learners do Individual PPT. Slide
g Lesson hook. vocabulary avaluation 1-2
15 min Teacher shows a picture of the revision on
story and asks what they see (for this story
less motivated students). They PPT slide-3
recall the title of the story Make up https://
“Godlilock and the three bears”. sentences www.youtub
Then she may ask where this using those e.com/
episode took place in the story. words watch?
For more motivated students she v=YZ4gg8G
shows a video of the cartoon LwA4
without sound for 30-50 seconds. PPT slide-3
Then she may ask what cartoon PPT slide-4
characters are talking about.
Middle The first post-reading activity. appendix 1
20 min Teacher asks learners to find true
or false statements. This task will Learners find Verbal Assessment
be presented as a formative true or false evaluation sheet
assessment at the end they may statements
check for their text comprehension
using assessment criteria.
(if they collect 6 score out of 8
they could manage this task and
can be praised with a star). The
answers will be checked with the
help of the teacher. In order to
evaluate their work they may
check each other’s work.
1. We read the story about 2 bears

and a princess.
2. The girl’s mother asked her
daughter to go to the shop to
buy some bread.
3. The girl likes to go for a walk.
4. She meets 2 bears on the road
to the shop.
5. Bears were very friendly to the
girl.
6. When she comes to the bears’
house, she eats baby bear’s
porridge.
7. She likes mother bear’ bed,
because it is too soft.
8. She gets home with three bears.
Mutual
The second post-reading Learners avaluatio
activity. follow the
The quick vocabulary revision. instruction
Teacher shows a list of words
from the story and they together
revise for meaning:
To pick up flowers, to lose her
way, to belong to, porridge, to
smell, big bowl, feet were sore, to
climb up the stairs, to scream, to
fall asleep, to wake someone up, to
apologize , to become friends

5 min Learners complete an evaluation assessment
of what they did during the lesson
by circling one word in statement:
I can understand: all / most of /
some of the story when I read it.
Home task: to learn the new words
and read the story once more
Saying goodbye

languages
Learning objectives 5. W1 plan, write, edit and proofread work at text level with support
5.C5 use feedback to set personal learning objectives
5.L3 understand an increasing range of unsupported basic questions
on general and curricular topics
use visual support to understand the events in the story and the
actions of the 3 bears and a Godlilocks
use their knowledge of the words during the role-play activity
read and reorder parts of a story without support
understand the moral of the story
understand most of the language on the story
communicate using a wide range of vocabulary from the story
expressively during role-play
Plan
timings activities
Beginning GREETING PPT.
5 min Lesson hook. https://
Teacher shows a picture of the www.youtu
story and asks what they see .They be.com/
recall the title of the story watch?
“Godlilock and the three bears” v=YZ4gg8G
LwA4
Part 2. Then she may ask where
this episode took place in the
story.
Middle The third post-reading activities. Learners Verbal appendix 1
30 min The teacher distributes the tasks make up evaluation
according to their levels. She sentences Assessment
explains their functions and shows using the sheet
assessment criteria. Learners are words above.
given 20 minutes for preparation.
Less able students are given to Learners
make up sentences using the words make up a
above. story using
More able students should make those words.
up a story using those words.
High motivated students act out Learners act
the story in three or four pupils. out the story Mutual
They have to be reminded that this in three or avaluatio
group of learners should have a four pupils.
narrator.
Formative assessment. Learners start Individual

Students are informed how they performing avaluation
are going to be assessed by the their tasks.
following criteria: Each group or
Creativity-10 peers listen to
Presentation skills-10 their peers’
Language (Grammar and usage of performance
new words) and assess
Teacher nominates group of each other
learners according to their according to
performance. Learners give peer the
feedback such as: Well done! assessment
Great job, The best actors and criteria.
actresses, The super English
speakers and so on. Teacher
praises learners’ performance and
suggests an improvement.
End FEEDBACK Self-
5 min Learners complete an evaluation assessment
of what they did during the lesson
by circling one word in each
statement:
some of the story in the video.
some of the story when I read it.
I can say: all / most of / some of
the words in the role-play.
Home task: to write a picture to
the story
Saying goodbye
languages
Learning objectives 5.L4 understand the main points of supported extended talk on a
5.C7 develop and sustain a consistent argument when speaking or
writing
understand the main events in the story
brainstorm the pictures and share ideas on them
read the story without support
understand most of the language in the story without any support
Previous learning Godlilock and the three bears
Plan
timings activities
Beginnin GREETING Verbal PPP
g Brain-storming: evaluation
5 min Teacher puts pictures of bear,
chair and porridge so Students
should guess what story is it?
Discuss if they have read or
seen it before. There is Russian
version of this story.
Setting the aims of the lesson
Middle Reading skills: Learners have a
30 min Learners start reading the short vocabulary/ Individual
story “Goldilocks and the dictionary of avaluation Appendix 1
Three Bears” (Part 1). unknown words.
Differentiation: More motivated
learners sit individually and
read the story with no Teacher
support. Less motivated learners
make a circle and read the text Appendix 2
with teacher together.
Character card Once Learners Mutual

Learners choose a character and finished the avaluatio
write his/her name in the middle task, they swap
of a piece of paper. In the rest of their cards in
the space write briefly about the order to assess
following: each other.
The character looks…
The character acts…
The character says…
The character feels…
After reading: Teacher Learners make

distributes short story quiz questions on the
templates to each Student. They short story and
need to make questions on the swap them with
short story and swap them with their classmates
their classmates in order to in order to
answer them. answer them.
Assessment criteria:
-Student answers to questions
correctly
-Student justifies his/her
answers by showing the number
of the page
End FEEDBACK Self-

