Eng Plus GR 5 Term 3 LP Salikha

Саттар Ерубаев атындағы жалпы орта білім беретін мектебі
Short term plan : term 3

The theme: Culture
Тексерілді: Қ. Байсеитов
Unit of a long term plan: Unit 8 Creativity School: By name S. Erubayev
Date: 09.01.23 Teacher name: S. Muratalieva
Grade: 5 Number present: absent:
Lesson title Culture
Learning objectives 5.2.4.1 understand the main points of supported extended talk on a range of general
and curricular topics;
5.5.3.1 write with support factual descriptions at text level which describe people,
places and objects;
5.6.3.1 use a growing variety of adjectives and regular and irregular comparative and
superlative adjectives describing landmarks of Astana;
Lesson objectives Learners will be able to:
• Learn and practise nouns to talk about public places connected with culture.
• Practise talking about artists especially from Kazakhstan.
Plan
Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria
Organization moment At the

Start 1.Greeting. The aim: To develop Ss organization
Ask about the weather. speaking skills and moment T tries
Warm-up create friendly to award active Pictures
• Books closed. Ask students to atmosphere Ss. «The
work in pairs to think of places in Efficiency: By telling the praise» method
Kazakhstan connected with wishes they show their is used to
culture. Do an example with the appreciations . evaluate Ss with
whole class, e.g. the Academic phrases like:
Opera and Ballet Theatre in “Good job!
Almaty. Well done!”
• After about two minutes, stop the
students. Get feedback from a
few pairs by asking a few Formative
students to describe one of the Assessment
places they thought of. Student’s
Lead – In book
Students say about

different questions
Good job!
Everyone has a culture.

Main Ex: 1 P: 96 Assessment
part • Focus students’ attention on the Students do the quiz criteria
quiz on page 97. Allow students about buildings in - Learn and
a couple of minutes to look at
the different buildings and ask
Astana practise nouns
them to answer the questions. ANSWERS: to talk about
Encourage them to use the clues 1b public places
in the picture and their own 2b connected with Cards
knowledge of Astana. 3b culture
• When students have finished, 4a
ask for a show of hands for 5b Descriptor:
answer a or answer b in each 6a - do the quiz
case. Do not say if the answers about buildings Worksheets
are correct or not.
in Astana
Differentiation:
«Verbal support» method is used
Peer
to help Students use new words in
the text. Students match the assessment:
places with the things answer key
Ex: 2 P:96 ANSWERS:
• Explain the task and do an 1c Assessment
example together to make sure 2e criteria:
students know what they have to 3f - Practise talking
do, pointing out that only one of 4b about artists
the words on the left matches a 5a especially
word on the right. 6d from
• In a stronger class, ask Kazakhstan.
students to do the activity
individually before checking their
answers in pairs. In a weaker
class, check their understanding Descriptor:
of the vocabulary and ask them - match the
to do the task in pairs.
places with the
Students put the verbs things
Ex: 3 P:96
• Explain the task and do an with the correct noun to
example with the class. Make make a collocation Make CCQ
sure the whole class understand ANSWERS: questions
the word sightseeing. 1 borrow Yes / No
• Check the answers as a class. 2 look at
3 watch
4 study
5 listen to
6 go
Home task: Students use Poster

End Ex: 1 P: 58 WB their stickers to KWL chart
show their
knowledge
according to the
lesson.

The theme: Making plans.
Lesson title Making plans.
Learning objectives 5.3.6.1 communicate meaning clearly at sentence level during, pair, group and
whole class exchanges;
5.4.3.1 understand the detail of an argument on a limited range of familiar
general and curricular topics
• Learn and practise verbs to talk about plans.
• Understand text messages about plans
Plan

Time criteria

• Books closed. Ask the class atmosphere Ss. «The
what they like doing when they Efficiency: By telling the praise» method
visit another city or country. Get wishes they show their is used to
students to think of two appreciations . evaluate Ss with
categories – things to do inside phrases like:
and outside. “Good job!
• Make a list on the board. Ask Well done!”
students to give details about
places they have visited and
what they liked doing. Formative
Lead – In Assessment
Student’s
book
Students say about

different questions
Good job!
Making Friday plans on a Thursday

afternoon may work 4 times out of
10, but so does going outside
without an umbrella in April. It's
risky AF. Planning a week or more
in advance is not!
part • Ask students to read the two text Students read the text criteria
messages and the Tours of message and the text - Learn and
Astana text.
about places in Astana practise verbs to
• Discuss the question with talk about plans.
the class. Encourage students to
ANSWERS:
also think about information from Students’ own answer
Descriptor: Cards
the quiz.
- read the text
Differentiation: message and
«Verbal support» method is used the text about
to help Students use new words in Students listen and places in Astana Worksheets
the text. check your answers.
Which places does Peer
Ex: 2 P:98 Samat choose? assessment:
Play the recording for students to ANSWERS: answer key
check their answers and Bayterek Tower,
compare them with Samat’s Khan Shtyr and Hazret Assessment
ideas. In a weaker class, pause Sultan.
criteria:
the recording after each place is
- Understand
mentioned.
text
messages
Ex: 3 P:98 Students read the text about plans
• Tell students to read all three again write true or false
texts again and answer the ANSWERS:
questions. Circulate and monitor.
1 true
Check that weaker students Descriptor:
2 false
can follow which text has the
3 false - listen and
relevant information.
4 true check your
5 false
6 true answers.
Make CCQ
questions
Yes / No
show their
knowledge
according to the
lesson.

The theme: Language Focus: be going to affirmative and negative
Lesson title Language Focus: be going to affirmative and negative
Learning objectives 5.3.4.1 respond with limited flexibility at sentence level to unexpected
comments on an increasing range of general and curricular topics;
5.6.1.1 use a structure to be going to express intention and plan on a limited
range of familiar general and curricular topics;
5.5.3.1 write with support factual descriptions at text level which describe
people, places and objects to visit and activities;
• Learn and practise be going to affirmative and negative forms.
• Use be going to talk about plans and intentions.
Plan

Time criteria

• Books closed. Ask the class to atmosphere Ss. «The
imagine they have unlimited Efficiency: By telling the praise» method
money and a week to spend it. wishes they show their is used to
Ask them to decide on three appreciations . evaluate Ss with
things they are going to do. phrases like:
• Put some ideas on the board. “Good job!
Discuss with the class which are Well done!”
the most interesting plans.
Lead – In Formative
Assessment
Student’s
book
Students say about

different questions
Good job!
part • Tell the class to read the text Students find the forms criteria
messages again and find the in the text messages - Learn and
missing forms. practise be
ANSWERS:
1 I’m going to going to
Differentiation: 2 We’re not going to affirmative
«Verbal support» method is used and negative Cards
forms.
the text.
Descriptor:
- find the forms
Ex: 2 P:96
• Draw students’ attention to the Students read and in the text Worksheets
photo of the food. Ask them what complete the text with messages
it is and if they like it. the verbs.
• Explain the task. Tell students to Peer
read the whole text once before ANSWERS:
1 take assessment:
choosing the verbs.
• Check answers as a class. 2 walk answer key
3 eat
4 visit Assessment
Ex: 3 P:96 5 watch
• Explain the task. Students criteria:
complete the activity individually - Use be going
and check their answers in pairs. Students complete the to talk about
• Remind students to use the table sentences with the plans and
in exercise 1 to help them. correct words. intentions.
Check answers as a class. ANSWERS:
1 to go Descriptor:
2 ’m - complete the
3 ’re going sentences with
4 ’re, have the correct
5 ’s
6 ’s going, watch
words.
Make CCQ
questions
Yes / No
show their
knowledge
according to the
lesson.

