Краткосрочные планы уроков по англ-яз за 5 класс по учебнику English Аяпова. Казахстан

Learning Objectives:
(what do I intend pupils to learn)
Talking about places in a town or city
There is/there are, any in questions and negative answers.
1. Students will be able to say 3-5 sentences about places in a city or town.
2. Students will be able to describe their village with there is/ are, any
3. Students will be able to write a list of favourite things in a city. Class: 5
Date of Lesson:
Lesson Number of module 7/2
Theme: My dream town
Homework suggestions: AB p.22 1-4
Extension Activity
In groups ask to find any similarities between dream town and their own town and to report their findings Resources:
(what will I use )
Hot spot 1 Macmillan Colin Granger
Activity 1 pictures and CD
Activity 2 reading the text
Activity 3 true or false sentences
Activity 4 a piece of paper
Starter (5-10 minutes) Divide into groups and cast roles , check your home work Observations and questions from starter
Assess each group understanding of places in a city.
Record any pupil who is very good at this activity
If struggling work in pairs
Warm up (5-minutes) Copy on blackboard symbols from activity 1: cinema, park, shop, supermarket. Ask students to guess them.
Write names of the places in mixed order.
Ask to match to the symbols. Observations and questions from starter
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Main Activities (25-30 minutes)
Each group to work on activity1.seaching places in dream town, writing into dictionaries.
Read the text and find places in dream town.-9
Find true or false sentences:1,2,3-t,4,5-f.
Write about favourite place in a dream town. Teacher Role and Strategies
For this activity teacher will focus on each group writing new words in a dictionaries, reading the text and finding them in a town. Check understanding by true or false sentences (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)
Organization
(how groups will be formed)
Ability groups by cards of places in town
Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on 1 group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Критерии оценивания:
А.1. Я знаю новые слова .-1
2. Я знаю оборот there is/ there are.-2
B. 1. Я слушаю и читаю текст-2
С. Я могу найти слова на картинке- 5
С. Я могу определить верное и неверное предложение – 5
D. Я выполнил домашнее задание- 5
Общее: 20
17-20-“5”
12-16- “4”
5-11- “3”
0-4- “2»







Learning Objectives:
(what do I intend pupils to learn)
Introducing yourself. Finding out what things are. Saying hello and goodbye.
1. Students will be able to introduce yourself.
2. Students will be able to find out what things are.
3. Students will be able to say hello and goodbye. Class: 5
Date of Lesson:
Lesson Number 1
Theme: My name is Omar.
The Alphabet
Homework suggestions: SB p.4 1-3
Resources:
(what will I use )
English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley.
Organization
(how groups will be formed)
Ability groups by cards
Activity 1 picture search
Activity 2 presentation
Activity 3 Grammar spot Grammar practice
Starter (5-10 minutes) Divide into groups and cast roles Observations and questions from starter
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5-minutes) Invite students stand in a circle. Greet them by waving your hand and saying Hello. Point to yourself and say: My name is… Throw a ball and encourage them to say: Hello, my name is… Observations and questions from warm up
Assess each group understanding introducing themselves.
Record any pupil who is very good at this activity
If struggling work in pairs
Main Activities (25-30 minutes)
Students listen to CD and match the word and the picture. Listen and read. Focus attention on the year. Refer to Real English. Now listen and repeat. Read twice changing roles. Grammar spot. Read sentences and explain that we use short forms in speaking and informal writing to save time and space, and an apostrophe replaces omitted letters.
Ex.3 p.7 Grammar practice. Complete with name’s, What’s or It’s. Teacher Role and Strategies
For this activity teacher will focus on each group writing new words in a dictionaries, reading the text and play it out. Check understanding full form and short form. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)
Extension Activity
Photocopiable activity p. 180 Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on 1 group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Introducing yourselves. Finding out what things are. Saying hello and goodbye.
1. Students will be able to introduce yourself.
2. Students will be able to find out what things are.
3. Students will be able to say hello and goodbye. Class: 5
Date of Lesson:
Lesson Number 2
Theme: Good morning!
A-An
Homework suggestions: SB p.5 4-6
Resources:
(what will I use )
English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley.
Organization
(how groups will be formed)
Ability groups by cards of places in town
Activity 4 speaking Grammar spot
Activity 5 speaking
Activity 6 vocabulary
Activity 7 Check your English
Starter (5-10 minutes) Divide into groups and cast roles Observations and questions from starter
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5-minutes) Draw a chair, a camera and house in different corners on the board. Stand next to the drawing and ask What’ this? Point from some distance to the drawing and ask What’ that? Observations and questions from warm up
Assess each group understanding introducing themselves.
Record any pupil who is very good at this activity
If struggling work in pairs
Main Activities (25-30 minutes)
Students listen to CD and match the word and the picture. Work with classmates, ask and answer questions. Ask teacher about things in a classroom. Listen and repeat the numbers. Complete the missing numbers. Check your English by choosing the correct words.
Teacher Role and Strategies
For this activity teacher will focus on each group ask and answer questions. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)
Extension Activity
Students time each other in pairs on how many times they can count down from 10 to 1 within one minutes. Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on 1 group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Giving information about yourself. Spelling your name.
1. Students will be able to give information about yourself.
2. Students will be able to spell their names.
3. Students will be able to listen and write names Class: 5
Date of Lesson:
Lesson Number 3
Theme: Where are you from?
Progress Check 1
Homework suggestions: SB p.6 1-6
Resources:
(what will I use )
English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley.
Organization
(how groups will be formed)
Ability groups by cards of places in town
Activity 1 presentation
Activity 2 comprehension
Activity 3 The alphabet
Activity 4 Pronunciation
Starter (5-10 minutes) Divide into groups and cast roles Observations and questions from starter
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5-minutes) Introduction: Write the following abbreviations on the board: SMS, DVD, KFC, NBA, MTV, DJ, OK. Students read them correctly and explain that we are going to study English alphabet. Observations and questions from warm up
Assess each group understanding introducing themselves.
Record any pupil who is very good at this activity
If struggling work in pairs
Main Activities (25-30 minutes)
Students listen to CD and match the word and the picture: chair-4, hello-2, camera-5, house-3, good bye-6, time machine-1,2 Listen and read. Focus attention on the year. Refer to Real English. Now listen and repeat. Read twice changing roles. Grammar spot. Read sentences and explain that we use short forms in speaking and informal writing to save time and space, and an apostrophe replaces omitted letters.
Ex.3 p.7 Grammar practice. Complete with name’s, What’s or It’s. Teacher Role and Strategies
For this activity teacher will focus on each group writing new words in a dictionaries, reading the text and play it out. Check understanding full form and short form. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)
Extension Activity
Photocopiable activity p. 180 Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on 1 group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Giving information about yourself. Spelling your name.
1. Students will be able to give information about yourself.
2. Students will be able to spell their names.
3. Students will be able to listen and write names Class: 5
Date of Lesson:
Lesson Number 4
Theme: How are you?
Numbers
Homework suggestions: SB p.7 5-7
Resources:
(what will I use )
English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley.
Organization
(how groups will be formed)
Ability groups by cards of animals
Activity 5 vocabulary
Activity 6 Listening
Activity 7,8 speaking
Activity 9 Check your English
Starter (5-10 minutes) Divide into groups and cast roles Observations and questions from starter
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5-minutes) On the half of the board draw a sick boy and a speech bubble: Maxwell, 10, M-a-x-w-e-double l, 03682 751941, Jack. On the other half: What’s your first name? What’s your surname? How do you spell that? How old are you? What’s your telephone number? Match questions and read the dialogue. Observations and questions from warm up
Assess each group can say their telephone number.
Record any pupil who is very good at this activity
If struggling work in pairs
Main Activities (25-30 minutes)
Students listen and practice saying numbers
b. Answer the questions How old are you? How old are they? Match young people to the ages, then listen and check their answers. Work on Grammar Sport. Explain “he and she” by pointing to picture and to students. Work with a classmate. Ask and answer about the young people in activity 6. Look at the dialogue in activity 1 again. Work with a classmate. Ask and answer. Check your English. Listen and write the names. Teacher Role and Strategies
For this activity teacher will focus on each group making dialogue. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)
Extension Activity
Play the Chain Game with the numbers 1to 20.Say the next number. Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on 1 group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Thanking someone.
1. Students will be able to ask for things in a plural forms.
2. Students will be able to thank someone.
3. Students will be able to write a dialogue. Class: 5
Date of Lesson:
Lesson Number 5
Theme: How old are you?
Plurals
Homework suggestions: SB p.8 1-2
Resources:
(what will I use )
English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley.
Organization
(how groups will be formed)
Ability groups by cards of food.
Activity 1 picture search
Activity 2 presentation
Activity 3 Grammar Spot Grammar practice
Activity 4 pronunciation
Starter (5-10 minutes) Divide into groups and cast roles Observations and questions from starter
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5-minutes) Hold up a student’s bag and ask What’s this? Then write on the board a bag= one bag. Then hold up two students’ bags and say two bags. Then take another bag and say three bags, continue pointing to 1-4 desks and drawing 1-5 houses on the board. Observations and questions from warm up
Assess each group know plural .
Record any pupil who is very good at this activity
If struggling work in pairs
Main Activities (25-30 minutes)
Students match the words to the pictures.(Pronunciation of plural numbers). Then listen and read. Find missing words. Listen and repeat. Then read with a classmate.
Refer to real English. Grammar practice. Make sentences. Pronunciation. Listen and repeat.
Teacher Role and Strategies
For this activity teacher will focus on each group making dialogue. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)
Extension Activity
Dialogue Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on 1 group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Personal Pronouns. Thanking someone.
1. Students will be able to ask for things in plurals form.
2. Students will be able to thank someone.
3. Students will be able to write a dialogue. Class: 5
Date of Lesson:
Lesson Number 7
Theme: What’s your address?
Personal Pronouns
Homework suggestions: SB p.9 3-4
Resources:
(what will I use )
English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley.
Organization
(how groups will be formed)
Ability groups by cards of food.
Activity 5 speaking
Activity 6 vocabulary
Activity 7 Check your English
Starter (5-10 minutes) Divide into groups and cast roles Observations and questions from starter
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5-minutes) Ask students to look at the first photo of the shop on p.10 for 30 seconds. Then tell them to close their books and write down as many items the shop sells as they can remember. Then compare their lists and check with a photo. Observations and questions from warm up
Assess each group write new words.
Record any pupil who is very good at this activity
If struggling work in pairs
Main Activities (25-30 minutes)
Students work with a classmate. Look at the school shop in Activity 1. Make a conversation
Vocabulary. A. Match the words with the colors. Listen and check. Ask and answer questions. Refer to Grammar Spot. Explain This/that these/ those Teacher Role and Strategies
For this activity teacher will focus on each group making dialogue. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)
Extension Activity
Photocopiable activity p.185
Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on 1 group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Control test.
1. Students will be to listen the text and choose the correct answer.
2. Students will be able to complete the sentences with the correct words.
3. Students will be able to write a short text. Class: 5
Date of Lesson:
Lesson Number 6
Theme: Control test
Homework suggestions: Mini project
Organization
(how groups will be formed)
Resources:
(what will I use )
English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley.
Starter (5-10 minutes) Explain students, that they are going to write a test. Observations and questions from starter
Observe how students understand to use Grammar Summary and Lexical sets for work.
Main Activities (25-30 minutes)
Vocabulary.
1. Write the numbers: eleven, eight, fourteen, fifteen, six, seven, twenty.
2. Write the colours: grey, red, brown, green, orange, purple, yellow.
Grammar.
3.Match the words to make sentences: 11e, 2c, 3f, 4d, 5b, 6a
4. Choose the correct words: She’s, what’s, an, how do, my, a, am, please, goodbye. Teacher Role and Strategies
For this activity teacher will focus on each students , writing a test.
Extension Activity:
Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
Plenary (5 – 10 minutes)
Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Giving information about yourself and other people.
1. Students will be able to give information about themselves and other people.
2. Students will be able to ask and answer questions.
3. Students will be able to write three sentences about the boy and the girl on the picture. Class: 5
Date of Lesson:
Lesson Number 8
Theme:I’m Colin’s sister
Personal Pronouns
Homework suggestions: SB p.10 1-4
Resources:
(what will I use )
English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley.
Organization
(how groups will be formed)
Ability groups by cards of different countries. Activity 1 guessing
Activity 2 presentation
Activity 3 comprehension
Starter (5-10 minutes) Divide into groups and cast roles Observations and questions from starter
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5-minutes) Hang the map of the world. Show Kazakhstan and flag. Ask What’s this? Where are you from? Practice asking and answering with a whole class and then with individual students Observations and questions from warm up
Assess each group know different families .
Record any pupil who is very good at this activity
If struggling work in pairs
Main Activities (25-30 minutes)
Students look at the picture. Match children with countries. Practice saying the names of country. Presentation a. listen and read. Then listen and repeat. Then read with a classmate. Refer to real English. Grammar Spot. Verb to be. Read the dialogue and say is it short or full form. Extra activity Make a dialogue about other students. Comprehension. Correct sentences. Teacher Role and Strategies
For this activity teacher will focus on each group making dialogue. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)
Extension Activity
Extra activity Make a dialogue about other students (Hello. My name’s SB. What’s your name?
My name’s Omar.
Where are you from? I’m from Kazakhstan.
Where is it? Is it in Africa or America? No, it isn’t/
It is in Asia.
How old are you? Are you eleven or ten?
I’m ten.)
Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on 1 group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Giving information about yourself and other people.