5 min Teacher asks learners assessment
1) how do you feel when a
friend doesn’t say thank you for
your help?e.g. unhappy, sad,
lonely
2) why should people say
sorry?
Teacher encourages Learners to

reflect on the lesson “Two stars
one wish”
Home task: choose true or false
sentences by the text
Saying goodbye

Theme of the lesson: Summarizing the chosen books
Different activities, based on the content of the books
Learning objectives 5.C9 use imagination to express thoughts, ideas, experiences and
feelings
5.R6 recognise the attitude or opinion of the writer in short texts on
a limited range of general and curricular topics
use visual support to understand the events in the story and the
actions of the 3 bears and a Godlilocks
use their knowledge of the words during the role-play activity
read and reorder parts of a story without support
understand most of the language on the story
communicate using a wide range of vocabulary from the story
expressively during role-play
Criteria Many of the Listening and Speaking learning objectives, and some of
the Writing learning objectives, will be addressed when learners
think about and discuss what they have read.
Previous learning Learners read non-fiction books in Kazakh, English, Russian
languages
Plan
timings activities
Beginnin GREETING Video
g Teacher shows a picture of the story Learners
5 min and asks what they see (for less follow the
motivated students). They recall the instruction
title of the story “The fox and the
crow”. Then she may ask where this
episode took place in the story. For
more motivated students she shows
a video of the cartoon without sound
for 30-50 seconds. Then she may ask
what cartoon characters are talking
about.
After the short conversation, she
introduces the lesson objectives and
asks them to put them down on their
copy books:
To do vocabulary revision on this
story
Make up sentences using those words
Use those words in your speech.
(sequencing activity, role-play, ).
Middle Post-reading activity 1. Learners Verbal
30 min Teacher asks learners to find true or find true or evaluation
false statements. This task will be false
presented as a formative assessment at statements
the end they may check for their text
comprehension using assessment
criteria. (if they collect 6 score out of
8 they could manage this task and can
be praised with a star). The answers
will be checked with the help of the
teacher. In order to evaluate their
work they may check each other’s
work.
Learners
Post-reading activity 2. make up Individual
The quick vocabulary revision. sentences avaluation
Teacher shows a list of words from using the
the story and they together revise for words
meaning above.
Post-reading activity 3. Learners Mutual

The teacher distributes the tasks make up a avaluatio
according to their levels. She explains story using
their functions and shows assessment those words.
criteria. Learners are given 20 minutes
for preparation.
Learners act out the story in three or
four pupils. They have to be reminded
that this group of learners should have
a narrator.
End FEEDBACK Self-
reflect on:
- what they learned
Home task: to write a picture to the
story and learn the new words from
the text.
Saying goodbye

Theme of the lesson: Summarizing the chosen books
Different activities, based on the content of the books
feelings
5.R6 recognise the attitude or opinion of the writer in short texts on a
limited range of general and curricular topics
Lesson objectives Learners will be able to:
Write with moderate grammatical accuracy on a limited range of
familiar general and curricular topics with support;
recount some extended stories and events on a growing range of
general and curricular topics with support.
Criteria Learners have met the learning objective (R1) if they
speak and listen, solve problems creatively and cooperatively in
groups
Use a variety of simple perfect forms
Understand with some support most of an argument
Respect each other’ point of view
Previous learning Summarizing the chosen books
Plan
Planned Planned activities Learners’ Evaluation Resource
timings activities s
Beginnin GREETING
g A teacher says to the learners
5 min Good morning/afternoon, class.
How are you?
The learners greet the teacher too.
The teacher tells learners that they
are going to continue the previous
topic and asks what it was. Learners
answer.
Middle Lead-in Learners Verbal
30 min Learners listen to and sing visualize a evaluation
“Visualize” song. Pre-teach the character or a
word alive . You can ask your scene from the
learners to make a dictionary race, books
so the first one who finds it (alive)
in the dictionary takes the prize
(optional) or introduce it by
yourself.
The teacher reveals the objectives
of the lesson
Today you will: Learners write
and make a Individual
Writing picture of their avaluation
Pre-writing stage visualization
The teacher asks learners if they
liked the stories they read. What
was special about them?
Writing
Learners should visualize a
character/the whole story that they
liked most from the books they read
Learners study the criteria for the
writing task:
Picture – 1 point
Grammar (use of Past Simple and
present Simple tenses) – 2 points
Spelling (no more than 2 mistakes)
– 1 point
80-100 words – 1 point
To get achieved – 4 points
Speaking
Learners should present their
visualization in front of the class
Criteria:
You should speak for at least 1-2 Learners present
minutes – 1 point their Mutual
Pronunciation (no more than 4 visualization to avaluatio
mistakes) – 2 points the classmates
Creativity – 1 point
Content (a picture and description)–
2 points
To get achieved – 5 points
End REFLECTION
5 min Learners write a cinquain poem Self- Use
about a character/book. assessment traffic
light
Hometask: learn the new poem pictures.
Saying goodbye