The theme: Films and stories
Lesson title Films and stories
5.6.1.1 use a structure to be going to express intention and plan on a limited
people, places and objects to visit and activities;
• Learn and practise vocabulary to talk about films and stories.
• Plan a film project.
Plan

Time criteria

think of as many films as they Efficiency: By telling the praise» method
can in one minute. After a wishes they show their is used to
minute ask for contributions and appreciations . evaluate Ss with
write them on the board. Ask the phrases like:
class to talk briefly about the “Good job!
type of films they are and which Well done!”
countries they are from.
Assessment
Student’s
book
Students say about

different questions
Good job!
If you want to skip bedtime reading

and watch a movie inspired by the
Bible instead, we've got you
covered. These films based on
the word of God are available to
stream right now — so kick back
with a bowl of popcorn and prepare
to be inspired.
part • Explain the task. Make sure Students match the criteria
students understand the types of films - Learn and
meaning of alien, ghost,
monster, knight and wizard.
ANSWERS: practise
• Circulate and monitor. 1h vocabulary to
• Check answers as a class. 2e talk about films
3f and stories. Cards
4a
Differentiation: 5g
«Verbal support» method is used 6 c Descriptor:
to help Students use new words in 7 d - match the
the text. 8b types of films
Worksheets
Ex: 3 P:100
• In pairs, students do the quiz. Students do the film Peer
Give them a time limit. When Quiz. Then listen and assessment:
time is up, ask pairs for answers check your answers. answer key
and write them on the board. Do ANSWERS:
not say if they are right or wrong. 1 Finding Nemo Assessment
• [audio icon] 2.43 Play the 2 Harry Potter
recording. Students check if their 3 Beauty and the Beast criteria:
answers were correct. Count up - Plan a film
4 Superman project
the correct scores and nominate 5 Harmony Lessons
a winner.
Ex: 4 P:100 Descriptor:

• In pairs, ask students to read out Students which films in - do the film
a question and answer for the the Film Quiz are these Quiz. Then listen
rest of the class. The class questions and answers and check your
guess which film it is. connected to? answers.
ANSWERS:
1 Harmony Lessons
Make CCQ
2 Harry Potter
3 Beauty and the Beast questions
4 Finding Nemo Yes / No
5 Superman

show their
knowledge
according to the
lesson.

The theme: Be going to(questions)
Lesson title Be going to(questions)
5.4.1.1 understand the main points in a limited range of short simple texts on
general and curricular topics;
5.6.3.1 use a structure to be going to (questions) to ask about plans.
• Learn and practise using be going to question forms.
• Using be going to to ask about plans
Plan

Time criteria

think of things they are going to Efficiency: By telling the praise» method
do next week. Write them on the wishes they show their is used to
board, e.g. go to school, play appreciations . evaluate Ss with
football. Ask students to make phrases like:
affirmative and negative “Good job!
sentences using the ideas. Ask Well done!”
the class to suggest corrections
if they hear a mistake.
Formative
Lead – In
Assessment
Student’s
book
Students say about

different questions
Good job!
part • Explain the task. Give students a Students complete the criteria
few minutes to work individually table with the words in - Learn and
reading and filling in the table.
• Students check their answers in
the box. practise using
pairs. ANSWERS: be going to
• Check answers as a class. 1 Are question forms.
2 am Cards
3 isn’t Descriptor:
Differentiation: 4 is
«Verbal support» method is used Students complete the - complete the
to help Students use new words in questions and answers table with the
the text. words in the
ANSWERS: box. Worksheets
1 am
Ex: 2 P:101 2 Is, isn’t
• Put students in pairs. Explain the 3 are, ’re
task. When the students have 4 we, aren’t Peer
completed the sentences tell 5 Is, is assessment:
them to practise saying the 6 ’m not answer key
sentences together. 7 ’re
• Monitor the students as they 8 ’s, is
speak, making a note of any Assessment
Students make the
errors you would like to address criteria:
sentences into questions - Using be
later.
and short answers going to to
Ex: 3 P:101 ANSWERS: ask about
• Draw students’ attention to the example. 1 Is she going to save her plans
Ask students to explain the rule friends? Yes, she is.
for making questions with be 2 Are the princess and the
going to (Answer: the correct beast going to fall in love?
form of be followed by the Yes, they are. Descriptor:
subject). Ask if we use the short 3 Are we going to find my
- complete the
form of be in short answers sister? Yes, we are.
4 Are the criminals going to questions and
(Answer: no).
• Explain the task. Students work win? No, they aren’t. answers
individually and then check their 5 Are you going to find your
answers in pairs. Circulate and son? Yes, I am. Make CCQ
monitor. 6 Is the evil wizard going to
questions
Make sure students make die? Yes, he is.
7 Is winter going to end soon? Yes / No
positive questions, e.g. ‘Are the
criminals going to win?’, not No, it isn’t.
‘Aren’t the criminals going to 8 Are the fish going to
win?’ escape? Yes, they are.

show their
knowledge
according to the
lesson.