1. Students will be able to give information about themselves and other people.
2. Students will be able to ask and answer questions.
3. Students will be able to write three sentences about the boy and the girl on the picture. Class: 5
Date of Lesson:
Lesson Number 9
Theme: This is my friend?
The verb “to be”
Homework suggestions: AB p.11 5-6
Resources:
(what will I use )
English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley.
Organization
(how groups will be formed)
Ability groups by cards of different countries. Activity 4 speaking
Activity 5 listening
Activity 6 grammar practice
Activity 7 speaking
Activity 8 writing
Starter (5-10 minutes) Divide into groups and cast roles Observations and questions from starter
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5-minutes) Students play Hot Potato: in a circle they throw a ball or sheet of paper, asking questions about name, age, country of origin
Observations and questions from warm up
Assess each group know different countries .
Record any pupil who is very good at this activity
If struggling work in pairs
Main Activities (25-30 minutes)
Students look at the dialogue in Activity 2 again. Work with a classmate. Choose to be one of the children in the picture. Ask and answer. Look at the picture in activity 2. Listen. What are the missing words? Listen and repeat. Then read with a classmate. Grammar Practice. Verb to be. Copy and complete with ‘m, ‘re, ‘s. See Grammar page 104. Speaking Work with a classmate. Choose someone on the picture in activity 2. Ask and answer three questions. Refer to Grammar spot. Write about a boy and a girl in the picture from activity 2.
b) Now write about you with… Teacher Role and Strategies
For this activity teacher will focus on each group making dialogue. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)
Extension Activity
Activity 9 Check your English
Extra activity. Write the following sentences about Zola.
Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on 1 group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learn Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Talking about how you feel.
1. Students will be able to make 3-5 sentences about how they feel.
2. Students will be able to ask questions.
3. Students will be able to make true sentences with new words. Class: 5
Date of Lesson:
Lesson Number 10
Theme: How do you spell your name?
The verb “to be”
Homework suggestions: SB p.11 1-4
Resources:
(what will I use )
English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley.
Organization
(how groups will be formed)
Ability groups by cards of different states of mood. Activity 1 vocabulary
Activity 2 presentation
Activity 3 comprehension
Starter (5-10 minutes) Divide into groups and cast roles Observations and questions from starter
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5-minutes) Hold up a photo of a smiling person and say he’s/She’s happy. Then point to a photo of a sad person and say She’s sad. Smile widely looking at mobile and elicit happy, then look at the empty wallet and elicit sad. Observations and questions from warm up
Assess each group understand feelings .
Record any pupil who is very good at this activity
If struggling work in pairs
Main Activities (25-30 minutes)
Students match the words with pictures. Introduce the characters, listen and read. What are the missing words? Listen and repeat. Then read with a classmate. Refer to real English. Comprehension. Look at the pictures in Activity 2. Choose the correct words Teacher Role and Strategies
For this activity teacher will focus on each group making dialogue. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)
Extension Activity
Teach: How are you? I’m fine, thank you.
Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on 1 group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Talking about how you feel.
1. Students will be able to make 3-5 sentences about how they feel.
2. Students will be able to ask questions.
3. Students will be able to make true sentences with new words. Class: 5
Date of Lesson:
Lesson Number 11
Theme: He is from Kazakhstan
The verb “to be”
Homework suggestions: SB p.12 5-8
Resources:
(what will I use )
English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley.
Organization
(how groups will be formed)
Ability groups by cards of different states of mood. Activity 4 listening
Activity 5 grammar practice
Activity 6 Game.
Activity 7 Check your English
Starter (5-10 minutes) Divide into groups and cast roles Observations and questions from starter
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5-minutes) Mime the feeling adjectives and elicit the words onto the board. Ask students to guess how the most students are feeling now. Ask students to write on a slip of paper, collect papers and count. Rite the result on the board. Find the who guessed correctly Observations and questions from warm up
Assess each group know feelings.
Record any pupil who is very good at this activity
If struggling work in pairs
Main Activities (25-30 minutes)
Students look at the pictures and match the children with the words from the box. Listen to questions and answer with: Yes, he/she is. Work on grammar spot – find out how to make questions. Make true sentences and question with the words in Activity 4. Play a game: mime one of new words. Complete sentences with the verb to be. Teacher Role and Strategies
For this activity teacher will focus on each group making questions. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)
Extension Activity
Phtocopiable activity p 187 Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on 1 group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Giving information about yourself and other people. Talking about your favourite people and things.
1. Students will be able to make 3-5 sentences, giving information about themselves and other people.
2. Students will be able to ask questions with question words.
3. Students will be able to write 8 sentences about their classmate. Class: 5
Date of Lesson:
Lesson Number 12
Theme: Test.
Progress Check.
Homework suggestions: SB p.12 5-8
Resources:
(what will I use )
English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley.

Organization
(how groups will be formed)
Ability groups by cards of different kind of sport. Activity 1 vocabulary
Activity 2 presentation
Activity 3 comprehension
Activity 4 Grammar practice
Starter (5-10 minutes) Divide into groups and cast roles Observations and questions from starter
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5-minutes) Tell the students to work in small groups to make a list of sport they know. Time limited 2 min. Then open books and check if there are any sport they mentioned. Observations and questions from warm up
Assess each group know different kind of sport.
Record any pupil who is very good at this activity
If struggling work in pairs
Main Activities (25-30 minutes)
Students listen and read the words in the box and see if they can match them with the pictures. Vote for the favourite sport: give them a shit of paper and they should write their favourite sport. Explain that the photos show important things in Rick’s life. Listen and read the questions. Ask how do they understand words: home, eyes, favourite, film star, food?
Play CD and check their answers Read examples with a volunteer. In pairs ask and answer the questions about Rick. Grammar Practice. Students should complete the answers individually: 1c, 2 d, 3 e, 4 b, 5 a. Teacher Role and Strategies
For this activity teacher will focus on each group making questions. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)
Extension Activity
Phtocopiable activity p 188 Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on 1 group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Giving information about yourself and other people. Talking about your favourite people and things.
1. Students will be able to make 3-5 sentences, giving information about themselves and other people.
2. Students will be able to ask questions with question words.
3. Students will be able to write 8 sentences about their classmate. Class: 5
Date of Lesson:
Lesson Number 13
Theme: Unit 3 What is this?
This/These-That/Those
Homework suggestions: SB p.13 5-7
Resources:
(what will I use )
English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley.
Organization
(how groups will be formed)
Ability groups by cards of different kind of sport. Activity 5 vocabulary
Activity 6 speaking
Activity 7 writing
Activity 8 song
Activity 9 Check your English
Starter (5-10 minutes) Divide into groups and cast roles Observations and questions from starter
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5-minutes) Divide students into pairs. One is standing with his back to the blackboard; the second will mime the sport you have written on the blackboard. Then change them. Observations and questions from warm up
Assess each group know different kind of sport.
Record any pupil who is very good at this activity. If struggling work in pairs
Main Activities (25-30 minutes)
Students listen and practice the names of the months. Ask questions to several students.
Complete the first question as a whole class. Rest they do individually: how, when, where, where, what, who, what, what. Model the activity with a volunteer. Write notes of your classmate answers. Write eight sentences about your classmate. Writing tips and Remember. Fast students can add more information. Song Find song on page 98. Listen to the song and complete the chart about Polly. Sing a song as a class. Make sure students know they need to make questions with you/ your. Teacher Role and Strategies
For this activity teacher will focus on each group making questions. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)
Extension Activity
Games: Make the students a line-up from the oldest to the youngest.
Name the months in circle; the first tell January, the second – January, February, the third- January, February, March and so on.
Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on 1 group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
To develop cross- cultural skills
1. Students will be able to make 3-5 sentences, giving information about themselves and other people.
2. Students will be able to fill in a questionnaire.
3. Students will be able to write a text about themselves. Class: 5
Date of Lesson:
Lesson Number 14
Theme: Have you got a camera?
This/These-That/Those
Homework suggestions: SB p.13 1-2
Resources:
(what will I use )
English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley.
Organization
(how groups will be formed)
Ability groups by cards of different kind of possessions. Activity 1 reading
Activity 2 listening
Starter (5-10 minutes) Divide into groups and cast roles Observations and questions from starter
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5-minutes) On the board write halves of the names of the following countries in random order: In / dia, Cu /ba, Jap /an. Encourage students to match them. Today we are going to read about children from these countries. Observations and questions from warm up
Assess each group know countries.
Record any pupil who is very good at this activity
If struggling work in pairs
Main Activities (25-30 minutes)
Students focus attention on the form. Read and find information to fill in the form. Individual. Limit of time. Check with a whole class. Children live in the capital of their countries. Guess the word Focus attention on photo.
Where is he from? How old is he? What’s his favourite food? Point to the understanding the headings. Point to the box and work in pairs. Teacher Role and Strategies
For this activity teacher will focus on each group find information. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)
Extension Activity
Fast finishers close their book and say what they remember about children. Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on 1 group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
To develop cross- cultural skills
1. Students will be able to make 3-5 sentences, giving information about themselves and other people.
2. Students will be able to fill in a questionnaire.
3. Students will be able to write a text about themselves. Class: 5
Date of Lesson:
Lesson Number 15
Theme: How many stamps have you got?
This/These-That/Those
Homework suggestions: SB p.14 3
Resources:
(what will I use )
English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley.
Organization
(how groups will be formed)
Ability groups by cards of different kind of possessions. Activity 3 speaking
Activity 4 writing
Starter (5-10 minutes) Divide into groups and cast roles Observations and questions from starter
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5-minutes) Dictate the following words: Rob, April, England, Robert, London, Park school, eleven, apples. Then say the categories: Name, Nickname, age, birthday month, country, city, name of school, favourite food. Children should match Observations and questions from warm up
Assess each group name the categories.
Record any pupil who is very good at this activity
If struggling work in pairs
Main Activities (25-30 minutes)
Students focus attention on the form. Explain singer by giving examples. Play CD. Ask and answer the questions with a classmate. Complete the form with your classmate’s answers. Go over categories write short answers about themselves. Write a text about themselves, use notes. Put attention on writing tips Teacher Role and Strategies
For this activity teacher will focus on each group writing. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)
Extension Activity Fun Spot. Explain the categories and answers are in the cloud; Green, Lisbon, Tokyo; Ice cream, spaghetti, pizza; August, June, September, March; India, South Africa, Canada, Portugal, Japan; Skateboarding, basketball, football, skiing, cycling, swimming; bored, angry, tired, hungry, thirty, worried, hot. Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on 1 group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Revision of grammar material.
1. Students will be to use question words.
2. Students will be able to write all the feelings
3. Students will be able to ask and answer questions about other people. Class: 5
Date of Lesson:
Lesson Number 16
Theme: Whose T- shirt is this?
This/These-That/Those
Homework suggestions: SB p.15
Resources:
(what will I use )
English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley.
Organization
(how groups will be formed)
Ability groups by cards of feelings.
Activity 1-9.
Starter (5-10 minutes) Divide into groups and cast roles Observations and questions from starter
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5-minutes) Direct students to Grammar Summary and Lexical sets Observations and questions from warm up
Observe how students understand to use Grammar Summary and Lexical sets for work.
Main Activities (25-30 minutes)
Students match words in a with words in B. Answer the questions about you. Make sentences with 10 adjectives. Complete with he, she, we, you, they: she, we they, you, he, you. Complete the conversation: are, ‘m not, ‘m, are, ‘m not, are, am. Complete the questions. Answer the questions. Say the months in correct order. Give information about yourself. Find names of ten countries. Write sentences about Zola. Teacher Role and Strategies
For this activity teacher will focus on each group making dialogue. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)
Extension Activity
Play Mime and draw. Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on 1 group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Control test.
1. Students will be to listen the text and choose the correct answer.
2. Students will be able to complete the sentences with the correct words.
3. Students will be able to write a short text.
. Class: 5
Date of Lesson:
Lesson Number 18
Theme: Control test
Homework suggestions: Mini project
Organization
(how groups will be formed)
Resources:
(what will I use )
English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley.
Test
Starter (5-10 minutes) Explain students, that they are going to write a test. Observations and questions from starter
Observe how students understand to use Grammar Summary and Lexical sets for work.
Main Activities (25-30 minutes)
First students listen and choose the correct answers. Match the picture with the adjectives. Circle the odd one out. Complete the sentences with the correct word. Choose the correct words. Match the words to make questions.
Read the text and complete the table.
Writing. Look at the table and write a short text about Luisa. Teacher Role and Strategies
For this activity teacher will focus on each students , writing a test.
Extension Activity:
Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
Plenary (5 – 10 minutes)
Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Talking about places in a town or city
There is/there are, any in questions and negative answers.
1. Students will be able to say 3-5 sentences about places in a city or town.
2. Students will be able to describe their village with there is/ are, any
3. Students will be able to write a list of favourite things in a city. Class: 5
Date of Lesson: 13.11.14г.
Lesson Number 19
Theme: Unit 4 What time is it?
Have/Have got
Homework suggestions: SB p.23 5-7
Resources:
(what will I use )
English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley.
Extension Activity
Before the lesson make a simple sketch of your dream town/ Never show to your students. In teams students take it in turns to guess the places in your drawing by asking. Activity 5 GR reference clasterActivity 6 draw a map of dream town
Activity 7 writing
Activity 8 true or false sentences
Starter (5-10 minutes) Divide into groups and cast roles , check your home work Observations and questions from starter
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm p (5-10 minutes) Ask students to close their eyes and listen to the sentences, raise their hands if they are true and don’t move if they are false. 10 sentences: there is one door, there are 20 desks Open your eyes and check. Observations and questions from warm up
Assess each group understanding there is / there are
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
Each group to work on Grammar reference, making a claster for questions and negatives. Then complete the sentences, and write answers to questions. In groups draw a map of their dream town. Then ask questions guessing the places in the map. Write a list of two favourite places in dream town. Then listen to Rosie and write a list of places in her town.