feelings
Lesson objectives All the leaners will be able to:
Say at least 5-6 simple sentences using new vocabulary
Read and understand text
Give an opinion at discourse level
Answer the simple questions according to the theme
make a dialogue using new vocabulary
Criteria Learners have met the learning objective (R1) if they
speak and listen, solve problems creatively and cooperatively in
groups
Use a variety of simple perfect forms
Understand with some support most of an argument
Respect each other’ point of view
Previous learning Summarizing the chosen books
Plan
timings activities
Beginnin GREETING .
g Warm up activity: hhh://
5 min 1.Do you watch TV every day? www.youtu
2. What kind of TV program or be.com/
movie do you watch? watch.
3.What is your favourite movie?
4. Do you usually watch movies at
home or at a movie theater?
5.Have you ever seen the same
movie more than once? If yes, name Learners make Verbal
it. up sentences evaluation
using
Checking the homework adjectives
according the
theme books
Middle Match the words and their Learners Flashcards
30 min definitions. match the
Television Newspaper words and Mutual
Tabloid The Internet their avaluatio
Radio definitions.
a paper printed and sold usually
daily or weekly with news,
advertisements etc.;
the process of sending and
receiving messages through the air;
broadcasting programmes for
people to listen to;
broadcasting programmes (the
news, plays, advertisements, shows,
etc.) for people to watch on their
television sets;
a newspaper with rather small
pages, many pictures and little
serious news;
a way to communicate with your
partner who might be a thousand
miles away using the computer (e-
mails).
Complete the sentences which

programme you would choose if
Learners
you want to see.
complete the
a soap a music programme
sentences
a comedy a news programme
which Individual
a film a sport programme
programme avaluation
a cartoon a documentary
you would
an educational programme
choose if they
politics
want to see.
a religious programme
I’d like to see…

I want to see…
I would choose …
I prefer watching …
End Feedback
5 min Ask students to look at lesson
objectives they set at the
beginning of the lesson and think Self-
Use traffic
and say what they did well in the assessment light
lesson and what needs pictures.
improvement.
Home task: learn the new words
and grammar theme
Good bye song
Unit 7: Fantasy world
Theme of the lesson: Home and garden 1
Describing and designing rooms and furniture and talking and
writing about them
Learning objectives 5.L1understand a sequence of supported classroom instructions
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
Lesson objectives All learners will be able to: know the parts of home and furniture,
and understand the pronouns
Most learners will be able to: describe and design rooms and
meaning and differences of pronouns
Some learner will be able to: talk and their dream houses using
demonstrative pronouns and quantitative pronouns some, any,
something, nothing, anything pronouns
Criteria  Makes up sentences with There is…., There are ….
 Draws their posters by using new vocabulary
 Gives feedback to other groups
 Presents their posters by using new grammar, uses the pronouns
in the sentences
Plan
timings activities
Beginning GREETING Placard
5 min Psychological ready the group for Learners
the English lesson using: follow the
“I can…V ” teacher’s Pictures
Divide the class into three groups instructions cards
as “Rooms” (bedroom, living
room, kitchen, hall), “Homes”
(flat, castle, cottage, villa) and
“Furniture” (sofa, table, chair, https://
wardrobe) with helping of youtu.be/
pictures casfzsV8p4
Repeat and remember pass
themes: grammar “There is…,
There are…” and vocabulary
connecting with home, rooms and
furniture in their hand pictures
Introduce the students with the
aim of new theme
Middle Introduce with new vocabulary. Learners listen Picture
30 min Make poster “Project of my and repeat
dream house” Using the method Poster
“Market”. Learners make Verbal
Introduce with criteria of poster poster evaluation
(description):
Use more new vocabulary.
Task achievement
Whole group participation
Feedback for poster
Grammar: Personal,
demonstrative and quantitative Work book
pronouns
Meaning
Using
Examples
Protect the project using new

grammar: personal, Learners study Mutual
demonstrative and quantitative grammar avaluatio
pronouns. theme
Introduce with criteria of poster’s
protect:
Use more new grammar
Task achievement
Pair work
Feedback for poster
Exercise 1. Write the sentences Individual

completing with basic personal avaluation
(P. Pr), demonstrative(D. Pr) and Learners write
quantitative pronouns (Q. Pr) the sentences
(D. Pr)…is …(P. Pr)… completing
bookshelf. I made it myself. with pronouns
This is my bookshelf. I made it
myself.
(6 sentences)
End Reflection of the lesson:
5 min The method of “Sandwich”- two
interesting and one difficult
moment Self-
Hometask: Learn new assessment
vocabulary
Make up topic “My home”
Use more pronouns on the topic
Good bye song

writing about them
Criteria Makes up sentences with There is…., There are ….
Draws their posters by using new vocabulary
Gives feedback to other groups
Presents their posters by using new grammar, uses the pronouns in
the sentences
Plan
timings activities
Beginnin GREETING Learners Verbal Placard
g Pre-learning work in evaluation
5 min Put students in pairs. Show the pairs and Pictures
picture of our planet. Learners discuss it cards
brainstorm ideas about looking after first then
our planet teacher writes the ideas on share their
the board. ideas with
Tell the students that today they are the class.
going to learn a song about
environment.
Predict what actions they’ll hear Learners
in a song about looking after our look at the
world. board while
Students say which are positive teacher
statements e.g. Recycle our old records
clothes, and which are negative ideas.
commands e.g. Don’t waste water.
Middle Learners listen to a song. Which Learners Mutual Picture
30 min actions did they predict correctly? read and avaluatio
Which lines are repeated? (Can you sing a song
understand? It’s up to me and you.)
Learners read song lyrics in groups

of three then practise singing/
chanting the song. When they learn
the words, groups perform it.
If time, prepare posters with main Learners
actions on them to hold up as they prepare
sing. posters with
Group performance main actions
Differentiation on them to
Divide students so that in each group hold up as
were less able and more able they sing.
students.
Activity 1 Learners Individual