The theme: Film Review
Lesson title Film Review
Learning objectives 5.3.8.1 recount basic story and events on a range of general and curricular
topics
5.5.6.1 link, with some support, sentences into coherent paragraphs using
basic connectors on a limited range of familiar general topics
-Learn and practise nouns
-Learn and practise verbs to talk about plans.
-Learn and practise vocabulary to talk about films
Plan

Time criteria

write them on the board. Ask the phrases like:
class to talk briefly about the “Good job!
type of films they are and which Well done!”
countries they are from.
Assessment
Student’s
book
Students say about

different questions
Good job!
wo hundred years from now, give or
take, the robot-people of Earth will
look back on the early years of the
21st century as the beginning of a
remarkable renaissance in art and
culture.
part Explain the task and do an example Students match the criteria
together to make sure students things with the places - Learn and
know what they have to do, pointing ANSWERS: practise nouns
out that only one of the words on 1 painting
the left matches a word on the right.
2 show Descriptor:
3 book - match the Cards
Differentiation: 4 film
things with the
«Verbal support» method is used 5 play
places
to help Students use new words in 6 exhibit
the text.
Peer Worksheets
assessment:
Ex: 2 P:102
Explain the task. Students complete Students choose answer key
the
the activity individually and check
their answers in pairs
correct words. Assessment
ANSWERS: criteria:
1 borrow -Learn and practise
2 look at verbs to talk
3 watch about plans.
Ex: 3 P:102 4 study
• Explain the task and do an 5 listen to
example together to make sure 6 go
students know what they have to
do, pointing out that only one of Descriptor:
the words on the left matches a
Students match the two - match the
word on the right. part of the phrase places with the
ANSWERS: things
• Explain the task and do an 1 river
example with the class. Make 2 hall
sure the whole class understand 3 deck Make CCQ
the word sightseeing. 4 resort questions
5 hall Yes / No
6 gallery

End Ex: 5 P: 102 SB their stickers to KWL chart
show their
knowledge
according to the
lesson.

The theme: Unit Review-8

Lesson title Unit Review-8
Learning objectives 5.3.1.1 provide basic information about themselves and others at sentence
level on an increasing range of general topics;
5.5.1.1 plan, write, edit and proofread work at text level with support on a
limited range of general and curricular topics;
people, places and objects.
• Learn and practise using be going to question forms.
• Using be going to to ask about plans
• Learn and practise vocabulary to talk about films and stories.
Plan

Time criteria

write them on the board. Ask the
phrases like:
class to talk briefly about the
type of films they are and which “Good job!
countries they are from. Well done!”
Lead – In
Formative
Assessment
Student’s
book
Students say about

different questions
Good job!
Movie genres vector icons. Movie

film genres, comedy genre, war and
romance genres, history drama film
genre illustration
part • Explain the task. Make sure Students match the films criteria
students understand the with the things - Learn and
meaning of alien, ghost, ANSWERS: practise using
monster, knight and wizard. 1a be going to
• Circulate and monitor. 2d question forms.
3f Cards
Differentiation: 4e Descriptor:
«Verbal support» method is used 5 c - complete the
to help Students use new words in 6 g table with the
the text. 7h words in the
8b box. Worksheets
Ex: 5 P:102 Students choose the
• Explain the task and ask students correct words
to do it individually. ANSWERS: Peer
1 to walk
assessment:
2 ’m y
3 ’s answer key
4 not going to
5 ’re Assessment
6 ’re criteria:
Ex: 6 P:102 - Using be
• Put students in pairs. Explain the Students complete the
questions and answers going to to
task. When the students have ask about
completed the sentences tell ANSWERS:
plans
them to practise saying the 1 am
sentences together. 2 Is, isn’t
• Monitor the students as they 3 are, ’re
speak, making a note of any 4 we, aren’t
errors you would like to address 5 Is, is Descriptor:
later. 6 ’m not - complete the
7 ’re questions and
Ex: 7 P:102 8 ’s, is answers
• Do the first sentence with the Students complete the
class. Write the sentence on the questions and answers Make CCQ
board as a model for weaker with going to questions
students. ANSWERS: Yes / No
• Make sure students write the 1 Are you going to watch
sentences as they will need a film this week?
them in the next exercise. 2 Where are you going
• Get the students to read out their to go on holiday this
questions when they are ready. year?
3 How many books are
you going to read this
month?
4 Are you going to play
football tomorrow?
5 What are you going to
eat for supper tonight?
6 Are you going to do
your homework on time?

show their
knowledge
according to the
lesson.
The theme: Biography of an actor. The president’s story

Lesson title Biography of an actor.
Learning objectives 5.3.3.1 Give an opinion at sentence level on a limited range of general and
curricular topics;
5.4.2.1 understand with little support specific information and detail in short,
simple texts on a limited range of general and curricular topics
Read the story about first President.
Understand the key words and phrases
Give reasons
Plan

Time criteria

• Books closed. Ask the students atmosphere Ss. «The
to tell you what they know about Efficiency: By telling the praise» method
the president of Kazakhstan, e.g. wishes they show their is used to
where he is from, his family, appreciations . evaluate Ss with
what he does, his early life. Ask
phrases like:
the class if they know or have
watched the film ‘The Sky of My “Good job!
Childhood’. If any students have Well done!”
seen the film, ask them to tell the
rest of the class about the story. Formative
If there are no students who Assessment
have seen the film, ask them if Student’s
they know any films about other book
people’s lives.
Lead – In
Students say about
The childhood different questions
story of Nursultan
Nazarbayev, the
first president Good job!
of the Republic
of Kazakhstan.
part • Ask students to look quickly Students find these criteria
through the story and find the words in the story and - read the text
four words. Discuss as a class match words with and discuss
which descriptions match the descriptions about first
words. ANSWERS: President
• Ask students to think of more Student’s own answer Cards
words in the Kazakh language Descriptor:
that they can explain in English. Students read the - read the story
information about the and find the four
Differentiation: film and answer the words
«Verbal support» method is used questions
Worksheets
to help Students use new words in ANSWERS:
the text. 1 The story starts in
1940. Assessment
Ex: 2 P:103 2 He lives with his criteria:
• Tell students to work individually mother, father and - understand the
and read the story carefully to grandmother. key words
answer the questions. 3 He enjoys galloping on and phrases
• Circulate and monitor. Check horseback, learning
that any weaker students falconry and playing the
understand the key words and dombyra. He also likes
phrases, e.g. horseback, Descriptor:
playing with friends.
falconry, high flier, attack and - give three
4 Yes, he was. He was a
hunting. Make sure students high flier. reasons for their
write whole sentence answers. 5 Three actors played answer
• Check the answers. Ask Nazarbayev. This was to
individual students to read out show him as a young Make CCQ
their sentences. boy, a youth, and a questions
young man. Yes / No
Ex: 3 P:101 6 Yes, he does. He says
• Discuss the question with the it is a beautiful film. It
whole class. Make sure students has excellent music.
give reasons, either positive or Some scenes are very
negative. exciting.
Students give three
reasons for their answer
ANSWERS:
Student’s own answer

show their
knowledge
according to the
lesson.
The theme: Types of writing
Unit of a long term plan: Unit 9 Reading for pleasure. School: By name S. Erubayev

Lesson title Types of writing
Learning objectives 5.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a
limited range of general topics
5.4.3.1 understand the detail of an argument on a limited range of familiar
• Learn and practise nouns to talk about types of writing.
• Practise asking questions about stories.
Plan