Write four sentences about the place where you live. Teacher Role and Strategies
For this activity teacher will focus on each group working on Grammar reference, help to make a clаster. Check understanding by filling sentences and writing answers. For Activity 6 observe on making questions. In activity 7 check understanding by writing sentences. Activity 8 check listening
(Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)
Organization
(how groups will be formed)
Ability groups by cards of places in town
Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on 1 group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Критерии оценивания:
А.1. Я знаю отрицательную и вопросительную форму оборота there is/ there are.-2
2. Я могу дополнить предложение оборотом there is/ there are.-2
B. 1. Я могу ответить на вопросы-2
С. Я могу задавать вопросы- 5
С. Я могу написать 4 предложения о своем городе – 4
D. Я выполнил домашнее задание- 5
Общее: 20
17-20-“5”
12-16- “4”
5-11- “3”
0-4- “2»
Learning Objectives:
(what do I intend pupils to learn)
Talking about place, where they live
1. Students will be able to read the questionnaire
2. Students will be able to answer the questionnaire.
3. Students will be able to write a place where they live. Class: 5
Date of Lesson: 17.11.14г.
Lesson Number 20
Theme: What colour is your cat?
“Have/Have got”
Homework suggestions: SB p.24 1-2
Resources:
(what will I use )
English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley.
Extension Activity
Students work in pairs, acting out the dialogue between the interview and Teresa. All interviewer read the questions from questionnaire and Teresa give answers from their memory. Activity 1 pictures and questionnaire
Activity 2 listening and choosing right answers
Starter (5-10 minutes) Divide into groups and cast roles , check your home work Observations and questions from starter
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up(5-10 minutes) Elicit from students interesting places of their home town. Write them on the board. Students in groups find which is least favourite. Compare with other groups. Observations and questions from Warm up
Assess each group understanding there is / there are
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
Each group to work on photos and read John’s answers to questionnaire. Then answer the questions about yourself. In groups listen to Teresa’s answers and choose the correct words.
Teacher Role and Strategies
For this activity teacher will focus on each group working on questionnaire. Check understanding by their answers to questionnaire.. For Activity 2 observe on their answers to questions.
Organisation(how groups will be formed)
Ability groups by cards of places in town
Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Criteria of assessment:
А. I can read the questionnaire.-2
B.I can answer the questionnaire -3
С. I can listen and find answers- 5
D. I did my homework- 5
Total: 15
13-15-“5”
9-12- “4”
5-8- “3”
0-4- “2»
Learning Objectives:
(what do I intend pupils to learn)
Talking about they can do.
1. Students will be able to read the questionnaire
2. Students will be able to answer the questionnaire.
3. Students will be able to write about what they can do..Class: 5
Date of Lesson: 20.11.14г.
Lesson Number 21
Theme: Can you play the guitar?
“Have/Have got”
Homework suggestions: SB p.24 3-4
Resources:
(what will I use )
English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley.
Extension Activity
Students sit in a circle and play a long sentence game with there is /there are and the places in their town. Activity 3 Speaking
Activity4 Writing
Starter (5-10 minutes) Divide into groups and cast roles , check your home work Observations and questions from starter
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5-10 minutes) . Bring pictures of hobbies and interesting? Musical instruments guitar, violin, flute, piano. Stick them on the wall.. Children should point to the picture. Then they should choose their. Observations and questions from warm up
Assess each group understanding there is / there are
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
Work in pairs, ask and answer, using questionnaire then compare your answers. Then play a game: Beat the clock! Teacher Role and Strategies
For this activity teacher focus on each pair speaking and writing, the playing a game. ( New approaches to teaching and learning: Dialogue teaching and learning.)
Organisation(how groups will be formed)
Ability groups by cards of musical instruments.
Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.)
Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Talking about they can do.
1. Students will be able to read the questionnaire
2. Students will be able to answer the questionnaire.
3. Students will be able to write about what they can do..Class: 5
Date of Lesson:
Lesson Number 22
Theme: Where is my bag?
Progress check
Homework suggestions: SB p.24 3-4
Resources:
(what will I use )
English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley.
Extension Activity
Students sit in a circle and play a long sentence game with there is /there are and the places in their town. Activity 3 Speaking
Activity4 Writing
Starter (5-10 minutes) Divide into groups and cast roles , check your home work Observations and questions from starter
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5-10 minutes) . Bring pictures of hobbies and interesting? Musical instruments guitar, violin, flute, piano. Stick them on the wall.. Children should point to the picture. Then they should choose their. Observations and questions from warm up
Assess each group understanding there is / there are
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
Work in pairs, ask and answer, using questionnaire then compare your answers. Then play a game: Beat the clock! Teacher Role and Strategies
For this activity teacher focus on each pair speaking and writing, the playing a game. ( New approaches to teaching and learning: Dialogue teaching and learning.)
Organisation(how groups will be formed)
Ability groups by cards of musical instruments.
Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.)
Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Criteria of assessment:
А. I can read the questionnaire.-2
B.I can answer the questionnaire -3
С. I can listen and find Teresa’s answers- 5
D. I did my homework- 5
Total: 15
13-15-“5”
9-12- “4”
5-8- “3”
0-4- “2»
Learning Objectives:
(what do I intend pupils to learn)
Review
1. Students will be to answer question about family.
2. Students will be able to use the possessive adjectives.
3. Students will be able to use prepositions. Class: 5
Date of Lesson:
Lesson Number
Theme: Review
Homework suggestions: Extra special Resources:
(what will I use )
English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley.
Extension Activity:
Extra special Observations and questions from warm up
Observe how students understand to use Grammar Summary and Lexical sets for work.
Starter (5-10 minutes) Divide into groups and cast roles , check your home work Teacher Role and Strategies
For this activity teacher will focus on each group doing exercises. (To think critically. New approaches to teaching and learning: Dialogue teaching and learning.)
Warm up(5-10 minutes) Direct students to Grammar Summary and Lexical sets. Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each student, reading Gr.S
In main activity on each group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Main Activities (25-30 minutes)
First unscramble the words, then look at the Tom’s family tree and answer the questions. After that complete speech bubbles with my, your, his, her, its, our, your, their. In the next activity answer Molly’s questions with it is, they are in/on/under/next to. Point to the things in your classroom. Look at the map. Make sentences.
Complete the conversation. Make sentences. Lesson Evaluation
(Were learning objectives met?)
Organization
(how groups will be formed)
Ability groups by cards of places in town
Targets for next lesson based on pupil learning
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Reflection of teaching and learning
(What worked what didn’t work?)
Criteria of assessment:
A.I know possessive pronouns -1
I know prepositions- 1
I know places in town-1
B. I can answer the questions about family.-2
C.I can complete the conversation-5
D. I did my homework- 5
Total: 15
13-15-“5”
9-12- “4”
5-8- “3”
0-4- “2»
Learning Objectives:
(what do I intend pupils to learn)
Control test.
1. Students will be to listen the text and choose the correct answer.
2. Students will be able to complete the sentences with the correct words.
3. Students will be able to write a short text. Class: 5
Date of Lesson: 5а-17.12 5б-14.12 5в-17.12
Lesson Number 28
Theme: Control test
Homework suggestions: Mini project
Extension Activity:
Resources:
(what will I use )
Hot spot 1 Macmillan Colin Granger
test
Starter (5-10 minutes) Explain students, that they are going to write a test. Observations and questions from starter
Observe how students understand to use Grammar Summary and Lexical sets for work.
Main Activities (25-30 minutes)
1. Listening. Complete the sentences with words
2. Vocabulary. Complete the sentences with the missing letters.
3. Label the pictures to the words.
4. Grammar. Complete the sentences using the correct possessive adjectives.
5. Choose the correct word
6. Complete the questions and negative sentences with is there?/ Are there?/ There isn’t/ There aren’t.
7. Writing. Write about where you live.
8. Reading. Read the questionnaire. Are these sentences True or False? Teacher Role and Strategies
For this activity teacher will focus on each students , writing a test.
Organization
(how groups will be formed)
Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
Plenary (5 – 10 minutes)
Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
1. Students will be able to listen and read
2. Students will be able to write activities in order
3. Students will be able to ask and answer about what her/his father do. Class: 5
Date of Lesson:
Lesson Number 25
Theme: What does your father do?
There is/There are
Homework suggestions: SB p.26-27 1,4,5 Resources:
(what will I use )
English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley.
Extension Activity
Activity 3. Activity 1pictures and CD
Activity2 CD, reading, GR Reference
Activity 3 Writing
Activity 4 clocks
Starter (5-10 minutes) Divide into groups and cast roles , check your home work Observations and questions from starter
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up(5-10 minutes) All students stand in a circle. Whisper the word school to one of student. The last student should find the secret word. Observations and questions from warm up
Assess each group understanding the secret word
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students listen and read new words, then match to the pictures. Then listen and read the text, with the help of pictures. Elicit ideas of the meaning “have got”. Teacher Role and Strategies
For this activity teacher will focus on each student understands school subjects and the verb have got. Check understanding in activity 3. In activity 4 look if they can say time. (Using ICT in teaching and Learning to think critically)
Organization
(how groups will be formed)
Ability groups by cards of subjects.
Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Criteria of assessment:
А. I know school subjects.-2
B.I can read and match the pictures -3
С. I can ask and answer about the time- 5
D. I did my homework- 5
Total: 15
13-15-“5”
9-12- “4”
5-8- “3”
0-4- “2»
Learning Objectives:
(what do I intend pupils to learn)
Telling the time, talking about professions.
1. Students will be able to listen and read
2. Students will be able to ask and answer
3. Students will be able to say about professons. Class: 5
Date of Lesson:
Lesson Number 26
Theme: What do you want to be?
There is/ there are
Homework suggestions: SB p.26-27 2,3,6
Extension Activity
In pairs students compare professions with their own. Resources:
(what will I use )
English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley.
Activity6 CD
Activity 7
Starter (5-10 minutes) Divide into groups and cast roles , check your home work Observations and questions from starter
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5-10 minutes) Divide students into groups and give them cards with written times, they should show on clock. Other groups should guess the time. Observations and questions from warm up
Assess each group understanding the time
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students listen and repeat new words, then listen to Rosie’s timetable and read it. Then ask an answer about Rosie’s time table. Then work at pronunciation. Then draw clocks with the definite time and describe one day’ timetable. Teacher Role and Strategies
For this activity teacher will focus on each student understands school subjects and time. Check understanding in activity 5 by asking and answering questions. In activity 7 look if they can draw time. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)
Organization
(how groups will be formed)
Ability groups by cards of subjects.
Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Criteria of assessment:
А. I know school subjects.-2
B.I can read time table -3
С. I can ask and answer about the time table- 5
D. I did my homework- 5
Total: 15
13-15-“5”
9-12- “4”
5-8- “3”
0-4- “2»
Learning Objectives:
(what do I intend pupils to learn)
Talking about things you have got. Talking about quantity.
1. Students will be able to talk about things they have got.
2. Students will be able to talk about quantity.
3. Students will be able to write three sentences with “have got”. Class: 5
Date of Lesson:
Lesson Number 36
Theme: Do you want some Pepsy?
The Imperative
Homework suggestions: SB p.57 1-4
Extension Activity
Write these words: You/have/ got/ a hairbrush on a large cards. Ask five volunteers to stand in a row to show a positive sentence. Then to make a question. Resources:
(what will I use )
English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley.
Activity 1words and pictures, CD
Activity2 CD
Activity 3 Grammar spot
Starter (5-10 minutes) Divide into groups and cast roles , check your home work Observations and questions from starter
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5-10 minutes) Hold up and ask students to name the following words in English: mobile phone, keys, money, tissues, a purse. Explain that students often bring these objects to school. Make a survey what is there in their bags? Observations and questions from warm up
Assess each group understanding the time
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students match the words to the pictures in pairs, then check by listening CD. After that listen to questions and think about your answers. Then listen again and vote. Write the results of voting on the board. Refer to Grammar , check understanding by doing exercise 3. Then work in pairs by asking and answering questions. Teacher Role and Strategies
For this activity teacher will focus on each student understands objects in a school bag. Check understanding in activity 3 and by asking and answering questions. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)
Organization
(how groups will be formed)
Ability groups by cards of objects.
Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)

Learning Objectives:
(what do I intend pupils to learn)
To develop cross- cultural skills
1. Students will be able to make sentences about their school orally.
2. Students will be able to answer questions
3. Students will be able to write about their school. Class: 5
Date of Lesson:
Lesson Number 33
Theme: Is there a swimming pool?
Possessives
Homework suggestions: SB p.56 1-2
Extension Activity
Photocopiable activity p 197 Resources:
(what will I use )
English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley.
Starter (5-10 minutes) Divide into groups and cast roles , check your home work Observations and questions from starter
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up( 5 min) Ask students How many pens have I got? Close their eyes and answer the questions about the things in the class. How many boys, girls, lamps, windows etc. Assess each group know some names of objects in class. Learning to think critically.
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students listen to CD and read the text, then make sentences about school. Then listen to CD again and answer the questions about school in Cameroon. Teacher Role and Strategies
For this activity1 teacher will focus on each student listen and read, then use information to speak about their school (Using ICT in teaching and Learning to think critically). In activity 2 -(Using ICT in teaching and Learning to think critically). In plenary- Assessment for and of learning.