Project a simple recipe on IWB. read recipe avaluation
Learners read recipe and say the and say the
language of instructions: list of language of
things we need, instructions in order, instructions
picture.
They give examples of each from
recipe then highlight amounts and
imperative forms, using two different
colours, e.g. yellow – amounts and
green - imperatives.
Check as a class.
Pre-teach e.g. spoon, kindness,
happiness, stir, mix, oven, family,
friends, love, happiness, kindness,
animals, plants, sun, and rainbow.
Show the words and pictures on PPT
Learners brainstorm as a class, what

we need to make a recipe for an ideal
world using these words
End REFLECTION
5 mi Teacher asks learners 1) do you like
n the song and performance?
Self-
Assessment – students assess each
assessment
group using technique 2 stars and a
wish
Hometask: to learn the new words
Good bye song

writing about them
the sentences
Plan
timings activities
Beginnin GREETING Placard
g Setting the aims of the lesson Learners
5 min Pre-learning watch and Pictures
They write down words they read cards
remember on the white board. information
Teacher distributes worksheet with about an ideal
the list of key words and students world in web
tick those they remembered. link.
Middle This activity can be completed by a Verbal Picture
30 min student individually, but working evaluation
together in small groups (ideally 2-4
students in each) will provide more
practice with the target language as
students negotiate the task and each
person’s input.
Instructions: Learners Individual

1. Print a blank map and set of follow the avaluation
rectangles/cards for each group. instructions
2. Cut out the rectangles into
individual cards and group together
as a complete set with a blank map.
3. Give each group a set of cards and
a blank map. Have them distribute
the cards among themselves.
4. Instruct them to write in the names
of each building on the map
according to the directions on the
cards. [Note: If they have trouble,
advise them to start with cards about
the hospital.]
5. When the buildings have all been
labeled, allow students to check their
work against the answer key/map.
6. Give students the worksheet to
answer questions concerning the
map. Learners Mutual
create a avaluatio
Project work. Creating fantasy city fantasy city
They decide which features to using a blank
include; make a key with symbols; map grid.
write coordinates where the features
can be found. They give the city a Learners in
name. pairs
e.g. Encourage learners to practice brainstorm
comparative and superlative adjectives
adjectives; they can use
beautiful, the best, better than any to persuade
city in the country, clean, great, people to visit
happy place, nice, exciting, famous, their city to
fine, top, excellent describe their
Explain what a persuasive text is. fantasy city
Below their map learners write a and its
short, persuasive text to try to get features
people to visit their city. (30-50
words)
End REFLECTION
5 mi At the end of the lesson, T asks the
n students to assess the lesson using a
technique one star and a wish. The Self-
teacher asks the students about the assessment
most difficult things they have faced
during the lesson
Hometask: to learn the new theme
Good bye song

SA
Learning objectives 5.W2 Write with support a sequence of short sentences in a
5.R6 Recognize the attitude or opinion of the writer in short texts on
the sentences
Previous learning Home and garden
Plan
timings activities
Beginnin GREETING Student 1 Verbal
g Setting the aims of the lesson read the evaluation
5 min Warm up instructions.
Put students in pairs and ask them to Student 2 do
play the game them then
they swap.
Middle Describing and designing rooms and Mutual
10 min furniture and talking and writing avaluatio
about them
Makes up sentences with There is…., Learners
There are …. follow the
Draws their posters by using new instruction
vocabulary
Presents their posters by using new
grammar, uses the pronouns in the
sentences
SA WRITING Learners Individual
20 min Task 1. Use some, any, something, write a avaluation
nothing and anything. description
1. What room is it? of a room of
2. What does it look like? your dream.
3. What furniture is there?
4. What can you do in this room?
READING
There are lots of stories about fantasy Learners
animals. Here is some information read the
about four famous fantasy animals. short texts
Unicorns were beautiful creatures like about
horses. They had a long pointed horn fantasy
in the middle of their foreheads. creatures.
Unicorns were a sign of good luck, but
only honest people could see them.
Chinese dragons were good, friendly
and intelligent. They were made from
the parts of nine animals: a snake’s
body, a fish’s scales, a clam’s
stomach, a tiger’s feet, an eagle’s
claws, a camel’s face, a deer’s antlers,
a cow’s ears and golden eyes.
Griffins were very strong creatures.
They had a lion’s body and an eagle’s
head and wings. They were the kings
of all the animals and birds.
Write the names of the creatures Learners

under the pictures. write the
1____________________ names of the
2____________________ creatures
3____________________ under the
pictures.
Write T for True and F for False
next to the following sentences: Learners
1.Unicorns had a horn on their head. true or false
2.All of these animals were real. sentences
3.Chinese dragons had a tiger’s face.
End REFLECTION
5 mi Sing the song about the environment Self-
n again with the whole class assessment
Hometask: write correct degrees of
comparison
Good bye song