Time criteria

• Books closed. Ask students to atmosphere Ss. «The
work in pairs to tell each other Efficiency: By telling the praise» method
about the last three books they wishes they show their is used to
read. They should give details appreciations . evaluate Ss with
about the title, the author, and
phrases like:
what kind of books they were.
“Good job!
• After about two minutes,
Well done!”
stop the students. Get feedback by
asking a few pairs to describe one
Formative
of the books they talked about
Assessment
Lead – In Student’s
book
Students say about

different questions
Good job!
In the English language there are a

variety of different writing types,
knowing when to use the right one will
not only make your writing look and
sound better but will also help you to
create more fitting documents. In this
article, we are going to take a look at
the various different types of writing in
a little more detail.
part • Focus students’ attention on the Students do the quiz and criteria
quiz on page 105. Ask the class check their score - Learn and
who they can see in the photos ANSWERS: practise
(Answers: Abay Qunanbayuli 1b nouns to talk
who they talked about in unit 8; 2b about types
Oliver Twist; and Akira.) 3a of writing. Cards
• Allow students a few minutes to 4b
answer the quiz questions. Tell 5a
them to write their answers on a 6b Descriptor:
separate piece of paper. Weaker 7b - do the quiz
students can work in pairs. 8b and check their Worksheets
• Ask the students to give their score
answer sheet to another student.
Go through the quiz answers
with the class. Make sure they
keep the score – one point for a
correct answer, no points for a Assessment
wrong answer. criteria:
- Practise asking
questions
Differentiation:
about stories.
the text.
Students look at the Descriptor:
Ex: 2 P:104
phrases in blue in the - complete the
• Explain the task and do an
quiz. Math the types of questions with a
example together to make sure
students know what they have to writing with the names of wh- or how
do, pointing out that only one the characters question word
item on the left matches an item ANSWERS:
on the right. 1c Make CCQ
• In a stronger class, ask 2f questions
students to do the activity 3d Yes / No
individually before checking their 4g
answers in pairs. In a weaker 5a
class, check their understanding 6h
of the vocabulary and ask them 7b
to do the task in pairs. 8e
• Check answers as a class. Ask
students to think of more
examples of each type of writing.
Ex: 4 P:104 Students complete the

• Explain the task and do the first questions with a wh- or
question with the class. If how question word
necessary, review when we use ANSWERS:
wh- questions, e.g. Ask the class 1 What
‘Who is your maths teacher?’ 2 Why
(person) ‘When is your 3 Who
Geography class? (time), etc. 4 Where
• Circulate and monitor. Give 5 When
assistance where necessary. 6 Which
7 How
show their
knowledge
according to the
lesson.
The theme: A Famous story

Lesson title A Famous story
Learning objectives 5.4.3.1 understand the detail of an argument on a limited range of familiar
5.3.3.1 Give an opinion at sentence level on a limited range of general and
curricular topics.
5.6.1.1 Use Past Simple to tell a story.
• Learn and practise verbs to talk about the past.
• Understand stories written in the past tense.
Plan

Time criteria

• Books closed. Ask the class atmosphere Ss. «The
what they know about the Kozy- Efficiency: By telling the praise» method
Korpesh and Bayan-Sulu story. wishes they show their is used to
Ask students why the story is so appreciations . evaluate Ss with
famous.
phrases like:
Lead – In
“Good job!
Well done!”
Formative
Assessment
Student’s
book
The ancient legend tells that two Students say about

childhood friends, Syrybay and different questions
Karabay, decided to marry their
children, who had been engaged Good job!
even before they were born.
Unfortunately, Syrybai died while
hunting before his son was born.
Growing up, Kozy and Bayan met
and fell in love with each other,
which made their families very
happy. Having grown up, Kozy
and Bayan-Sulu do end up falling
in love with each other
part • Do the exercise with the whole Students identify who criteria
class. Make sure students are characters in the - Learn and
understand warrior (a person story. Match the names practise
who fights in battle). with the roles. verbs to talk
ANSWERS: about the
Differentiation: 1 daughter past. Cards
«Verbal support» method is used 2 lover
to help Students use new words in 3 father
the text. 4 warrior Descriptor:
- identify who
Ex: 2 P:106 are characters Worksheets
• Explain the task. Make sure Students read the text in the story.
students understand these and write true or false. Match the
words before they start reading: ANSWERS: names with the
steppe, rescue, revenge, stab. 1 true roles.
• Give students plenty of time to 2 false
read the story and find the 3 false
answers. 4 true
• Go through the answers. In a 5 true
stronger class, ask students to 6 false Assessment
read the part of the story that 7 false criteria:
answers the question, e.g. for 8 true - Understand
question 1 ‘Karabay had a
stories
daughter called Bayan.’ If any Students find these written in the
sentences are false, ask words in the text. Match past tense..
students to make a true the words with
sentence. definitions.
• In a weaker class, read the
ANSWERS:
story to the class and stop at the
1c Descriptor:
sentence which helps answer
2e - find these
the question.
3a words in the
4d text. Match the
5b
Ex: 3 P:106 words with
• Tell students to look quickly at definitions.
the story again and find the five
words.
• In a weaker class, stand up in Make CCQ
front of the class and point to questions
your hair, waist, neck. Ask the Yes / No
class to say each time what you
are pointing at. Mime combing,
tidying, wearing (round the neck
and waist), and cutting (hair with
a knife).
• Go through the answers.

show their
knowledge
according to the
lesson.
The theme: Language Focus: Past Simple
Unit of a long term plan: Unit 9 Reading for School: By name S. Erubayev
pleasure.

Lesson title Language Focus: Past Simple
Learning objectives 5.6.1.1 use Past Simple (negative and questions) to speak about past events
tell;
5.5.1.1 plan, write, edit and proofread work at text level with support on a
limited range of general and curricular topics;
curricular topics;
• Learn and practise past simple regular and irregular forms.
• Use the past simple to talk about events in the past.
Plan