Organization
(how groups will be formed)
Ability groups by cards of classroom objects.
Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
To develop cross- cultural skills
1. Students will be able to make sentences about their school orally.
2. Students will be able to answer questions
3. Students will be able to write about their school. Class: 5
Date of Lesson:
Lesson Number 34
Theme: How many boys are there in your class?
Possessives
Homework suggestions: SB p.57 3
Extension Activity
Play a memory game with the class. Choose eight types of food and mime eating them. But do not let students say anything aloud. They should guess and after you finish they should ask and answer in pairs trying to recall and write down all eight food: an apple, a banana, a chocolate bar, salad, a sandwich, a yogurt, an orange, a biscuit. Resources:
(what will I use )
English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley
Starter (5 min)
Divide into groups and cast roles , check your home work Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5 minutes) Ask students to sit in a circle, hold up a ball and say a sentence true or false. Guess is the sentences true or false. Pass the ball to next student, who makes a sentence. The game continues until the last student makes a sentence. Observations and questions from starter
Assess each group know some names of objects in class. (Learning to think critically.)
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students match answers to the questions, and then listen to CD and check. Then in pairs ask and answer the questions with a classmate. Then write about your school, use activity 1 as a model Teacher Role and Strategies
For this activity1 teacher will focus on each group listen and read, then use information to speak about their school (Using ICT in teaching and Learning to think critically). In activity 2 – group work. In plenary- Assessment for and of learning.
Organization
(how groups will be formed)
Ability groups by cards of classroom objects.
Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Review
1. Students will be to answer question about time, timetable, and school subjects.
2. Students will be able to use the, a/an, some, any.
3. Students will be able to make questions with have got. Class: 5
Date of Lesson:
Lesson Number 37 of module 3
Theme: Review
Homework suggestions: Extra special
Resources:
(what will I use )
Hot spot 1 Macmillan Colin Granger
Organization
(how groups will be formed)
Ability groups by cards of classroom objects
Activity 1matching
Activity 2,3,6 vocabulary
Activity4 speaking
Activity5,7,8,9 writing
Starter (5-10 minutes) Direct students to Grammar Summary and Lexical sets. Observations and questions from starter
Observe how students understand to use Grammar Summary and Lexical sets for work.
Main Activities (25-30 minutes)
In groups they should match times with the pictures and ask and answer about the time. After that name the school subjects, say the days of the weeks. Then they speak about their school timetable and complete the dialogue.
Then make questions and true sentences with have got, write a sentence. Teacher Role and Strategies
For this activity teacher will focus on each group doing exercises. ( Use module “Learning to think critically” and New approaches to teaching and learning: Dialogue teaching and learning. )
Extension Activity:
Extra special Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each student, reading Gr.S
In main activity on each group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Control test.
1. Students will be to listen the text and choose the correct answer.
2. Students will be able to complete the sentences with the correct words.
3. Students will be able to write a short text. Class: 5 в,г,дDate of Lesson: 10.03.2014
Lesson Number 50
Theme: Control test
Homework suggestions: Mini project
Resources:
(what will I use )
English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley
Organization
(how groups will be formed)
Individual work test
Starter (5-10 minutes) Explain students, that they are going to write a test. Observations and questions from starter
Observe how students understand to use Grammar Summary and Lexical sets for work.
Main Activities (25-30 minutes)
1. Listening. Choose the correct answers. 2. Vocabulary. Choose the correct words.
3. Circle the odd one out. 4. Grammar. Put the words in order. 5. Complete the sentences with a, an, some or any. 6. Choose the correct word
7. Writing. Write a short text about your school. 8. Reading. Read the interview with Megan. Are sentences true or false? Teacher Role and Strategies
For this activity teacher will focus on each student , listening and understanding text (Using ICT in teaching ) and writing a test.
Extension Activity:
Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
Plenary (5 – 10 minutes)
Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Talking about your flat.
1. Students will be able to make sentences about your flat.
2. Students will be able to make questions and negative sentences in Present Continuous.
3. Students will be able to write two sentences about your flat. Class: 5
Date of Lesson:
Lesson Number 39
Theme: My flat
Present Continuous
Homework suggestions: SB p.66 1- 3
Resources:
English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley
Organization
(how groups will be formed)
Ability groups by cards of classroom objects Activity 1picture search CD
Activity 2 presentation CD
Activity 3 comprehension
Starter (5 min) Divide into groups and cast roles , check your home work
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5 minutes) On the board write topics: colour, months, school subjects, food, sports. Point to the topic and throw a ball. Students should say what colour they like or don’t like and throw a ball to you Observations and questions from warm up
Assess each group know words on topics. (Learning to think critically.)
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students match words to the pictures, and then listen to CD and say what he likes. Then match the sentences to the pictures. Then write true sentences with I Present Continuous. Teacher Role and Strategies
For this activity1 teacher will focus on each group listen and make sentences.(Using ICT in teaching and Learning to think critically). In plenary- Assessment for and of learning.
Extension Activity
Do a class poll on students favourite and least favourite school subjects, food, sports. Students write one sentence they like and one they don’t like. Then listen to them and vote. Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Talking about your flat.
1. Students will be able to make sentences about your flat.
2. Students will be able to make questions and negative sentences in Present Continuous.
3. Students will be able to write two sentences about your flat and kitchen. Class: 5
Date of Lesson:
Lesson Number 41
Theme: My room
Present Continuous
Homework suggestions: SB p.67 6- 7
Resources:
English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley
Organization
(how groups will be formed)
Ability groups by cards of room. Activity 1picture search CD
Activity 2 presentation CD
Activity 3 comprehension
Starter (5 min) Divide into groups and cast roles , check your home work
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5 minutes) On the board write topics: colour, months, school subjects, food, sports. Point to the topic and throw a ball. Students should say what colour they like or don’t like and throw a ball to you Observations and questions from warm up
Assess each group know words on topics. (Learning to think critically.)
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students match words to the pictures, and then listen to CD and say what he likes. Then match the sentences to the pictures. Then write true sentences with I Present Continuous. Teacher Role and Strategies
For this activity1 teacher will focus on each group listen and make sentences.(Using ICT in teaching and Learning to think critically). In plenary- Assessment for and of learning.
Extension Activity
Do a class poll on students favourite and least favourite school subjects, food, sports. Students write one sentence they like and one they don’t like. Then listen to them and vote. Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Talking about have they got to do every day:
1. Students will be able to make sentences about have they got to do every day orally.
2. Students will be able to make questions and negative sentences in Present simple.
3. Students will be able to write two sentences about have they got to do every day .Class: 5 v,g,dDate of Lesson:
Lesson Number 45
Theme: How do I get there?
Present Simple
Homework suggestions: SB p. 64 4- 6
Resources: English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley
CD, soft ball, dictionaries, some sticky tape, colored sheet of paper.
Organization
(how groups will be formed)
Ability groups by cards of classroom objects.
Activity 4 Grammar Spot
Activity 5 speaking
Activity 6 song CD
Activity 7 writing
Starter (5 min) Divide into groups and cast roles , check your home work
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5 minutes) Students stand in a circle on colored papers. One student in the centre. He should say true sentence with I like or don’t like. Those students who think the same should change their places. Student in the centre should take a place in a circle. Observations and questions from warm up
Assess each group can say about they likes and dislikes. (New approaches to teaching and learning: Dialogue teaching and learning.)
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students work on Present Simple and do exercise. Then they write six things they like and 6 don’t like in a cloud. Then exchange clouds and ask and answer in pairs. After that listen to song and write 2 true sentences and 3 questions. Teacher Role and Strategies
For this activity1 teacher will focus on each group understanding present simple. (Using ICT in teaching and Learning to think critically, New approaches to teaching and learning: Dialogue teaching and learning.)
In plenary- Assessment for and of learning.
Extension Activity
In groups they should find common likes and dislikes, regarding to the topic in activity 5a
Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Talking about have they got to do every day:
1. Students will be able to make sentences about have they got to do every day orally.
2. Students will be able to make prepositions of place.
3. Students will be able to write two sentences about have they got to do every day .Class: 5 v,g,dDate of Lesson: 27.02.2014
Lesson Number 47
Theme: I’d like a humburger?
Prepositions of place.
Homework suggestions: SB p. 80 4- 6
Resources: English. Ayapova T., Abildaeva Z.
New Round-Up. Virginia Evans, Jenny Dooley
CD, soft ball, dictionaries, some sticky tape, colored sheet of paper.
Organization
(how groups will be formed)
Ability groups by cards of classroom objects.
Activity 4 Grammar Spot
Activity 5 speaking
Activity 6 song CD
Activity 7 writing
Starter (5 min) Divide into groups and cast roles , check your home work
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5 minutes) Students stand in a circle on colored papers. One student in the centre. He should say true sentence with I like or don’t like. Those students who think the same should change their places. Student in the centre should take a place in a circle. Observations and questions from warm up
Assess each group can say about they likes and dislikes. (New approaches to teaching and learning: Dialogue teaching and learning.)
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students work on Present Simple and do exercise. Then they write six things they like and 6 don’t like in a cloud. Then exchange clouds and ask and answer in pairs. After that listen to song and write 2 true sentences and 3 questions. Teacher Role and Strategies
For this activity1 teacher will focus on each group understanding present simple. (Using ICT in teaching and Learning to think critically, New approaches to teaching and learning: Dialogue teaching and learning.)
In plenary- Assessment for and of learning.
Extension Activity
In groups they should find common likes and dislikes, regarding to the topic in activity 5a
Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Criteria of assessment:
A. I did my homework- 5 13-15-“5”
B.I can read the poem -2 9-12- “4”
С. I guess the secret - 3 5-8- “3”
D. I can ask questions- 5
Total: 15 0-4- “2»


Criteria of assessment:
A. I did my homework- 5
B.I can read the poem -2
С. I guess the secret - 3
D. I can ask questions- 5
Total: 15
13-15-“5”
9-12- “4”
5-8- “3”
0-4- “2»
Criteria of assessment:
A. I did my homework- 5
B.I can read the poem -2
С. I guess the secret - 3
D. I can ask questions- 5
Total: 15
13-15-“5”
9-12- “4”
5-8- “3”
0-4- “2»
name A B C D total
name A B C D total
name A B C D total
Learning Objectives:
(what do I intend pupils to learn)
Talking about likes and dislikes
1. Students will be able to make sentences about likes and dislikes orally.
2. Students will be able to make questions and negative sentences in Present simple.
3. Students will be able to complete questions and negative sentences with Do/does, don’t/doesn’t. Class: 5
Date of Lesson: 5а-28.01 5б-25.01 5в-28.01
Lesson Number 41 14 of module 4
Theme: Fussy Freddy
Homework suggestions: AB p.35 5-6
Resources: CD, sheet of paper per student Hot spot 1 Macmillan Colin Granger
Organization
(how groups will be formed)
Ability groups by cards of classroom objects Activity 1picture search CD
Activity 2 presentation CD
Activity 3 comprehension
Activity 4 speaking
Starter (5 min) Divide into groups and cast roles , check your home work
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5 minutes) Give students a sheet of paper. They should write the names of their favourite colour, TV programme, food, sport, month, school subject. They should stand up and ask students Do you like? And give the card him if he like. The task is to get rid of their written cards. Time limited. Observations and questions from warm up
Assess each group know words on topics. (Learning to think critically.)
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students look at the picture and write a list of words they know. Then listen to CD and read the poem. Listen again and make a list of words Freddy likes and dislikes. Find words in the picture. Find Freddy’s secret by asking about sport, colours, food, drinks with does he like…? Then make a rule for questions in Present Simple. Teacher Role and Strategies
For this activity1 teacher will focus on each group listen and make sentences for 3rd person in present simple.(Using ICT in teaching and Learning to think critically New approaches to teaching and learning: Dialogue teaching and learning.)
In plenary- Assessment for and of learning.).
Extension Activity
In groups students invent another person with an eccentric taste. Give different ideas to each group yourself. Uncle Frank likes five letters things, Sister Sally likes things beginning with s, Mother Mary things in plural. Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)

Sister Sally
She likes things begins on “S”
Suggested words: sandwiches- cakes
Snow- rain
Swimming- running
Snakes- cats
Science- Math

Uncle Frank
Uncle Frank likes five letters things
Suggested words: table-desk
Phone- TV
Apple- orange
Money- keys
Purse- tissues


Mother Mary
Mother Mary likes plural things
Suggested words: sweets- cake
Tissues- rubbish
Socks- bag
Crisps- chicken
Cars- bus
Does he like sandwiches ?
She doesn’t like football
He likes coffee
Learning Objectives:
(what do I intend pupils to learn)
Talking about free time activities
To get acquainted with Present Simple of action verbs
1. Students will be able to make sentences about free time activities orally.
2. Students will be able to make questions and negative sentences in Present simple.
3. Students will be able to write about a friend three true and three false sentences.
Equipment of the lesson, visual aids: CD, a soft ball, dictionary Class: 5
Date of Lesson: 5а- 5б- 5в-
Lesson Number 43 15 of module 4
Theme: Free time
Homework suggestions: AB p.38 1-4
Resources: CD, sheet of paper per student Hot spot 1 Macmillan Colin Granger
Organization
(how groups will be formed)
Ability groups by cards of classroom objects Activity 1picture search
Activity 2 CD
Activity 3 comprehension
Starter (5 min) Divide into groups and cast roles , check your home work
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5 minutes) Pictures of a dog lead, a badge, a cartoon, headphones, a TV remote control, a diary. Guess which free time activities they symbolize Observations and questions from warm up
Assess each group guess the activities. (Learning to think critically.)