Theme of the lesson: City 1
Describing fantasy cities and reading, writing and talking about
them.
Learning objectives 5.R2 understand with little support specific information and detail in
short simple texts on a limited range of general and curricular topics.
5.W8 spell most high-frequency words accurately for a limited range
of general topics.
5.UE8 use future form will for prediction and be going to talk about
already.
Lesson objectives All learners will be able to
read about tours of Astana
spell most high –frequency words
Most learners will be able to
Read the texts and write True and False.
Complete the text with the verbs using to be going to
Some leaners will be able to
Make plans and say about them using to be going to .
Criteria Read and complete the text with the verbs
Used be going to correctly
Make up sentences with one of the verb
Plan
timings activities
Beginning GREETING Verbal
5 min 1 . Riddles evaluation
2 .To show video about Astana city. Video 1
3. Ask questions after the video ICT
-What have you seen at video ?
- Are there any famous landmarks in
your country ?
- What are their names ?
- Do you know who built ?
Divide the pupils in two groups stamps
Kazakhstan stamp, England stamp
Middle “Jigsaw “
30 min 1.Task Reading the text Ex .1,p98 . Learners
Samat ’s friends from England are read the Individual
going to visit him next month. Read text avaluation
their text messages and the text about
places in Astana .Where do you think
Samat is going to take them
Feedback for correct reading
excellent for one &two wrong words
try to remember the words or much
wrong words
reading you should read more and
work on your vocabulary
2 . Task Ex 3 Read the texts again Learners
and write True & False write True
or False
sentence
3 Task .Build your vocabulary and
translate into Kazakh. Learners
Find these words in the texts. find and
Feedback found all the words translate Mutual
‘’firework ‘’ avaluatio
Focus Rules ‘’to be going to’’

affirmative and negative .In negative
sentences we put not before/after
going to.
4. Task . Work in groups. Ex 3 Learners

Read and complete the text with the read and
verbs .Use going to Visit ,eat ‘walk, complete
take, watch the text
with the
verbs
Learners
make up
your
sentences
End REFLECTION
5 min “Cinquain” is a five-line poem
based on the content of the material
under the study.
Line 1 – One-word title.
Self-
Line 2 – Two adjectives for
describing that word. assessment
Line 3 – Three verbs.
Line 4 – Four feeling words.
Line 5 – A synonym for the title
word.
Hometask: draw fantasy city
Good bye song

Describing fantasy cities and reading, writing and talking about
them.
name at least 5 objects in the garden
contribute some language in order to talk about the garden
understand and draw most of the objects in the garden
communicate the main points in the description activity
write the descriptive sentences without support
understand most of the language used by the teacher at the lesson
communicate a range of language from the lesson expressively
during the presentation
Criteria Read and complete the text with the verbs
Used be going to correctly
Make up sentences with one of the verb
Plan
timings activities
Beginnin GREETING An image of
g Pre-learning gardens
5 min Divide the students in groups of 3-4 projected on
so that there were at least 1 more IWB
able learner. Ask students to look at Learners
images of gardens from around the name the Verbal PPT
world and from Kazakhstan on IWB words while
evaluation
and name what’s in them e.g. Group more able
1 has to name only nouns e.g.: trees, learners can
plants, flowers, grass, seat, wall, categorized
gate, water, bird house, fountain, them in
stones, stairs, bridge, bush, path. groups
Group 2 has to name only adjectives
e.g.: nice, beautiful, tall, low, big,
green, airy etc.
Middle Teacher pre-teaches then Posters

30 min prepositions of place. Show students
the picture with prepositions and drill Mutual
the pronunciation. avaluatio
Ask some students about the objects
in the class to clarify that they Individual
understand them. avaluation
Prepare a dictation called ’take Learners Self-
your pencil for a walk’ follow the assessment
Draw a garden path across the instructions
centre of the page. Draw a large
apple tree on the left of the picture.
Draw a small pear tree on the right
of the picture. Take your pencil and
draw grass below the path. Put three
flowers in the grass. Now take your
pencil and draw a garden seat
between the two trees. Draw a pond
at the back of the picture. Put a
fountain in it. Now draw a bird
sitting on the seat.
Learners use a large piece of paper –

landscape. They listen to instructions
and take their pencil for a walk.
When finished, they compare picture
with a partner. Do they look the
same? What’s different?
Learners imagine a fantasy garden
and write five things in it.
With a partner, they take turns to
dictate five sentences for partner to
draw their fantasy garden. Swap and
check.
End REFLECTION
5 mi Teacher asks learners 1) what
n prepositions of place did we learned
today? e.g. in front of, behind, in the
middle etc. 2) do you have any
questions about the lesson? 3) can
you talk about your garden?
Students can answer by
demonstration the prepositions of
places ask questions or show thumbs
up or down.
Hometask: to learn the new theme
Good bye song

Creating a map of a fantasy city and writing a persuasive text about
it
Learning objectives 5.C4 evaluate and respond constructively to feedback from others
5.S7use appropriate subject-specific vocabulary and syntax to talk
about a limited range of general topics
use new vocabulary concerning the topic "fantasy city"
use comparative and superlative adjectives with some support
write a persuasive text with some support
use comparative and superlative adjectives with a little support
make a dialogue using new words
write a persuasive text with a little support
use comparative and superlative adjectives with no support
create a fantasy map of an ideal city and write a persuasive text
Plan
timings activities
Beginnin GREETING PPP
g Setting the aim
5 min Warm up
Teacher asks to watch a video https://
about "Fantasy city" Learners write www.youtub
words they Verbal e.com/
Differentiation know that evaluation watch?
More able Ss write 2-3 sentences come to their v=2gLhjEW
trying to describe it. mind vM1k
Middle Pre-teach vocabulary Cards"Talki