Time criteria

• Books closed. Write watch on atmosphere Ss. «The
the board and ask the students Efficiency: By telling the praise» method
what the past simple form is wishes they show their is used to
(watched). Then write go on the appreciations . evaluate Ss with
board and ask what the past
phrases like:
simple form is (went). Draw
students’ attention to the table in “Good job!
exercise 1 and ask which group Well done!”
watch belongs to (regular) and
go (irregular). Formative
Lead – In Assessment
Student’s
book
Students say about

different questions
Past Simple Tense! When talking
about an action which has
Good job!
happened in the past, you will need
to use the past simple tense.
However, before you can begin
confidently using this tense, it is
important to learn the rules which
surround it. As with any part of
English grammar, the rules of the
past simple tense should be applied
each time it is used in order to
ensure that you are forming
grammatically correct sentences.
part • Tell the class to read the story Students find the past criteria
on page 106 again and find the simple forms in the text. - Learn and
regular verbs in the past simple. ANSWERS: practise past
Make sure they do not read the help – helped, simple
story again but ‘scan’ the text for want – wanted, regular and
the words. follow – followed, irregular Cards
ask – asked, forms.
Differentiation: die – died,
«Verbal support» method is used climb – climbed,
to help Students use new words in love – loved Descriptor:
the text. Rules - find the past Worksheets
-d, different simple forms in
Ex: 2 P:107 the text.
• Explain the task. In a weaker
class, do the first sentence Students complete the
together and draw students’
sentences with the past
attention to the table in exercise Assessment
1 which has the past simple simple forms of the
verbs in brackets. criteria:
forms. Circulate and monitor. - Use the past
• Check answers as a class. ANSWERS:
1 wanted simple to talk
2 was about events
3 asked in the past.
4 were
5 took
6 died
7 followed Descriptor:
8 cut - complete the
sentences with
Students complete the the past simple
text. Use the correct forms of the
forms of the verbs in the verbs in
Ex: 3 P:107 box brackets.
• Explain the task. Remind ANSWERS:
students to use the table in 1 lived Make CCQ
exercise 1 to help them. 2 was questions
• Students complete the activity 3 loved Yes / No
individually and check their 4 came
answers in pairs. 5 told
• Check answers as a class. 6 wanted
7 left
8 followed
9 took
10 climbed

show their
knowledge
according to the
lesson.
The theme: Biography of a writer
pleasure.

Lesson title Biography of a writer
Learning objectives 5.2.4.1 understand the main points of supported extended talk on a range of
general and curricular topics
people, places and objects;
5.4.2.1 understand with little support specific information and detail in short,
simple texts on a limited range of general and curricular topics;
• Learn and practise vocabulary to talk about people’s lives.
• Understand a famous person’s biography.
Plan

Time criteria

name some big events in their Efficiency: By telling the praise» method
life so far, e.g. I started school, I wishes they show their is used to
went on holiday, I learned to ride appreciations . evaluate Ss with
a bike. Write the ideas on the
phrases like:
board and ask students to put
them in the order the events “Good job!
occurred in their lives. Well done!”
Lead – In
Formative
Assessment
Student’s
book
Students say about

different questions
Good job!
Abai Kunanbaev Kazakh writer,

poet, lyricist, social philosopher.
Born in Kazakhstan in Semey
province, Abai Kunanbaev was
educated at home and then sent
part • Explain the task. Circulate and Students put the words criteria
monitor. in correct place in the - Learn and
• Check answers as a class. lifeline. practise
• Get students to close their ANSWERS: vocabulary to
books. For further practice, tell 1 go to school talk about
the students you are going to 2 graduate from college people’s Cards
say a word from the lifeline and 3 start a job lives.
they have to say the next stage, 4 have children
e.g. born – go to school.
• In a stronger class, say a verb Students write the past Descriptor:
and ask students to finish the simple form of the verb - put the words Worksheets
phrase, e.g. take – exams. ANSWERS: in correct place
1 was in the lifeline.
Differentiation: 2 went
«Verbal support» method is used 3 got
to help Students use new words in 4 started
the text. 5 retired
6 died Assessment
Ex: 2 P:108 7 graduated criteria:
• Do the exercise quickly with the - Understand a
whole class. Students answer the famous
questions. What do theu person’s
Ex: 3 P:108 know about Abay biography
• Tell the students to read the Qunanbayuli?
questions and discuss possible ANSWERS:
answers. Student’s own answer
• In a weaker class, ask more
Descriptor:
questions to guide students, e.g. Students listen to the
Was he famous? Which country - answer the
interview about Abay questions. What
is he from? Was he born 300 Qunanbayuli.
years ago, 150 years ago? do theu know
ANSWERS: about Abay
• Do not go through the answers 1 He was one of the
at this stage. Students will listen great poets and Qunanbayuli?
for the answers in the next philosophers of
exercise. Kazakhstan.
Ex: 4 P:108 2 He was born on Make CCQ
• Play the recording. Pause at the August 10, 1845. questions
relevant points to allow students 3 He was from Karauyl Yes / No
to write the answers. in East Kazakhstan.
• Tell students to check in pairs. 4 In English ‘abay’
Circulate and monitor. If means ‘careful’
students have blank or wrong 5 He was a great poet.
answers, play the recording He was also a translator,
again philosopher and
composer.
6 He had four children.
7 He wrote poems such
as Spring and he wrote
books such as The Book
of Words.
8 He died on 6 July
1904.

show their
knowledge
according to the
lesson.
The theme: Language Focus: Past Simple. Question and negative form

Lesson title Language Focus: Past Simple. Question and negative form
Learning objectives 5.3.3.1 Give an opinion at sentence level on a limited range of general and
curricular topics;
people, places and objects
5.6.1.1 use Past Simple (negative and questions) to speak about past events
tell;
• Learn and practise using questions in the past simple.
• Use negative forms in the past simple.
Plan

Time criteria

The teacher sets the lesson create friendly to award active Pictures
atmosphere Ss. «The
objectives, letting students know
Efficiency: By telling the praise» method
what to anticipate from the lesson. is used to
wishes they show their
Warm-up evaluate Ss with
appreciations .
• Books closed. Write ‘I got up phrases like:
this morning at …’, ‘I left home at “Good job!
Students of the class are
…’, ‘I got to school at …’. Tell Well done!”
listed.
students to write down the three
times on a piece of paper. Formative
Students' attention is
Nominate a student to ask another Assessment
drawn to the lesson.
student a question using Did, e.g. Student’s
‘Did you get up at 6.30?’. The other Students analyze the book
student answers ‘Yes, I did.’ or ‘No, given pictures in pairs.
I didn’t.’ Students score one point
for every question they get right Determines the topic
Lead – In and purpose of the
lesson Good job!
Students say different
words from the picture
part • Explain the task. Give students a Students look at the criteria
few minutes to work individually table and complete the - Learn and
completing the rules. practise using
• Students check their answers in rules.
questions in
pairs. ANSWERS: the past
• Check answers as a class. did, didn’t simple. Cards
Differentiation:
«Verbal support» method is used Students complete the
to help Students use new words in questions and answers Descriptor:
the text. ANSWERS: - complete the Worksheets
1 Did
2 you, didn’t, rules in the past
Ex: 2 P:109 3 Did, he
• Put students in pairs. Explain the 4 Did she, didn’t
task. When students have 5 Did, I did Assessment
completed the sentences, tell 6 What, did, got criteria:
them to practise saying the 7 Where, did, went - Use negative
sentences together. 8 Who, did, you, met forms in the
• Monitor the students as they past simple
speak, making a note of any
errors you would like to address Students order the
later. words to make
questions. The ask your
Ex: 3 P:109 partner the questions Descriptor:
• Explain the task. Students work ANSWERS: - complete the
individually and then check their 1 What did you do questions and
answers in pairs. Circulate and yesterday? answers
monitor. Make sure students 2 How did you get to
understand that the wh- school today? Make CCQ
question word comes at the 3 Where did you go
beginning of the sentence. yesterday? questions
• Check answers as a class. 4 What time did you get Yes / No
• Put students in pairs and tell up yesterday?
them to ask and answer each 5 Where did you have
other the questions. The lunch yesterday?
answers should be based on the 6 Who did you talk to
truth. yesterday?
FEEDBACK Students use Poster