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students look at the picture and find what activities do Iza and Boris, write notes. Then listen to CD and find answers. Listen again and point to the things on the picture. Then say how many of Iza and Boris’ free-time activities do you do. Make true sentences Teacher Role and Strategies
For this activity1 teacher will focus on each group listen and make sentences for 3rd person in present simple.(Using ICT in teaching and Learning to think critically). In plenary- Assessment for and of learning.
Extension Activity
Turn activity in 3 into guessing game in pairs. Students guess which activities their classmate does and doesn’t do and put a tick a cross next to the sentence in Activity 1. Then they listen to each other sentences and award themselves a point to each correct guess. Find out who scored the most points by asking each student How many have you got?. Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)



Learning Objectives:
(what do I intend pupils to learn)
Talking about free time activities
To get acquainted with Present Simple of action verbs
1. Students will be able to make sentences about free time activities orally.
2. Students will be able to make questions and negative sentences in Present simple.
3. Students will be able to write about a friend three true and three false sentences.
Equipment of the lesson, visual aids: CD, a soft ball, dictionary Class: 5
Date of Lesson: 5а- 5б- 5в-
Lesson Number 44 15 of module 4
Theme: Free time
Homework suggestions: AB p.39 5-9
Resources: CD, sheet of paper per student Hot spot 1 Macmillan Colin Granger
Organization
(how groups will be formed)
Ability groups by cards of free-time activities Activity 4 Listening
Activity 5 CD
Activity 6 grammar practice
Activity 7 writing
Activity 8 Check your English
Starter (5 min) Divide into groups and cast roles , check your home work
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5 minutes) Show students the symbol your free time activity. Make sentence: You listen to music. Cultural information.
Observations and questions from warm up
Assess each group making sentences. (Learning to think critically.)
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students listen to the questions and say the name. then make sentences about Boris and Iza. Then practice pronunciation. Then choose the correct words and make sentences. Refer to Study tip. Write about your friends 3 true sentences and 3 false. In groups read and say true or false. Then complete with a suitable verb and write true sentences about you and your best friend. Teacher Role and Strategies
For this activity1 teacher will focus on each group listen and make sentences for 3rd person in present simple.(Using ICT in teaching and Learning to think critically). In plenary- Assessment for and of learning.
Extension Activity
Organize a class poll on your students’ favourite activities. Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group
In main activity on 2 group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Cross-cultural skills
1. Students will be able to read sentences about life in Britain.
2. Students will be able to answer questions to the text in Present simple.
3. Students will be able to write a text. Class: 5
Date of Lesson: 5а- 5б- 5в-
Lesson Number 45 16 of module 4
Theme: Life in Britain
Homework suggestions: AB p.40 1
Resources: CD, sheet of paper per student, map of Britain
Hot spot 1 Macmillan Colin Granger
Organization
(how groups will be formed)
Ability groups by cards of free-time activities Activity 1 Reading
Activity 2 CD
Starter (5 min) Divide into groups and cast roles , check your home work
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5 minutes) Ask the class about 10 year-old children in our country. How much they watch TV every day... Are the children in Britain the same or different? Observations and questions from warm up
Assess each group making sentences. (Learning to think critically.)
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students read the text, then find are they the same or different to these British children and write a list. Read the text again and answer the questions. Then listen to Joana from Poland and answer the questions. Teacher Role and Strategies
For this activity1 teacher will focus on each group listen and find out the same and different things. (Using ICT in teaching and Learning to think critically). In plenary- Assessment for and of learning.
Extension Activity
Write additional sentences on the board. What does Joana have for breakfast? Does she like fish? Does she like hot dogs? Does she like running and swimming? Does she like football? Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group
In main activity on 2 group through observation .Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Cross-cultural skills
1. Students will be able to read sentences about life in Britain.
2. Students will be able to answer questions to the text in Present simple.
3. Students will be able to write a text. Class: 5
Date of Lesson: 5а- 5б- 5в-
Lesson Number 46 16 of module 4
Theme: Life in Britain
Homework suggestions: AB p.40 2-3
Resources: CD, sheet of paper per student, map of Britain
Hot spot 1 Macmillan Colin Granger
Organization
(how groups will be formed)
Ability groups by cards of free-time activities Activity 3 Speaking, CD
Activity 4 writing
Fun Spot
Starter (5 min) Divide into groups and cast roles , check your home work
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5 minutes) On the board draw Noughts and Crosses with nine squares: play, collect, listen to, ride, watch, read, make, write, know. In pairs students make sentences about free time activity. They get O or X if they make correct sentence. Observations and questions from warm up
Assess each group making sentences.(Learning to think critically)
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students read and answer questions and write notes, then listen and repeat. After that work in pairs ask and answer questions. Then they think about their brother, sister, best friend and full fill the table. Write sentences using the table and Activity 1 as a model. In Fun spot they guess spot and match them to the pictures. Teacher Role and Strategies
For this activity1 teacher will focus on each pair making a dialogue and writing sentences. (Using ICT in teaching and Learning to think critically New approaches to teaching and learning: Dialogue teaching and learning.)
In plenary- Assessment for and of learning.
Extension Activity
Write additional sentences on the board. What does Joana have for breakfast? Does she like fish? Does she like hot dogs? Does she like running and swimming? Does she like football? Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group
In main activity on 2 group through observation .Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Review
1 Students will be to complete sentences in Present Simple.
2. Students will be able to use verbs of free time activities in Present Simple
3. Students will be able to write sentences of free time activities Class: 5
Date of Lesson:
Lesson Number 47 of module 4
Theme: Review
Homework suggestions: Extra special
Resources:
(what will I use )
Hot spot 1 Macmillan Colin Granger
Organization
(how groups will be formed)
Ability groups by cards of classroom objects
Activity 1matching
Activity 2,3,6 vocabulary
Activity4 speaking
Activity5,7,8,9 writing
Starter (5-10 minutes) Direct students to Grammar Summary and Lexical sets. Observations and questions from starter
Observe how students understand to use Grammar Summary and Lexical sets for work.
Main Activities (25-30 minutes)
In groups they should match the words with the pictures and complete sentences about they like and dislikes. After that say the poem. Then complete the sentences and match them to pictures and talk about free time activities.
Then read the text and match to the pictures and say are these sentences true or false. Teacher Role and Strategies
For this activity teacher will focus on each group doing exercises. ( Use module “Learning to think critically” and New approaches to teaching and learning: Dialogue teaching and learning. )
Extension Activity:
Extra specials Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each student, reading Gr.S
In main activity on each group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Control test.
1. Students will be able to write sentences with present simple
2. Students will be able to write about their free time
3. Students will be able to use new words Class: 5
Date of Lesson:
Lesson Number 48
Theme: Control test
Homework suggestions: Mini project
Resources:
(what will I use )
Hot spot 1 Macmillan Colin Granger
Organization
(how groups will be formed)
Individual work Test Module 4
Starter (5-10 minutes) Explain students, that they are going to write a test. Observations and questions from starter
Observe how students understand to use Grammar Summary and Lexical sets for work.
Main Activities (25-30 minutes)
Listening. Listen to Daniela. Are the sentences true or false? Write the words. Complete the phrases with the missing verbs. Grammar. Complete the sentences and questions with do, don’t, like or don’t like. Choose the correct words. Complete the sentences with the correct form of the verbs. Reading. Read the text. Answer the questions. Writing. Write a short text about someone you know. Use the text in activity 7 as a model. Teacher Role and Strategies
For this activity teacher will focus on each student , listening and understanding text (Using ICT in teaching ) and writing a test.
Extension Activity:
Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
Plenary (5 – 10 minutes)
Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Talking about daily routine.
Present Simple; prepositions of time in, at.
1. Students will be able to make sentences with prepositions in and at.
2. Students will be able to say about everyday activities
3. Students will be able to write a questionnaire with four questions Class: 5
Date of Lesson: 5а- 5б- 5в-
Lesson Number 49 17 of module 5
Theme: A day with a Gloom family
Homework suggestions: AB p.42 1-3
Resources: CD, pictures Hot spot 1 Macmillan Colin Granger
Organization
(how groups will be formed)
Ability groups by cards of free-time activities Activity 1 CD
Activity 2 comprehension
Grammar Spot
Starter (5 min) Divide into groups and cast roles , check your home work
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5 minutes) Ask children What do children in your country do every day after school? Write suggestions on the board. Observations and questions from warm up
Assess each group making sentences.(Learning to think critically)
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students listen and read the text. Use the pictures to understand. After that discuss if your day similar. Then they draw a time line of the Glooms family’s day. Draw a clocks and write the verbs. Then work on Grammar Spot. Teacher Role and Strategies
For this activity1 teacher will focus on each pair making a dialogue and writing sentences and draw clock. (Using ICT in teaching and Learning to think critically New approaches to teaching and learning: Dialogue teaching and learning.)
In plenary- Assessment for and of learning.
Extension Activity
In groups write sentences about themselves with one of time phrases in Grammar Spot. Then teams exchange their slips and try to guess who from the opposite group wrote which sentence. Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group
In main activity on 2 group through observation .Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Talking about daily routine.
Present Simple; prepositions of time in, at.
1. Students will be able to make sentences with the words in table.
2. Students will be able to write 4 questions.
3. Students will be able to adapt the story about themselves. Class: 5
Date of Lesson: 5а- 5б- 5в-
Lesson Number 50 17 of module 5
Theme: A day with a Gloom family
Homework suggestions: AB p.43 4-7
Resources: CD, pictures Hot spot 1 Macmillan Colin Granger
Organization
(how groups will be formed)
Ability groups by cards of free-time activities Activity 3 CD
Activity 4 speaking
Activity 5 Check your English
Starter (5 min) Divide into groups and cast roles , check your home work
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5 minutes) Write the following sentences : I get up … 7 o’clock. I don’t drink tea … the morning, I get home from school … 1:00, I do my homework … the afternoon, I have a snack … the evening, I read books … 9 o’clock. Ask students to complete the sentences. Observations and questions from warm up
Assess each group complete the sentences. (Learning to think critically)
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students listen to CD make sentences with words in table. Then write a questionnaire with four questions and exchange them with another group. Then report to the rest of class. Pay attention to ending –(e)s. Then adapt the story of Activity 1 to yourself and match the words in A to the words in B. Teacher Role and Strategies
For this activity teacher will focus on each group make sentences. (Using ICT in teaching and Learning to think critically New approaches to teaching and learning: Dialogue teaching and learning.)
In plenary- Assessment for and of learning.
Extension Activity
In groups to line up in order of the times when they wake up/get up/leave home/ get home/ do their homework/ go to bed. They should ask each other questions What time do you...? in order to complete the task. Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group
In main activity on 2 group through observation .Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Talking about being a good friend.
Adverbs of frequency; present simple of verb be
1. Students will be able to make sentences with adverbs of frequency.
2. Students will be able to say about school activities
3. Students will be able to write sentences with adverbs of frequency about themselves. Class: 5
Date of Lesson: 5а- 5б- 5в-
Lesson Number 51 18 of module 5
Theme: Are you a good friend?
Homework suggestions: AB p.44 1-3
Resources: CD, pictures Hot spot 1 Macmillan Colin Granger
Organization
(how groups will be formed)
Ability groups by cards of free-time activities Activity 1 CD Presentation
Activity 2 Comprehension Grammar spot
Activity 3 Listening and speaking CD
Starter (5 min) Divide into groups and cast roles , check your home work
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5 minutes) Ask the class What a good friend does. A good friend listens to his friends. Make a mind map. Observations and questions from warm up
Assess each group make the sentences. (Learning to think critically)
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students listen to CD and read. Look at the pictures for understanding, think about your answers. Write your answers. Then look at the keys and count how many points have you got. And answer the question is you a good friend. Go through grammar spot. After that listen to the interview and answer the question: Does the boy get a job. Listen to the interview again, and then act it out with a classmate. Teacher Role and Strategies
For this activity teacher will focus on each group answer the questionnaire. (Using ICT in teaching and Learning to think critically New approaches to teaching and learning: Dialogue teaching and learning.)
In plenary- Assessment for and of learning.
Extension Activity
In groups add some more questions to questionnaire. Students write down their answer as an example. Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group
In main activity on 2 group through observation.
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Talking about being a good friend.
Adverbs of frequency; present simple of verb be
1. Students will be able to make sentences with adverbs of frequency.
2. Students will be able to say about school activities
3. Students will be able to write sentences with adverbs of frequency about themselves. Class: 5
Date of Lesson: 5а- 5б- 5в-
Lesson Number 52 18 of module 5
Theme: Are you a good friend?
Homework suggestions: AB p.45 4-8
Resources: CD, pictures Hot spot 1 Macmillan Colin Granger
Organization
(how groups will be formed)
Ability groups by cards of free-time activities Activity 1 CD Presentation
Activity 2 Comprehension Grammar spot
Activity 3 Listening and speaking CD
Starter (5 min) Divide into groups and cast roles , check your home work
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5 minutes) Write always, usually, often, sometimes, never in mixed order on the board. Then draw five steps and write never on the bottom one. Ask students to put the remaining adverbs in order of frequency. Observations and questions from warm up
Assess each group make the sentences. (Learning to think critically)
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students write true sentences about them with adverbs of frequency. Then listen to CD and say how many of these things do they do. Ask and answer the questions with a classmate. Sing a song “My best friend”. Read the sentences and answer true or false, then complete the sentences about Peter. Teacher Role and Strategies
For this activity teacher will focus on each group answer the questionnaire. (Using ICT in teaching and Learning to think critically New approaches to teaching and learning: Dialogue teaching and learning.)