30 min Teacher distributes cards ng about
"Talking about cities". cities".
Appendix 1
Differentiation: Learners Individual
Less able Ss will be given this complete the avaluation
task: sentences with
Ss try to complete the sentences the words
with the words below:
garbage
crowded
comfortable
tall PPP(slide 3)
outdoor
polluted
air
jammed
transportation
More able Ss create their own

sentences by describing pictures.
Speaking
Teacher encourages Ss to create Learners create Mutual
short conversations about their short avaluatio
city using the vocabulary and conversations
sentences and try to expand: about their city
A: What do you like about your using the
city? vocabulary and
B:_________________________ sentences
A:Why is that?/ What do you
mean?
B:_________________________
A: And what do you dislike about
your city?
B:_________________________
A: Why is that a problem?
B:_________________________
Peer-assessment (palm-fist)
Thumbs up if they understood
everything /thumbs down- didn’t
understand/ thumbs left or right –
understood 50 percent
End REFLECTION
5 mi “Cinquain” is a five-line poem
n based on the content of the
material under the study.
Line 1 – One-word title.
Line 2 – Two adjectives for Self-
describing that word. assessment
Line 3 – Three verbs.
Line 4 – Four feeling words.
Line 5 – A synonym for the title
word.
Hometask: complete the task
Good bye song

Learning objectives 5.W2 Write with support a sequence of short sentences in a

5.R6 Recognize the attitude or opinion of the writer in short
texts on a limited range of general and curricular topics
Lesson objectives Write short sentences on familiar topics with support Connect
sentences into a paragraph
Identify the attitude and opinion of the author in
short texts
Plan
timings activities
Begining GREETING PPP
5 min Differentiation https://
Less able Ss write words they know www.youtu
that come to their mind. be.com/
More able Ss write 2-3 sentences trying watch?
to describe it. v=2gLhjE
WvM1k
Middle This activity can be completed by a Appendix 2
30 min student individually, but working
together in small groups (ideally 2-4
students in each) will provide more
practice with the target language as
students negotiate the task and each
person’s input.
Instructions:
1. Print a blank map and set of Learners Mutual
rectangles/cards for each group. follow the avaluation
2. Cut out the rectangles into individual instructions Markers,
cards and group together as a complete A3 paper,
set with a blank map. colourful
3. Give each group a set of cards and a pencils,
blank map. Have them distribute the glue,
cards among themselves. scissors
4. Instruct them to write in the names of
each building on the map according to
the directions on the cards. [Note: If
they have trouble, advise them to start
with cards about the hospital.]
5. When the buildings have all been
labeled, allow students to check their Copybooks
work against the answer key/map. PPP(slide
6. Give students the worksheet to 4)
answer questions concerning the map.
Project work. Creating fantasy city Learners Individual

They decide which features to include; create a avaluation
make a key with symbols; write fantasy city
coordinates where the features can be using a
found. They give the city a name. blank map
Learners in pairs brainstorm adjectives grid.
they can use to persuade people to visit
their city to describe their fantasy city
and its features e.g. Encourage learners
to practise comparative and superlative
adjectives;
beautiful, the best, better than any city
in the country, clean, great, happy
place, nice, exciting, famous, fine, top,
excellent
Explain what a persuasive text is.

Below their map learners write a short,
persuasive text to try to get people to
visit their city. (30-50 words)
Assessment criteria
Student
Can use new words (beautiful, garbage, Verbal
exciting etc) At least 3 words evaluation
Can present his/her ideal city creatively
can use comparative and superlative
adjectives
can write 30-50 words

min Learners complete an evaluation of assessment
what they did during the lesson by
circling one word in statement:
I can understand: all / most of / some of
the story when I read it.
Home task: repeat grammar themes
Good bye song

Theme of the lesson: World 1
Finding out and talking about environmental problems and
suggesting solutions.
5.UE16 use conjunctions so , if, when , where, before, after to link
curricular topics
5.UE17use if clauses (in zero conditionals); use where clauses; use
before/after clauses (with past reference); use defining relative
clauses with which who that where to give details on a limited range
Lesson objectives All learners will be able to
-read the text, identify the meanings of the words and match them
with their definitions
- underline the simple perfect form sentences from the given text
Most learners will be able to
- say their opinions on a short video on the theme "The World
around us" and talk about it
- make up the sentence s in the simple perfect forms using
information about environment and recycling
- summarize their ideas/ opinion on the theme ''The World around
us"
Some learners will be able to
Compose a short story about environment and talk about healthy and
unhealthy lifestyle
Criteria Identify the speaker's point of view in a simple conversation
Connect sentences into paragraphs with some support
Plan
timings activities
Beginnin Greeting: Org moment Learners
g Teacher greets the learners. greet the
5 min teacher and
Warm-up. "Video prompt" take their Interactive
Teacher shows learners the video places. board
about the world around them. http://
- What was the video about? www.youtub
- What words have you heard? e.com>watc
- What do you think about this h
videos? "The World
- What are these words related to? Learners around us"
take a piece
Teacher divides the students into 2 of paper and
groups using the method of puzzles. should collect
And compose a little story the words Puzzle
according to the picture. (5- 6 sent) and create a
picture.
Middle "Find the definition" Activity. Learners Verbal
30 min Match the words with the make up your evaluation
definitions, use your dictionaries if own
you need. sentences
1) Waste a) birds, animals,
plants that live in a natural
environment
2) Pollution b) connected
with chemistry
3) Wildlife c) something
that is not needed and is therefore
thrown away
4) Chemical d) action of
making air, water, land
"Find the right" Activity.