End Learners provide feedback on what their stickers to
they have learned at the lesson. show their
The exit ticket knowledge
This is a way for students to self- according to the
reflect on their progress in the lesson.
lesson.
Home task:
Ex: 4 P: 109 SB write sentences
about your studies last week.
The theme: Unit Review -9 Summative assessment for the unit “Creativity”
Lesson title Unit Review -9 Summative assessment for the unit “Creativity”
Learning objectives 5.6.1.1 use Past Simple (negative and questions) to speak about past events
tell;
5.5.3.1 write with support factual descriptions at text level which 5.L4
understand the main points of supported extended talk on a range of general
and curricular topics;
5.L5 Understand most specific information and detail of short, supported talk
on a wide range of familiar topics
5.S8 Recount basic stories and events on a range of general and curricular
topics
• Use and practise nouns to talk about types of writing.
• Practise asking questions about stories.
• Recognize detailed information in a short conversation with some support
• Retell short stories and episodes on a given topic
Plan

Time criteria

The teacher sets the lesson create friendly to award active Pictures
atmosphere Ss. «The
Efficiency: By telling the praise» method
what to anticipate from the lesson. is used to
wishes they show their
Warm-up evaluate Ss with
appreciations .
phrases like:
“Good job!
listed. Well done!”
Students' attention is Formative
drawn to the lesson. Assessment
Students analyze the Student’s
book
students wish each other by given pictures in pairs.
holding a wish lamp
Determines the topic
Review previos lesson asking lesson
vocabulary.
Legend, fairy tale, poem, Students say different Good job!
words from the picture
Main Ex: 1 P: 110 Students complete the Assessment

part • Explain the task. Remind sentences criteria
students to use with the words ANSWERS: - Use and
in the box. . 1 horror
• Students complete the practise nouns
2 fairy to talk about
sentences individually and check 3 poem
their answers in pairs. 4 play types of writing.
• Check answers as a class. Cards
5 comic
6 classic
Differentiation: 7 crime Descriptor:
«Verbal support» method is used 8 legend -Use nouns
to help Students use new words in - complete the Worksheets
the text. Students put the words sentences
in the correct order and
Ex: 2 P:110 answer the questions.
• Explain the task. Draw students’ ANSWERS: Assessment
attention to the example 1 What is your favorite criteria:
sentences. story? - Retell short
• Get the students to read out their stories and
sentences when they are ready. 2 Why do you like it?
3 Where is the location episodes on a
given topic
Summative assessment for the of the story?
unit “Creativity” 4 Who is the hero?
Listening 5 When does the story
take place? Descriptor:
Task 1. Listen to the story and fill in 6 Which character do -answers
the gaps with the words from the you like? questions
box. One word is odd.CD2. 7 How many times have -speaks with
Tapescript2 you read it? grammar
accuracy
Speaking Students listen to the
story and fill in the gaps.
Task 2. Look at the pictures bellow,
ANSWERS: Make CCQ
choose one and answer the 1 a lovely garden
following questions. What do you 2 a wall questions
know about cartoons below? Speak 3 winter Yes / No
about one of the cartoons. 4 a hole
The following questions will help 5 spring
you to organize the speech: Students look at the
1 Why do you like this cartoon? pictures and choose one
2 Who are the main heroes? of cartoon. Answer the
3 What is this cartoon about? questions
4 Which part do you like most and ANSWERS:
Student’s own answer
why?

lesson.
Home task:
Ex: 5 P: 110 SB

The theme: A Book festival. Kazakh famous writers and poets.
pleasure.

Lesson title A Book festival. Kazakh famous writers and poets.
Learning objectives 5.4.5.1 deduce meaning from context in short texts on a limited range of
familiar general and curricular topics;
people, places and objects
curricular topics.
- use simple context clues strategies to identify meaning of unknown words
from the contex
- write a short text (e.g. a description of the room, hobby, or a friend)
- give a limited response showing their opinion, preferences, agreement or
disagreement
Plan

Time criteria
Organization moment The aim: To develop At the

Start 1.Greeting. pupils speaking skills organization
Ask about the weather. and create friendly moment teacher
The teacher sets the lesson atmosphere tries to award Pictures
objectives, letting students know Efficiency: By telling the active pupils.
what to anticipate from the lesson. wishes they show their «The praise»
Warm-up appreciations . method is used
Students of the class are to evaluate
listed. pupils with
phrases like:
Students' attention is “Good job!
Well done!”
drawn to the lesson.
Formative
Students analyze the Assessment Student’s
students wish each other by given pictures in pairs. book
holding a wish lamp
• Books closed. Ask the students to lesson
tell you what they know about
book festivals. Who goes to a
book festival? What can they do Students say different
there? Who can they see? words from the picture Good job!

part • Draw the students’ attention to Students read the criteria
the poster. Ask some quick information in the poster - use simple
questions, e.g. Where is the and write true or false for context clues
festival? (Answer: London, UK), each sentence strategies to
When does it start? (Answer: ANSWERS: identify
Saturday 12 August), How many 1 true meaning of Cards
main events are there on 2 false unknown
Saturday? (Answer: three). 3 true words from
• Tell students to read questions 4 true the contex
1-5 and find the answers in the 5 false
poster. For fast finishers, ask
them to correct any false Worksheets
Descriptor:
sentences. Students write the past - read the
• In a stronger class, tell the simple form of the verb information in
students use other information in ANSWERS: the poster and
the poster to make true and false 1 was write true or
sentence. Students read the 2 went false for each
sentence to a partner who says if it 3 got sentence
is true or false and corrects any 4 started
false sentences 5 retired
6 died
Differentiation: 7 graduated
«Verbal support» method is used Assessment
to help Students use new words in criteria:
the text. - write a short
text (e.g. a
Ex: 2 P:111 Students think of a book description
• Explain the task. Give students you know very well. of the room,
five minutes to choose a book Write some sentences to hobby, or a
and write between three and describe the story and friend)
five sentences. the characters.
• Ask some students to read out ANSWERS:
their sentences for the class. Student’s own answer
Ex: 3 P:111 Descriptor:

• Tell the students to read the - Write some
questions and discuss possible Students say which sentences to
answers. authors would they like describe the
• In a weaker class, ask more to meet? story and the
questions to guide students, e.g. ANSWERS: characters.
Was he famous? Which country Student’s own answer
is he from? Was he born 300
years ago, 150 years ago?
• Do not go through the answers
at this stage. Students will listen Make CCQ
for the answers in the next questions
exercise. Yes / No

End Learners provide feedback on what their stickers to KWL chart
lesson.
reflect on their progress in the
lesson.
Home task:
Ex: 3 P: 61 WB

Short term plan: term 3
The theme: People and places
Unit of a long term plan: Unit 3 Fantasy world School: By name S. Erubayev

Lesson title People and places
Learning objectives 5.2.4.1 understand the main points of supported extended talk on a range of
5.1.4.1 evaluate and respond constructively to feedback from others;
5.6.6.1 use plural form of nouns talking about people and places;
• Learn and practise basic vocabulary.
• Learn how to form plurals.
Plan

Time criteria

Start 1.Greeting. pupils speaking skills and organization
Ask about the weather. create friendly moment
The teacher sets the lesson atmosphere teacher tries to Pictures
Efficiency: By telling the award active
wishes they show their pupils. «The
what to anticipate from the lesson. praise» method
Warm-up appreciations .
is used to
evaluate pupils
with phrases
Students of the class are like:
listed. “Good job!
Well done!”
drawn to the lesson. Formative Student’s
students wish each other by Assessment book
holding a wish lamp Students analyze the
given pictures in pairs.
Lead – In
• Books closed. Write the following and purpose of the
words on the board in random lesson
order: country, village, city, town.
Tell students to work in pairs to put Students say different
these places in order of size, words from the picture
starting with the largest. Ask them
to think of an example of each Good job!
place from their own country.
• After about 1 minute, stop the
students. Get feedback from each
pair.
Main Ex: 1 P: 26 Students check the Assessment
part • Focus students’ attention on the meaning of the words in criteria
words in the box. If you have done the box in the wordlist in - Learn and
the warm-up activity, they will the workbook practise basic
vocabulary.
already be familiar with country, ANSWERS:
town, city and village. Places: city, house,
Cards
• In a weaker class, ask students to town, village Descriptor:
work in pairs, using page 77 of the People: child, family, - check the
Workbook to help them. In a man, person, woman meaning of the
stronger class, encourage students words in the
to complete the lists by box Worksheets
themselves. • Students check
answers in pairs. Check answers as
a class. Assessment
Differentiation: criteria:
«Verbal support» method is used - Learn how to
Students do the Our form plurals.
World quiz. Then listen
the text.
and check your answers.
Ex: 2 P:26
ANSWERS:
• Refer students to the quiz on 1a
page 23. Look at the photos and 2a
ask students to identify words from 3a Descriptor:
exercise 1 (people, baby, city, 4a - complete the
5b lists with plural
village, house). 6b
• Explain the task and play the 7a forms
recording. Students work
individually and then check their
answers in pairs.
• Check answers as a class. Do any Students complete the Make CCQ
of the facts surprise them? What is lists with plural forms in questions
the most interesting fact? the Our World quiz. Yes / No
Ex: 3 P:26 ANSWERS:
• Focus students on the table of
regular forms and ask them to
find the plural form of boy and
girl in the quiz. Check answers as
a class.
• Ask the students how they
should form regular plurals and
elicit that we form them by
adding -s to the singular form.
• Direct the students to the table
of irregular forms and ask them
to locate the plural forms in the
quiz. Point out that they may
look a little different to the
singular form.
• Ask fast finishers to make the
plural forms of the other nouns
in exercise 1
lesson.
Home task: Ex: 1 P: 18 WB
The theme: An article about two places.

Lesson title An article about two places.
Learning objectives 5.2.6.1 deduce meaning from context in short, supported talk on an increasing
range of general and curricular topics;
5.3.6.1 communicate meaning clearly at sentence level during, pair, group and
whole class exchanges;
5.4.1.1 understand the main points in a limited range of short simple texts on
general and curricular topics.
• Read about two different places.
• Learn and use new vocabulary to describe places in towns.
• Practise speaking about a town.
Plan

Time criteria

Start 1.Greeting. pupils speaking skills and organization
Ask about the weather. create friendly moment
The teacher sets the lesson atmosphere teacher tries to Pictures
Efficiency: By telling the award active
wishes they show their pupils. «The
what to anticipate from the lesson. praise» method
Warm-up appreciations .
is used to
evaluate pupils
listed. with phrases
like:
Students' attention is “Good job!
drawn to the lesson. Well done!”
Students analyze the Formative Student’s

students wish each other by given pictures in pairs. Assessment book
holding a wishes lamp Determines the topic
• Books closed. Write Hollywood lesson
on the board.
• Ask the class to brainstorm what Students say different
they know about Hollywood, which words from the picture
country it is in, what it’s famous
for, etc. Accept any feedback they Good job!
give you and put any interesting
facts and new vocabulary on the
board.

part • Focus on the three pictures and Students look at the criteria
explain the task. Allow students pictures in the text. - Read about
about 2–3 minutes to compare the Guess which adjectives two different
places.
pictures in pairs. in the box describe
• When they are ready, they Hollywood, USA and
Descriptor: Cards
choose adjectives to match each which describe
- read and listen
location. Ask them to match the Hollywood, Ireland
pictures to the locations as well. ANSWERS:
• Check answers as a class. In a Students’ own answers
stronger class, encourage students Assessment Worksheets
to give reasons for choosing their criteria:
adjectives - Learn and use
Differentiation: new
Students read and listen. vocabulary to
Check your answers to describe
to help Students use new words in places in
exercise 1
the text. towns.
ANSWERS: - Practise
Ex: 2 P:28 Hollywood, USA: speaking
• Refer students to the texts and famous, noisy about a
Hollywood, Ireland: town.
play the recording.
• In pairs, students do the task. quiet, small
• Check answers as a class. You
could ask fast finishers to underline
the adjectives used in the text to Descriptor:
Students read the text - read the text
describe the two locations (fast,
again and answer the again
noisy, famous, big, expensive, and
question. answer the
small, quiet, nice, interesting)
ANSWERS: question.
1 No, it isn’t. It’s part of
Ex: 3 P:28 Los Angeles.
• Draw students’ attention to the 2 No, it isn’t. It’s part of
questions. In a stronger class, a city. 3 No, it isn’t. It’s a
ask the students to complete the noisy place. 4 No, it isn’t. Make CCQ
activity individually before It’s a small place. 5 questions
checking their answers in pairs. There are many
Encourage them to guess the Yes / No
interesting places near
meaning of any new vocabulary the village.
from the context. 6 Yes, it is. The city of
• In a weaker class, read the Dublin is forty-two
questions together, explaining kilometres from the
any new vocabulary and village.
checking for understanding. Do
the first questions together as
an example.
• Remind students to write full
sentences in their answers.
• Students check answers in pairs.
Check answers as a class.
lesson.
Home task:
Ex: 3 P: 18 WB