In plenary- Assessment for and of learning.
Extension Activity
Photocopiable activity p 203 Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group
In main activity on 2 group through observation.
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Giving instructions.
Imperatives
1. Students will be able to match raps to the pictures.
2. Students will be able to read the raps.
3. Students will be able to make imperative sentences. Class: 5
Date of Lesson: 5а- 5б- 5в-
Lesson Number 53 19 of module 5
Theme: Classroom rap
Homework suggestions: AB p.46 1-4
Resources: CD, pictures Hot spot 1 Macmillan Colin Granger
Organization
(how groups will be formed)
Ability groups by cards of verbs. Activity 1 CD Presentation
Activity 2 Comprehension Grammar spot
Starter (5 min) Divide into groups and cast roles , check your home work
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5 minutes) Ask the class What students usually do in the classroom? And give an example: read books. Write students ideas on the board. Then ask students to check how many of their ideas appear in the picture in Activity 1 Observations and questions from warm up
Assess each group gives ideas. (Learning to think critically)
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students listen to CD and look at the picture to understand the words. Then match each line of the rap with a boy or a girl in the picture. Then read the rap in chorus in groups. Then work at the Grammar spot. Then act out the rap in groups. Teacher Role and Strategies
For this activity teacher will focus on each group understand the rule of imperatives. (Using ICT in teaching and Learning to think critically New approaches to teaching and learning: Dialogue teaching and learning.)
In plenary- Assessment for and of learning.
Extension Activity
In groups tell them to assign a different stanza to each member of group. Each group then says the rap and members take it in turns to act out the stanzas. Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group
In main activity on 2 group through observation.
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Giving instructions.
Imperatives
1. Students will be able to make imperative sentences orally.
2. Students will be able to say about school activities
3. Students will be able to write three instructions. Class: 5
Date of Lesson: 5а- 5б- 5в-
Lesson Number 54 19 of module 5
Theme: Classroom rap
Homework suggestions: AB p.47 5-7
Resources: CD, pictures Hot spot 1 Macmillan Colin Granger
Organization
(how groups will be formed)
Ability groups by cards of raps. Activity 3 CD Listening
Activity 4 Writing
Activity 5 CD Pronunciation
Activity 6 Check your English
Starter (5 min) Divide into groups and cast roles , check your home work
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5 minutes) Prepare a set of 16 written instructions with the phrases from activity 1. Divide the class into teams. Invite a member of each group to the front of the class and give them a written instruction to mime to the rest of the group. They score 1 point if they guess the instruction within 20 seconds. Observations and questions from warm up
Assess each group guess the instruction. (Learning to think critically)
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students listen to CD and play the please game. Then write three instructions on three small pieces of paper. Give your instructions to your teacher to post to your classmates. Read and act out your classmate’s instruction. Then listen and practice saying the words. Then put the words in the correct list. Then check your English by matching the verbs in A with words in B. Teacher Role and Strategies
For this activity teacher will focus on each group write the instructions. (Using ICT in teaching and Learning to think critically New approaches to teaching and learning: Dialogue teaching and learning.)
In plenary- Assessment for and of learning.
Extension Activity
In groups ask students to take a slip of paper with one of their own instructions, get up and mingle, telling a classmate their instructions to act out and following their instruction. Then they exchange their instructions with the classmate to repeat the procedure with another classmate. Set a time limit of three minutes for this activity. Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group
In main activity on 2 group through observation.
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Cross- cultural skills
1. Students will be able to make sentences orally about how to get to school.
2. Students will be able to say about their journey to school
3. Students will be able to write about their journey to school. Class: 5
Date of Lesson: 5а- 5б- 5в-
Lesson Number 55 20 of module 5
Theme: My journey to school
Homework suggestions: AB p.48 1-3
Resources: CD, pictures Hot spot 1 Macmillan Colin Granger
Organization
(how groups will be formed)
Ability groups by cards of transport. Activity 1 reading
Activity 2 Listening
Activity 3 Speaking
Activity 4 Writing
Starter (5 min) Divide into groups and cast roles , check your home work
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5 minutes) Put students into groups of 6. Ask them to write as many means of city transport as possible within 90 seconds. Elicit ideas on board. Open the books and compare with pictures. Observations and questions from warm up
Assess each group name the means of transport. (Learning to think critically)
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students read the text on web page and match the texts with photos. Then listen to CD and answer the question. Then listen again and choose the correct answer. Complete the questionnaire about you. Ask and answer questions with a classmate and write notes of your answers then report to the rest of the class about your classmate. Write about your journey to school. Use Activity 1 as a model and writing tips to help. play a robot game. Teacher Role and Strategies
For this activity teacher will focus on each group, working on text. (Using ICT in teaching and Learning to think critically New approaches to teaching and learning: Dialogue teaching and learning.)
In plenary- Assessment for and of learning.
Extension Activity
Do a class poll on ways of getting to school. Students write how they get to school on a slip of paper. e.g I go to school by car. Collect the sentences. Write the results on the board. See if you and your students can work out the percentage. For each way f getting to school. Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group
In main activity on 2 group through observation.
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Review
1. Students will be able to write words in order they do every day.
2. Students will be able to make sentences with adverbs of frequency.
3. Students will be able to read and answer the questions. Class: 5
Date of Lesson:
Lesson Number 56 of module 5
Theme: Review
Homework suggestions: Extra special
Resources:
(what will I use )
Hot spot 1 Macmillan Colin Granger
Organization
(how groups will be formed)
Ability groups by cards of classroom objects
Activity 1matching
Activity 2,3,6 vocabulary
Activity4 speaking
Activity5,7,8,9 writing
Starter (5-10 minutes) Direct students to Grammar Summary and Lexical sets. Observations and questions from starter
Observe how students understand to use Grammar Summary and Lexical sets for work.
Main Activities (25-30 minutes)
In groups they should write these words in order you do them every day. Complete with the Gloom family’s routine. Match the adverbs of frequency and make sentences about you. Make sentences with I’m always… or I always… Answer the questions. Do these things. Read about Zahra’s journey to school and answer the questions. Answer the questions. Teacher Role and Strategies
For this activity teacher will focus on each group doing exercises. ( Use module “Learning to think critically” and New approaches to teaching and learning: Dialogue teaching and learning. )
Extension Activity:
Extra specials Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each student, reading Gr.S
In main activity on each group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Control test.
1. Students will be able to write sentences with present simple
2. Students will be able to write about their free time
3. Students will be able to use new words Class: 5
Date of Lesson:
Lesson Number 57
Theme: Control test
Homework suggestions: Mini project
Resources:
(what will I use )
Hot spot 1 Macmillan Colin Granger
Organization
(how groups will be formed)
Individual work Test Module 4
Starter (5-10 minutes) Explain students, that they are going to write a test. Observations and questions from starter
Observe how students understand to use Grammar Summary and Lexical sets for work.
Main Activities (25-30 minutes)
Listen to Martin. Complete the sentences with these words. Label the pictures with the words. Match the words. Complete the table with the words. Choose the correct word. Put the words in order. Read the texts. Are the sentences. True or False? Write a short text about your journey to school. Use the texts in Activity 7 as a model.
Teacher Role and Strategies
For this activity teacher will focus on each student , listening and understanding text (Using ICT in teaching ) and writing a test.
Extension Activity:
Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
Plenary (5 – 10 minutes)
Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Talking about ability.
Body parts, verbs of movement, can (ability)
1. Students will be able to match parts of the body.
2. Students will be able to make sentences with can or can’t
3. Students will be able to make sentences with can or can’t about themselves. Class: 5
Date of Lesson: 5а- 5б- 5в-
Lesson Number 58 21 of module 6
Theme: My pet Cando
Homework suggestions: AB p.50 1-3
Resources: CD, pictures Hot spot 1 Macmillan Colin Granger
Organization
(how groups will be formed)
Ability groups by cards of parts of the body. Activity 1CD Picture search
Activity 2 CD Presentation
Activity 3 Comprehension
Starter (5 min) Divide into groups and cast roles , check your home work
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5 minutes) On the board stick cut out magazine photos of Superman, David Beckham, J.K. Rowling, Nemo (fish) and elicits the names of characters. Point to Superman and say He can fly. Elicit from students what other characters can do. Observations and questions from warm up
Assess each group name the means of transport. (Learning to think critically)
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students listen to CD and match the words to the parts of the body. Then listen to CD and find out what things Cando can do and what things he can’t do. Listen to CD and say the lines. Make sentences with He can or he can’t. Then make true sentences about themselves. Teacher Role and Strategies
For this activity teacher will focus on each group, working on text. (Using ICT in teaching and Learning to think critically New approaches to teaching and learning: Dialogue teaching and learning.)
In plenary- Assessment for and of learning.
Extension Activity
Write the first line of the poem, joining each word of the bottom with a little curved line. Explain that in English we join words together when we say a sentence, like chewing gum. Demonstrate it with a sentence on the board. Encourage students to try to read the poem in pairs, joining the words. Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group make sentences.
In main activity on 2 group through observation.
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)








Learning Objectives:
(what do I intend pupils to learn)
Talking about ability.
Body parts, verbs of movement, can (ability)
1. Students will be able to match parts of the body.
2. Students will be able to make sentences with can or can’t
3. Students will be able to make sentences with can or can’t about themselves. Class: 5
Date of Lesson: 5а- 5б- 5в-
Lesson Number 59 21 of module 6
Theme: My pet Cando
Homework suggestions: AB p.51 4-6
Resources: CD, pictures Hot spot 1 Macmillan Colin Granger
Organization
(how groups will be formed)
Ability groups by cards of parts of the body. Activity 4Vocabulary
Activity 5 CD Game
Activity 6 Grammar practice
Activity 7 Speaking
Activity 8 CD Pronunciation
Activity 9 Check your English
Starter (5 min) Divide into groups and cast roles , check your home work
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5 minutes) Write the following words with the missing letters on the board: h_n_s, _ye_, _e_th, f_e_, l__s. Put students into pairs and ask them to complete the letters. Observations and questions from warm up
Assess each group name parts of the body. (Learning to think critically)
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students look at the picture and complete the words. Then play a game. Pay attention to singular and plural forms. Then practice their grammar. After that ask and answer questions and complete the questionnaire. Practice your pronunciation. Write interesting things about what they can do. Teacher Role and Strategies
For this activity teacher will focus on each group, working on text. (Using ICT in teaching and Learning to think critically New approaches to teaching and learning: Dialogue teaching and learning.)
In plenary- Assessment for and of learning.
Extension Activity
Write the first line of the poem, joining each word of the bottom with a little curved line. Explain that in English we join words together when we say a sentence, like chewing gum. Demonstrate it with a sentence on the board. Encourage students to try to read the poem in pairs, joining the words. Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group make sentences.
In main activity on 2 group through observation.
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Talking about animals.
Present simple, have got, be, can (ability)
1. Students will be able to make sentences with have got
2. Students will be able to make sentences with can or can’t
3. Students will be able to make Yes\No questions and short answers. Class: 5
Date of Lesson: 5а- 5б- 5в-
Lesson Number 60\22 of module 6
Theme: My new pet
Homework suggestions: AB p.52 1 -3
Resources: CD, pictures Hot spot 1 Macmillan Colin Granger
Organization
(how groups will be formed)
Ability groups by cards of animals. Activity 1 Brainstorm
Activity 2 Presentation CD
Activity 3 Comprehension
Starter (5 min) Divide into groups and cast roles , check your home work
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5 minutes) Write on the board: This pet can upmj, nur, tibe, but it can’t yfl or cmbil a reet. Ask students to unscramble underlined words. Encourage students to guess which pet you have in mind (a dog) and ask them name other things they can and can’t do. Observations and questions from warm up
Assess each group make sentences. (Learning to think critically)
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students look at the title of the lesson and think of animals: usual and unusual, discuss in groups. Then listen to CD and guess what Flavio’s pet is? Then read the dialogue in pairs. After that choose the correct word to make sentences about Flavio’s pet. Teacher Role and Strategies
For this activity teacher will focus on each group, guessing the pet. (Using ICT in teaching and Learning to think critically New approaches to teaching and learning: Dialogue teaching and learning.)
In plenary- Assessment for and of learning.
Extension Activity
In groups ask them to think about 5 most popular pets in their country. Elicit each groups ideas onto the board. Get the class to vote to make a final list of pets. Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group make sentences.
In main activity on 2 group through observation.
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Talking about animals.
Present simple, have got, be, can (ability)
1. Students will be able to make sentences with have got
2. Students will be able to make sentences with can or can’t
3. Students will be able to make Yes\No questions and short answers. Class: 5
Date of Lesson: 5а- 5б- 5в-
Lesson Number 61\22 of module 6
Theme: My new pet
Homework suggestions: AB p.53 4 -7
Resources: CD, pictures Hot spot 1 Macmillan Colin Granger
Organization
(how groups will be formed)
Ability groups by cards of animals. Activity 4 CD Listening
Activity 5 Grammar practice
Activity 6 Speaking
Activity 7 Writing
Activity 8 Check your English
Starter (5 min) Divide into groups and cast roles , check your home work
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5 minutes) Students stand in a circle and clap their hands tree times. Then ask a student to name a pet in English. The class repeat the clapping rhythm and the next student clockwise names another pet. If someone fail or repeat the given name he is out. Observations and questions from warm up
Assess each group name animals. (Learning to think critically)
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students listen to CD and guess what animal is Zola describing. Then look at the dolphins, read questions in A and find answer in B. Play the Animal game, use the questions from the chart. Then write four sentences of one animal from the picture for class to guess. Then write four questions about mice, answer these questions. Teacher Role and Strategies
For this activity teacher will focus on each group, guessing the pet. (Using ICT in teaching and Learning to think critically New approaches to teaching and learning: Dialogue teaching and learning.)