Complete the sentences choosing Learners Individual
the necessary word. completes the avaluation
1) Atmosphere is polluted with sentences
(wildlife, toxins, waste) with
2) It’s difficult to (live, breathe, necessary
work) in big cities. words
3) (Pollution, chemistry, wildlife) is
in danger.
4) Busses and cars pollute (water,
air, land).
End Apple tree Self- Colored

5 mi Red apple - I totally understand assessmen paper
n Yellow - I understand the lesson but (green, red,
I need some helps yellow)
Green apple - I don't understand
Hometask: Learn the song.

"Mother Earth".
Good bye song

Theme of the lesson: World 2
Learning a song about helping the environment and writing a recipe
to make an ideal world.
Learning objectives 5.L7recognise the opinion of the speaker(s) in basic, supported talk
on an increasing range of general and curricular topics
5.UE7 use simple perfect forms of common verbs to express what
has happened [indefinite time] on a limited range of familiar general
and curricular topics
read and learn lyrics with some support
contribute some of the language in order to talk about the
environment
use imperatives with some support
communicate the main points in the activities
use imperative and sequence most of the words correctly
Criteria Identify the speaker's point of view in a simple conversation
Connect sentences into paragraphs with some support
Plan
timings activities
Begining GREETING
5 min Org moment "The World
Teacher greets the learners. Learners around us"
greet the teacher and take their
places.
Teacher divides the students into 2 Puzzle
groups using the method of puzzles.
Students take a piece of paper and
should collect the words and create a
picture. And compose a little story
according to the picture. (5- 6 sent)
Middle I. Task 1 Learners Individual Poster
30 min Listen to the song and complete the listen to the avaluation
missing words. Differentiation by song and
support. For less able students. complete the
(p_ _ _ e, p_ _ _ _ t, a _ _ _ _ ls, missing
p_ _ _ ts, p_ _ _e, w_ _ _ _ _ _ _ _e, words
w_ __d, p_ _ _ _t, g_ _ _t p_ _ _ e)
Mother Earth Environmental Song

Mother Earth, Mother Earth
It's a great ....... to be (place )
Home .......... for you and me, (planet )
Look after our earth with care
Cos it's a planet we all share
Humans, .............. , ......... and trees
(animals , plants)
Let's live together in harmony
It's a great place to be https://
www.native-
Home planet for you and me,
In ourselves we must take ...... (pride) english.ru>t
For our future we need to strive opics>e...
Be kind it's .......... (worthwhile)
Light the ...........up with your smile
(world)
It's a great place to be
Home .......... for you and me (planet)
It's a .......... to be (great place)
In peace and harmony
Answer the questions

1) What is the song about ? Learners Verbal
2) What does the author of the song answer the
evaluation
want to inform us? questions
3) What comes to your mind after
listening to this song?
End Apple tree Self- Colored
5 mi Red apple - I totally understand assessment paper
n Yellow - I understand the lesson but (green, red,
I need some helps yellow)
Green apple - I don't understand
Hometask: make a poster with the
title "The Earth needs you" (air, rock
and soil, climate, weather, plant, tree,
water, river, sea).
Good bye song

Theme of the lesson: Summative control work for the3d term
Learning objectives 5.L4 Understand the main points of supported extended talk on a
range of general and curricular topics.
5.R2 Understand with little support specific information and detail
topics.
5.W6 Link, with some support, sentences into coherent paragraphs
using basic connectors on a limited range of familiar general
topics.
5.W8 Spell most high- frequency words accurately for a limited
range of general topics.
5.S1 Provide basic information about themselves and others at
sentence level on an increasing range of general topics.
Assessment criteria Learners listen to the recording twice and write the name of the
room in the plan.
Learners read a short text on the topic “Fantasy World” and
complete the sentences with the given words.
Learners write a paragraph about imaginary place using
supporting questions.
Learners choose one card and provide personal information
using supporting questions.
Previous learning World 2
Plan
timings activities
Beginning ORGANIZATION MOMENT
2 min 1.Greeting
2. Lesson objective
SA LISTENING Learners listen Individual
35 min Task. You will listen to the to the avaluation
recording twice. recording and
A Floor plan write the name
of each room
in the correct
place on the
Floor plan.
READING
Task. Read the text and Learners read
complete the sentences using the the text and
words from the box in the complete the
correct form. sentences
Dolphins aren’t ugly. They are .
Dolphins can’t live in polluted
water. They live inwater.
Dolphins are safe. They aren’t .
Dolphins are not aggressive. They
are .
A lot of the sea isn’t clean. It is
.
The sea isn’t dangerous place for
dolphins. It’s .
WRITING Learners
Task. Think about imaginary describe the
place you would like to live. place you
Describe it. The following would like to
questions will help you. live.
What place is it?
Why would you like to live there?
What is the weather there?
What buildings are there in this
place?
What can you do there?
What are the people look like?
The name of the place is ____.
I like this place because it
is______.
The weather is
________________there.
There is a _____________ there.
I can _______________ there.
They are ___________.
SPEAKING
Learners
Task. Choose one card, speak
organize their
about the topic and answer the
speech
questions.
End FEEDBACK
Learners write a cinquain poem Self-
2 min about a character/book. assessment
Homework: revise grammar