The theme: Language Focus: there is/ there are/ some and any

Lesson title Language Focus: there is/ there are/ some and any
Learning objectives 5.5.8.1 spell most high-frequency words accurately for a limited range of general
topics;
5.6.1.1 use appropriate countable and uncountable nouns, including common noun
phrases and a structure there is/ there are describing times and location, on a limited
5.6.14.1 use prepositions to talk about time and location and some/ any/no;
• Learn and practise the affirmative and negative forms of there is, there are, some
and any.
• Practise describing towns and cities.
Plan

Time criteria
Organization moment The aim: To develop pupils At the

Start 1.Greeting. speaking skills and create organization
Ask about the weather. friendly atmosphere moment teacher
The teacher sets the lesson objectives, Efficiency: By telling the tries to award Pictures
letting students know what to wishes they show their active pupils.
anticipate from the lesson. appreciations . «The praise»
Warm-up method is used to
evaluate pupils
Students of the class are with phrases like:
listed. “Good job!
Well done!”
drawn to the lesson. Formative
students wish each other by holding a Assessment
wishes lamp
Students analyze the given Student’s
Lead – In
pictures in pairs. book
• Books closed. Tell the students you
are going to say the name of a city and Determines the topic and
they should write down the first thing purpose of the lesson
– a building, a place, a person,
anything they like – they can think of Students say different
in relation to that city. words from the picture
• Say London. Students write down Good job!
the first thing they think of. Don’t
allow them any more than 30 seconds
for this.
• Get feedback from a few students in
the class and put their ideas on the
board.
part • Focus students on the tables and the Students study the tables. criteria
rules. In a stronger class, ask the Then choose the correct - Learn and
students to go ahead and complete words to complete the practise the
the rules based on the examples in the rules. affirmative
and negative
table. They check answers in pairs. ANSWERS:
forms of there
Check answers as a class. In plural sentences we use Cards
is, there are,
• In a weaker class, go through the some in the affirmative.
some and any.
table with the students, pointing out We use any in negative
sentences.
the plural and singular sections in the
positive and the negative. Complete
Students correct the Worksheets
the rules together with the class. Descriptor:
sentences
LANGUAGE NOTE - study the tables.
ANSWERS:
We can use some and any with both Then choose the
1 There aren’t any discos.
countable and uncountable nouns. correct words to
2 There are some
However, with uncountable nouns we complete the
interesting places near the
always use the singular form of the rules.
village.
verb be, e.g. There are some chairs in
3 There isn’t an Armani
the room; There aren’t any students in
shop.
the school; There’s some milk in the
4 There is a small shop. 5
fridge; There isn’t any coffee left. Assessment
There are 100 people in
Differentiation: criteria:
the village. - Practise
«Verbal support» method is used to
6 There aren’t any famous describing
help Students use new words in the
people towns and
text.
cities.
Students write the
Ex: 2 P:29
sentences about London in
• Tell the class to try to remember the
England and London in the
information in the text about
South Pacific.
Hollywood in Ireland on page 24 of the
ANSWERS: Descriptor:
book. Refer them to the sentences and
London, England: - write the
explain the task. There are some museums sentences about
• In a weaker class, ask students to in London. London in
complete the activity in pairs. There are four airports in England and
Encourage students in a stronger class London. London in the
to do the task individually. There aren’t any long
South Pacific.
Ex: 3 P:29 houses in London.
• Refer students to the information London, Kiritimati Island,
about the two places and allow South Pacific:
them a few minutes to look There are 1,000 people in
through it. London. Make CCQ
• Ask students to complete the task There is one hotel in questions
individually and then to compare London. There aren’t any Yes / No
their answers in pairs. Check the cinemas in London.
answers all together as a class. There are some shops in
London.
This is a way for students to self-reflect according to the
on their progress in the lesson. lesson.
Home task:
Ex: 1 P: 19 WB

Eng Plus GR 5 Term 3 LP Salikha

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Саттар Ерубаев атындағы жалпы орта білім беретін мектебі

Short term plan : term 3

Stages / Teachers’ actions Students’ actions Assessment Resources

Organization moment At the

Students say about

Everyone has a culture.

Home task: Students use Poster

Саттар Ерубаев атындағы жалпы орта білім беретін мектебі

Stages / Teachers’ actions Students’ actions Assessment Resources

Organization moment At the

Students say about

Making Friday plans on a Thursday

Саттар Ерубаев атындағы жалпы орта білім беретін мектебі

Stages / Teachers’ actions Students’ actions Assessment Resources

Organization moment At the

Students say about

Саттар Ерубаев атындағы жалпы орта білім беретін мектебі

Stages / Teachers’ actions Students’ actions Assessment Resources

Organization moment At the

Students say about

If you want to skip bedtime reading

Ex: 4 P:100 Descriptor:

Home task: Students use Poster

Саттар Ерубаев атындағы жалпы орта білім беретін мектебі

Stages / Teachers’ actions Students’ actions Assessment Resources

Organization moment At the

Students say about

Home task: Students use Poster

Саттар Ерубаев атындағы жалпы орта білім беретін мектебі

Stages / Teachers’ actions Students’ actions Assessment Resources

Organization moment At the

Students say about

Home task: Students use Poster

Саттар Ерубаев атындағы жалпы орта білім беретін мектебі

Date: 23.01.23 Teacher name: S. Muratalieva

Grade: 5 Number present: absent:

Stages / Teachers’ actions Students’ actions Assessment Resources

Organization moment At the

Students say about

Movie genres vector icons. Movie

Home task: Students use Poster

Date: 25.01.23 Teacher name: S. Muratalieva

Grade: 5 Number present: absent:

Stages / Teachers’ actions Students’ actions Assessment Resources

Organization moment At the

Home task: Students use Poster

Date: 27.01.23 Teacher name: S. Muratalieva

Grade: 5 Number present: absent:

Stages / Teachers’ actions Students’ actions Assessment Resources

Organization moment At the

Students say about

In the English language there are a

Ex: 4 P:104 Students complete the

Date: 30.01.23 Teacher name: S. Muratalieva

Grade: 5 Number present: absent:

Stages / Teachers’ actions Students’ actions Assessment Resources

Organization moment At the

The ancient legend tells that two Students say about

Home task: Students use Poster

Grade: 5 Number present: absent:

Stages / Teachers’ actions Students’ actions Assessment Resources

Organization moment At the