In plenary- Assessment for and of learning.
Extension Activity
Students stand in a circle, throw a soft ball and name an animal. The person charting the ball makes a positive or negative sentence about one of the animal’s abilities. Then throw a ball to another student and name another animal. And so on round the circle. Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group make sentences.
In main activity on 2 group through observation.
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Making request and asking for permission.
Can (request and permission)
1. Students will be able to make request.
2. Students will be able to ask for permission.
3. Students will be able to act out the situation with classroom objects. Class: 5
Date of Lesson: 5а- 5б- 5в-
Lesson Number 62\23 of module 6
Theme: Can I hold the hamster, please?
Homework suggestions: AB p.54 1 -2
Resources: CD, pictures Hot spot 1 Macmillan Colin Granger
Organization
(how groups will be formed)
Ability groups by cards of animals. Activity 1 CD Presentation
Activity 2 Comprehension
Starter (5 min) Divide into groups and cast roles , check your home work
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5 minutes) Write on the board: Amsthre and ask students to put the letters in order to find a name of a popular pet. Then show a picture and ask the volunteer to write on the board(hamster). Ask questions what do they know about hamsters? Observations and questions from warm up
Assess each group speaking about hamster. (Learning to think critically)
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students listen to CD and use the pictures to understand, listen again and guess the meaning of the blue words, read the dialogue with a classmate. Then match the words in A with the words in B, then practice with a classmate. Teacher Role and Strategies
For this activity teacher will focus on each group, reading a dialogue. (Using ICT in teaching and Learning to think critically New approaches to teaching and learning: Dialogue teaching and learning.)
In plenary- Assessment for and of learning.
Extension Activity
In pairs students take turns to mime Ken and Danny’s duties for their classmates to guess. Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group make sentences.
In main activity on 2 group through observation.
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)

Learning Objectives:
(what do I intend pupils to learn)
Making request and asking for permission.
Can (request and permission)
1. Students will be able to make request.
2. Students will be able to ask for permission.
3. Students will be able to act out the situation with classroom objects. Class: 5
Date of Lesson: 5а- 5б- 5в-
Lesson Number 63\23 of module 6
Theme: Can I hold the hamster, please?
Homework suggestions: AB p.55 3 -6
Resources: CD, pictures Hot spot 1 Macmillan Colin Granger
Organization
(how groups will be formed)
Ability groups by cards of animals. Activity 3 CD Listening
Activity 4 CD Pronunciation
Activity 5 Speaking
Activity 6 Song
Activity 7 Check your English
Starter (5 min) Divide into groups and cast roles , check your home work
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5 minutes) On the board write the following jumbled sentences: you/please/can/stand/up/? On the floor/you/put/can/please/your pen/. Your eyes/ can/please/close/you/? Ask students to put the words in order to carry out request. Observations and questions from warm up
Assess each group put the words in order to carry out request. (Learning to think critically)
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students work on Grammar Spot, listen to CD and find children in the pictures, listen again and match request with letters. Listen and practice the intonation of requests. Work with a classmate, act out the situation. Sing a song and write four requests with these words. Take it in turns to make request. Teacher Role and Strategies
For this activity teacher will focus on each group, making request. (Using ICT in teaching and Learning to think critically New approaches to teaching and learning: Dialogue teaching and learning.)
In plenary- Assessment for and of learning.
Extension Activity
Photocopiable activity p.208 Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group make sentences.
In main activity on 2 group through observation.
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Cross-cultural skills.
1. Students will be able to make sentences describing world.
2. Students will be able to ask and answer questions about world.
3. Students will be able to write descriptions of nature. Class: 5v,g,d,
Date of Lesson: 03.04.2014
Lesson Number 53
Theme: The World
I think it’s beautiful.
Resources: Ayapova T. “English”
Round up. Starter
Organization
(how groups will be formed)
Ability groups by cards of seasons. Activity 1 Reading
Activity 2 CD Listening
Starter (5 min) Divide into groups and cast roles , check your home work
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5 minutes) Divide class into groups of four and give each group a handful of scraps of paper on which they should write as many names of nature as they can. Then ask them to divide them into categories and in order from the most to the least dangerous, from smallest to the biggest. Observations and questions from warm up
Assess each group write and then divide the words (Learning to think critically)
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students read the texts and match them to the pictures, find these phrases in the descriptions and guess their meaning. Listen to CD and answer the questions. Teacher Role and Strategies
For this activity teacher will focus on each group reading and understanding the text. (Using ICT in teaching and Learning to think critically New approaches to teaching and learning: Dialogue teaching and learning.)
In plenary- Assessment for and of learning.
Extension Activity
Students ask and answer questions about lions in pairs. They should ask and answer from memory. Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group make sentences.
In main activity on 2 group through observation.
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)

Learning Objectives:
(what do I intend pupils to learn)
Cross-cultural skills.
1. Students will be able to make sentences describing world.
2. Students will be able to ask and answer questions about world.
3. Students will be able to write descriptions of nature. Class: 5v,g,d,
Date of Lesson: 07.04.2014
Lesson Number 54
Theme: The World
How is the weather in?.
Resources: Ayapova T. “English”
Round up. Starter
Organization
(how groups will be formed)
Ability groups by cards of seasons. Activity 1 Reading
Activity 2 CD Listening
Starter (5 min) Divide into groups and cast roles , check your home work
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5 minutes) Divide class into groups of four and give each group a handful of scraps of paper on which they should write as many names of nature as they can. Then ask them to divide them into categories and in order from the most to the least dangerous, from smallest to the biggest. Observations and questions from warm up
Assess each group write and then divide the words (Learning to think critically)
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students read the texts and match them to the pictures, find these phrases in the descriptions and guess their meaning. Listen to CD and answer the questions. Teacher Role and Strategies
For this activity teacher will focus on each group reading and understanding the text. (Using ICT in teaching and Learning to think critically New approaches to teaching and learning: Dialogue teaching and learning.)
In plenary- Assessment for and of learning.
Extension Activity
Students ask and answer questions about lions in pairs. They should ask and answer from memory. Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group make sentences.
In main activity on 2 group through observation.
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)

Learning Objectives:
(what do I intend pupils to learn)
Cross-cultural skills.
1. Students will be able to make sentences describing animals.
2. Students will be able to ask and answer questions about animals.
3. Students will be able to write descriptions of animals. Class: 5
Date of Lesson: 5а- 5б- 5в-
Lesson Number 65\24 of module 6
Theme: Animals around the world.
Homework suggestions: AB p.56 1-2
Resources: CD, pictures Hot spot 1 Macmillan Colin Granger
Organization
(how groups will be formed)
Ability groups by cards of animals. Activity 1 Reading
Activity 2 CD Listening
Activity 3Speaking
Activity 4 Writing
Starter (5 min) Divide into groups and cast roles , check your home work
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5 minutes) Divide class into groups of four and give each group a handful of scraps of paper on which they should write as many names of animals as they can. Then ask them to divide them into categories and in order from the most to the least dangerous, from smallest to the biggest. Observations and questions from warm up
Assess each group write and then divide the words (Learning to think critically)
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students read the texts and match them to the pictures, find these phrases in the descriptions and guess their meaning. Listen to CD and answer the questions. Work in pairs: ask and answer questions, then listen to CD and check your answers. Then choose another animal, ask and answer questions. Write about you favourite animal. Use writing tips. Teacher Role and Strategies
For this activity teacher will focus on each group reading and understanding the text. (Using ICT in teaching and Learning to think critically New approaches to teaching and learning: Dialogue teaching and learning.)
In plenary- Assessment for and of learning.
Extension Activity
Fun Spot. Rhyming pairs. Work in groups. Match the words with the pictures and find twelve rhyming pairs. (fun- sun, write- night, sing- wing, small- ball, word- bird, see- tree, add- sad, make- snake, look- book, please- cheese, hat- cat, floor- door. Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group make sentences.
In main activity on 2 group through observation.
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Review
1. Students will be able to write words in order they do every day.
2. Students will be able to make sentences with adverbs of frequency.
3. Students will be able to read and answer the questions. Class: 5
Date of Lesson:
Lesson Number 66 of module 6
Theme: Review
Homework suggestions: Extra special
Resources:
(what will I use )
Hot spot 1 Macmillan Colin Granger
Organization
(how groups will be formed)
Ability groups by cards of classroom objects
Activity 1-4 completing
Activity 5 matching
Activity 6 writing
Activity 7 reading
Starter (5-10 minutes) Direct students to Grammar Summary and Lexical sets. Observations and questions from starter
Observe how students understand to use Grammar Summary and Lexical sets for work.
Main Activities (25-30 minutes)
In groups they say the rap in chores with your classmates. Draw a girl or a boy on a piece of paper and label your drawing with Complete the sentences, use can or can’t. Complete the questions with are, can, have got and do. Then ask and answer the questions. Match the verbs with a picture. What are these children saying? Read the text about dolphins. Teacher Role and Strategies
For this activity teacher will focus on each group doing exercises. ( Use module “Learning to think critically” and New approaches to teaching and learning: Dialogue teaching and learning. )
Extension Activity:
Extra specials Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each student, reading Gr.S
In main activity on each group through observation .
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Control test.
1. Students will be able to write sentences with present simple
2. Students will be able to write about their free time
3. Students will be able to use new words Class: 5
Date of Lesson:
Lesson Number 67
Theme: Control test
Homework suggestions: Mini project
Resources:
(what will I use )
Hot spot 1 Macmillan Colin Granger
Organization
(how groups will be formed)
Individual work Test Module 6
Starter (5-10 minutes) Explain students, that they are going to write a test. Observations and questions from starter
Observe how students understand to use Grammar Summary and Lexical sets for work.
Main Activities (25-30 minutes)
First students listen to quiz and find are these sentences true or false. Then label the pictures with the words. Complete the table. Write sentences with can or can’t. Complete the short answers. Put the words in order to make requests. Read the text and choose the correct words. Write a short text about one of these animals. Use the text in Activity 7 as a model. Teacher Role and Strategies
For this activity teacher will focus on each student, listening and understanding text (Using ICT in teaching ) and writing a test.
Extension Activity:
Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
Plenary (5 – 10 minutes)
Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Describing what are you wearing now. Describing what is the weather now.
1. Students will be able to complete the sentences with the missing words.
2. Students will be able to answer the questions about the clothes.
3. Students will be able to say sentences about the weather. Class: 5
Date of Lesson: 5а- 5б- 5в-
Lesson Number 68\25 of module 7
Theme: Fashion show
Homework suggestions: AB p.58 1-4
Resources: CD, pictures Hot spot 1 Macmillan Colin Granger
Organization
(how groups will be formed)
Ability groups by cards of animals. Activity 1CD Picture search
Activity 2 CD Presentation
Activity 3 Comprehension
Starter (5 min) Divide into groups and cast roles , check your home work
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5 minutes) Invite all students to come to the window. Ask what the weather like? And point to the sky to demonstrate he meaning. Licit the answer and provide English translation if necessary. If it is very cold or hot outside, shiver a little or mime wiping sweat of your forehead to elicit cold or hot. Observations and questions from warm up
Assess each group put the words in order to carry out request. (Learning to think critically)
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students match the words with the pictures, find the clothes in photos. Then listen to four descriptions and match them to the pictures, find the missing words. Listen again and find the clothes in the picture. Answer the questions. Teacher Role and Strategies
For this activity teacher will focus on each group, making request. (Using ICT in teaching and Learning to think critically New approaches to teaching and learning: Dialogue teaching and learning.)
In plenary- Assessment for and of learning.
Extension Activity
Ask: Whose clothes are your favourite? And do a class poll. Read the names of children on photos and get students to vote by raising their hands. Write the results on the board. Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group make sentences.
In main activity on 2 group through observation.
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Learning Objectives:
(what do I intend pupils to learn)
Describing what are you wearing now. Describing what is the weather now.
1. Students will be able to speak about the weather.
2. Students will be able to write sentences in Present continuous.
3. Students will be able to sing a song. Class: 5
Date of Lesson: 5а- 5б- 5в-
Lesson Number 69\25 of module 7
Theme: Fashion show
Homework suggestions: AB p.59 5-8
Resources: CD, pictures Hot spot 1 Macmillan Colin Granger
Organization
(how groups will be formed)
Ability groups by cards of animals. Activity 4 Vocabulary
Activity 5 Grammar Spot Grammar practice
Activity 6 Writing
Activity 7 CD Song
Activity 8 Check your English CD
Starter (5 min) Divide into groups and cast roles , check your home work
Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)
Warm up (5 minutes) On the board write 5he following: jac…, to…, ski…, ha…, glo…, sweat…, leg…, sho…, T-sh…, jea…, hoo… in pairs students complete the words to make names of clothes. After 2 min, volunteers write on the board. Observations and questions from warm up
Assess each group complete the words. (Learning to think critically)
Record any pupil who is very good at this activity
Main Activities (25-30 minutes)
First students look at the picture and think of seasons in each picture. Make sentences with the words from activity 1. Work on grammar spot and make sentences. Write a list of the clothes you are wearing today and true sentences about what are you are wearing today. Sing a song on page 101. Check your English by saying about your favourite season. Teacher Role and Strategies
For this activity teacher will focus on each group making sentences. (Using ICT in teaching and Learning to think critically New approaches to teaching and learning: Dialogue teaching and learning.)