Saying goodbye
LESSON 78 School: Stavropolka Secondary
Learning objectives 5.L4 Understand the main points of supported extended talk on a
range of general and curricular topics.
5.R2 Understand with little support specific information and detail
topics.
5.W6 Link, with some support, sentences into coherent paragraphs
using basic connectors on a limited range of familiar general
topics.
5.W8 Spell most high- frequency words accurately for a limited
range of general topics.
5.S1 Provide basic information about themselves and others at
sentence level on an increasing range of general topics.
read and learn lyrics with some support
contribute some of the language in order to talk about the
environment
use imperatives with some support
communicate the main points in the activities
use imperative and sequence most of the words correctly
Previous learning Summative control work for the3d term
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Beginning ORGANIZATION MOMENT
5 min Greeting
Pre-learning Mutual
Put students in pairs. Show the picture Learners avaluatio
of our planet. Learners brainstorm work in
ideas about looking after our planet pairs and
teacher writes the ideas on the board. discuss it
Tell the students that today they are first then
going to learn a song about share their
environment. ideas with
Predict what actions they’ll hear in a the class.
song about looking after our world.
Learners look at the board while
teacher records ideas.
Students say which are positive

statements e.g. Recycle our old clothes,
and which are negative commands e.g.
Don’t waste water.
Middle Plenary: Learners Verbal
30 min They write a recipe in pairs using: follow the evaluation
imperative verbs: put, take, stir, mix, instructions
cook, wait; connectors: first, then, next,
now; amounts
Scan an example to show students
(Show them on PPT)
First, take three spoons of happiness
and mix with a family.
Then put six spoons of kindness on
four friends.
Next take two animals and five plants
and mix them.
Now stir together, put in the oven and
cook for an hour.
Wait for ten minutes. Mmmmm! Smile.
Assessment – self-assessment (ask

students to check their recipes:
Did you use at least 3 imperatives? Learners Individual
Did you use at least 3 connectors? complete avaluation
Did you use at least 3 amounts? ‘can do’
Put the all recipes on the walls around self-
the class students walk and read them. assessment
Differentiation statements
Less able and more able students work to match
in pairs. learning
I can understand some information and objectives
detail when someone is talking. for term 3
I can take turns with my friends when with choice
we’re speaking. of circling
I can understand opinions when I read. (well, ok, I
I can use joined-up handwriting in need help)
some of my written work. e.g.
End FEEDBACK Self-
At the end of the lesson, T asks the assessment
5 min students to assess the lesson using a
technique one star and a wish. The
teacher asks the students about the
most difficult things they have faced
during the lesson
Home task: revise lexical structures
Saying goodbye

5 класс 3 четверть

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

5 класс 3 четверть

Uploaded by

Copyright:

Available Formats

LESSON 49 School: Stavropolka Secondary School

LESSON 50 School: Stavropolka Secondary School

WARM-UP (MIND –MAP) Learners say

Middle DIFFERENTIATION: Learners say

Pre-teach vocabulary and Learners are

Learning objectives 5.C5 use feedback to set personal learning objectives

Students will also have the

End REFLECTION Self-

LESSON 52 School: Stavropolka Secondary School

LESSON 53 School: Stavropolka Secondary School

Learning objectives 5 L 6. Deduce meaning from context in short supported talk on an

Planned Planned activities Learners’ Evaluation Resources

Grammar : The degrees of Individual

LESSON 54 School: Stavropolka Secondary School

1. Activity: Star colour matching

Differentiation: Teacher supports

LESSON 55 School: Stavropolka Secondary School

What kind of music do they think it

Group work In groups Mutual

LESSON 56 School: Stavropolka Secondary School

In the end teacher checks if objects Learners

Differentiation: Teacher supports

Home task: learn new vocabulary

LESSON 57 School: Stavropolka Secondary School

Lesson objectives All learners will be able:

Criteria peer/group assessment

Previous learning Stories and poems

LESSON 58 School: Stavropolka Secondary School

Home task: to learn the new

LESSON 59 School: Stavropolka Secondary School

Previous learning Stories and poems

LISTENING Learners Individual Worksheet

Why do you like this cartoon?

Home task: to repeat vocabulary and

Previous learning Stories and poems

2 Teacher explains students that Appendix 2

3 Teacher hands out worksheets

LESSON 61 School: Stavropolka Secondary School

1. We read the story about 2 bears

End REFLECTION Self-

LESSON 62 School: Stavropolka Secondary School

Formative assessment. Learners start Individual

Character card Once Learners Mutual

After reading: Teacher Learners make

End FEEDBACK Self-

Teacher encourages Learners to

LESSON 64 School: Stavropolka Secondary School

Post-reading activity 3. Learners Mutual

LESSON 65 School: Stavropolka Secondary School

LESSON 66 School: Stavropolka Secondary School

Complete the sentences which

I’d like to see…

Protect the project using new

Exercise 1. Write the sentences Individual

LESSON 68 School: Stavropolka Secondary School

Learners read song lyrics in groups

Activity 1 Learners Individual

Learners brainstorm as a class, what

LESSON 69 School: Stavropolka Secondary School

Instructions: Learners Individual

LESSON 70 School: Stavropolka Secondary School

Write the names of the creatures Learners

LESSON 71 School: Stavropolka Secondary School