In plenary- Assessment for and of learning.
Extension Activity
Photocopiable activity page 210 Assessment for Learning
(How will this be achieved: self review in plenary, teacher peer observation etc)
In starter focus on each group make sentences.
In main activity on 2 group through observation.
Look at methods used by Group 1 and 2 (check their recordings)
In plenary get them to self-assess
Plenary (5 – 10 minutes)
Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.) Lesson Evaluation
(Were learning objectives met?)
Targets for next lesson based on pupil learning
Reflection of teaching and learning
(What worked what didn’t work?)
Form 5 Утверждаю:
Data: Директор Оспанов С.А
Lesson: № 9
Тема: Where are you from
Общие цели: Ученики должны уметь давать информацию о себе и других людях.
Результаты обучения:Ученики должны уметь: 1. Ученики должны знать личные местоимения I, you, he, she.
2. Ученики должны знать короткую и полную форму глагола to be.
3. Ученики должны уметь слушать и читать диалог.
Ключевые идеи:1. Знание короткой и полной формы глагола to be.
2. умение слушать и правильно читать диалог.
3.Умение исправлять неверные предложения
Задания:1. Разминка: ответить на вопрос используя карточки
2.а) Аудирование и чтение названий государств.
В) Аудирование и чтение диалога.
3. поиск информации о полной и короткой форме «to be » в грамматическом справочнике.
4. Исправить неверные предложения.
Ресурсы: Учебник Hot Spot 1,грамматический справочник, рисунки, карта мира, CD
Стадии Действия учителя Действия ученика Применяемый модуль
1. Организационный момент- 3 мин. Приветствие учеников: Good morning, students. I/m glad to see you. How are you?
Деление на группы
(раздать карточки с названиями государств. Распределить по континентам ) Раздать критерии оценок. Ученики приветствуют учителя: Good morning, teacher! So we are. We are fine, thank you! делятся на группы, распределяют роли, знакомятся с критериями оценок. Новые подходы к обучению и образованию (деление на группы)
2.Разминка-5 мин Повесить карту мира, показать Казахстан, It’s a map. I’m from Kazakhstan. Where are you from? Ученики отвечают используя свои карточки Новые подходы к обучению и образованию. Работа в группах. Критическое мышление.
3.Презентация Новой темы- 1 мин Спросить у учеников: Как вы думаете какая тема сегодняшнего урока? Ученики стараются назвать тему урока Критическое мышление
4.Презентация нового материала-10 мин 4.1Попросить учеников открыть учебники, посмотреть на рисунки и определить цели урока.
Поставить CD диск. 4.2Посмотрите на картинки и распределите детей по странам
4.3 Научить говорить названия стран 4.1 открывают учебники, смотрят на рисунки и определяют цели урока.
4.2 смотрят на картинки и определяют по флагам, откуда дети.
4.3Слушают и читают названия стран. Критическое мышление. Использование ИКТ- технологий.
5. Практика- 10 мин 5.1 ставит СD5.2 просит прочитать по ролям.
5.3 Информировать о грамматическом справочнике. Просит сформировать правило 5.1 Слушают и читают диалог.
5.2 Читают текст по ролям
5.3 формулируют правило в группах. Новые подходы к обучению и образованию: диалогическая речь. Критическое мышление.
6. Production 7 мин Просит исправить предложения. Выявить одаренных учеников и дать им дополнительное задание Photocopiable activity p. 186 TB В группах исправляют предложения.Одаренные ученики в парах задают вопросы и заполняют карточку Групповая работа. Работа с одаренными и талантливыми детьми
7. Подведение итогов- 5мин Спрашивает учеников ,что они проходили на уроке.
Просит учеников выставить себе оценки в группе, используя критерии оценок. Подводят итоги. Дети выставляют себе оценки. Оценивание для обучения и оценивание обучения
8 Домашнее задание -4 мин Объяснить домашнее задание в AB 1-4 p.10 Открывают свои дневники и записывают домашнее задание. Критерии оценивания:
А. Я знаю, короткую и полную форму глагола to be.-1
B. 1. Я воспринимаю диалог на слух.-1
2. Я читаю диалог -2
C. 3. Я могу сказать предложение с короткой и полной формой глагола .-5
D. Я могу исправить предложение- 5
Общее: 15
13-15-“5”
9-12- “4”
5-8- “3”
0-4- “2”
Критерии оценивания:
А. Я знаю, короткую и полную форму глагола to be.-1
B. 1. Я воспринимаю диалог на слух.-1
2. Я читаю диалог -2
C. 3. Я могу сказать предложение с короткой и полной формой глагола .-5
D. Я могу исправить предложение- 5
Общее: 15
13-15-“5”
9-12- “4”
5-8- “3”
0-4- “2”
Критерии оценивания:
А. Я знаю, короткую и полную форму глагола to be.-1
B. 1. Я воспринимаю диалог на слух.-1
2. Я читаю диалог -2
C. 3. Я могу сказать предложение с короткой и полной формой глагола .-5
D. Я могу исправить предложение- 5
Общее: 15
13-15-“5”
9-12- “4”
5-8- “3”
0-4- “2”
Критерии оценивания:
А. Я знаю, короткую и полную форму глагола to be.-1
B. 1. Я воспринимаю диалог на слух.-1
2. Я читаю диалог -2
C. 3. Я могу сказать предложение с короткой и полной формой глагола .-5
D. Я могу исправить предложение- 5
Общее: 15
13-15-“5”
9-12- “4”
5-8- “3”
0-4- “2”
Критерии оценивания:
А. Я знаю, короткую и полную форму глагола to be.-1
B. 1. Я воспринимаю диалог на слух.-1
2. Я читаю диалог -2
C. 3. Я могу сказать предложение с короткой и полной формой глагола .-5
D. Я могу исправить предложение- 5
Общее: 15
13-15-“5”
9-12- “4”
5-8- “3”
0-4- “2”
Canada Brazil England France Poland
Germany Greece Mexico the USA Chili
China Japan Turkey India Russia
South Africa Egypt Kenya Zaire Morocco
Form 5 Утверждаю:
Data: Директор Оспанов С.А
Lesson: № 10
Тема: Where are you from
Общие цели: Ученики должны уметь давать информацию о себе и других людях.
Результаты обучения:Ученики должны уметь: 1. Ученики должны знать притяжательные местоимения he, she, his/her.
2. Ученики должны уметь написать 3 предложения с короткой формой to be и притяжательными местоимениями his/her.
3. Ученики должны уметь дополнять диалог.
Ключевые идеи:1. Знание притяжательных местоимений he, she, his/her.
2. умение слушать и дополнять диалог.
3.Умение написания 3 предложений с короткой формой to be и притяжательными местоимениями his/her.
Задания:1. Разминка: ответить на вопрос используя карточки
2.а) Аудирование и чтение названий государств.
В) Аудирование и чтение диалога.
3. поиск информации о полной и короткой форме «to be » в грамматическом справочнике.
4. Исправить неверные предложения.
Ресурсы: Учебник Hot Spot 1,грамматический справочник, рисунки, карта мира, CD
Стадии Действия учителя Действия ученика Применяемый модуль
1. Организационный момент- 3 мин. Приветствие учеников: Good morning, students. I/m glad to see you. How are you?
Деление на группы
(раздать карточки с названиями государств. Распределить по континентам ) Раздать критерии оценок. Ученики приветствуют учителя: Good morning, teacher! So we are. We are fine, thank you! делятся на группы, распределяют роли, знакомятся с критериями оценок. Новые подходы к обучению и образованию (деление на группы)
2. Проверка домашнего задания- 3 мин Учитель дает ответы:1f,2d,3e,4b,5a,6c
2. my, your, are, I’m, How, years, I.
ученики сами проверяют и сами себя оценивают. Оценивание для обучения и оценивание обучения: самооценка
3.Разминка-5 мин Hot potato. Бросает легкий мяч и спрашивает имя, возраст, страну и национальность Ученики стоят в кругу отвечают на вопросы учителя в течении 15 секунд и задает вопрос другому ученику. Новые подходы к обучению и образованию. Работа в группах. Критическое мышление.
4.Презентация Новой темы- 1 мин Спросить у учеников: Как вы думаете, что мы будем делать сегодня на уроке? Ученики стараются определить цели урока. Критическое мышление
5.Презентация нового материала-10 мин 4.1Попросить учеников открыть учебники, посмотреть на Ех. 1 и разыграть диалог.
4.2 Поставить CD диск. Посмотрите на Ех.1 и вставить пропущенные слова- в группе
4.3 Прочитать диалог по ролям- в паре 4.1 открывают учебники, смотрят на Ех. 1 и разыгрывают диалог.
4.2 с в группе - смотрят на картинки и вставляют пропущенные слова
4.3читают диалог по ролям- в паре Новые подходы к обучению и образованию: диалогическая речь.Критическое мышление. Использование ИКТ- технологий.
6. Практика- 10 мин 5.1 Информировать о грамматическом справочнике на стр. 104. Вставить короткую форму- в группе
5.2 выбрать кого-либо на картинке и составить диалог
5.3Сформировать правило о притяжательной форме местоимений. 5.1 повторяют правило и вставляют пропущенные слова
5.2 парная работа: выбирают роль и составляют диалог
5.3 формулируют правило в группах. Новые подходы к обучению и образованию: диалогическая речь. Критическое мышление.
7. Production 7 мин 6.1Просит написать о мальчике или девочке с картинки, написать о себе.
6.2 проверка знаний вставить притяжательные местоимения В группах1Пишут о мальчике или девочке с картинки, пишут о себе.
6.2 проверка знаний вставляют притяжательные местоимения Групповая работа.
8. Подведение итогов- 5мин Спрашивает учеников ,что они проходили на уроке.
Просит учеников выставить себе оценки в группе, используя критерии оценок. Подводят итоги. Дети выставляют себе оценки. Оценивание для обучения и оценивание обучения
9 Домашнее задание -4 мин Объяснить домашнее задание в AB 5-6 p.11 Открывают свои дневники и записывают домашнее задание. Критерии оценивания:
А. Я знаю притяжательные местоимения he, she, his/her.-1
B. 1. Я слушаю и вставляю пропущенные слова в диалог-2
С. Я отвечаю на вопросы о других детях- 2
D. Я могу написать 3 предложения о себе и других детях- 5
Я могу дополнить диалог- 5
Общее: 15
13-15-“5”
9-12- “4”
5-8- “3”
0-4- “2»
Form 5 Утверждаю:
Data: Директор Оспанов С.А
Lesson: № 11
Тема: What’s the matter?
Общие цели: Ученики должны уметь говорить о чувствах.
Результаты обучения: 1. Ученики должны знать личные местоимения I, you, he, she, we, they.
2. Ученики должны знать прилагательные, обозначающие чувства.
3. Ученики должны уметь выбрать правильное прилагательное.
Ключевые идеи:1. Знание личных местоимений I, you, he, she, we, they.
2. Знание прилагательных, обозначающих чувства.
3.Умение выбрать правильное прилагательное
Задания:1. Разминка: определить чувства, которые испытывает учитель
2.а) Аудирование и презентация новой лексики.
В) Аудирование и поиск пропущенных слов.
3. Чтение текста.
4. Выбор правильных прилагательных.
Ресурсы: Учебник Hot Spot 1,рисунки, мяч, CD
Стадии Действия учителя Действия ученика Применяемый модуль
1. Организационный момент- 3 мин. Приветствие учеников: Good morning, students. I/m glad to see you. How are you?
Деление на группы
(раздать карточки с разными смайликами. Распределить по чувствам ) Раздать критерии оценок. Ученики приветствуют учителя: Good morning, teacher! So we are. We are fine, thank you! делятся на группы, распределяют роли, знакомятся с критериями оценок. Новые подходы к обучению и образованию (деление на группы)
2.Проверка домашнего задания- 3 мин Учитель дает ответы:
5. her name’s Tina. His name’s Marcin. His name’s Piotrek. B. ‘s from, She’s, is from, I’m from.
6. Suzy’s three. She’s from Brazil. Buzz is six. He’s from England. Lydia is one. She’s from Russia.Brad’s two. He’s from Canada. Marek’s five. He’s from Poland. Ученики сами проверяют Оценивание для обучения и оценивание обучения: самооценка
3.Разминка-5 мин Показывает фото улыбающегося человека и говорит Не’s happy. Затем грустного He’s sad. Смотрит SMS и улыбается, потом пустой кошелек. Ученики слушают учителя и говорят , что чувствует учитель. Потом смотрят на соседа и говорят о его чувствах. Критическое мышление
4.Презентация Новой темы- 1 мин Спросить у учеников: Как вы думаете, что мы будем делать сегодня на уроке? Ученики стараются определить цели урока. Критическое мышление
4.Презентация нового материала-10 мин 4.1Попросить учеников открыть учебники, посмотреть на Ех. 1 прослушать и распределить слова по картинкам.
- в группе
4.1 открывают учебники, смотрят на Ех. 1 и распределяют слова к картинкам.
Критическое мышление. Использование ИКТ- технологий.
5. Практика- 10 мин 5.1 Прослушать и прочитать диалог. Вставить пропущенные слова.
5.2 прочитать текст по ролям.
5. 3 Обратить внимание на Real English
5.1 с в группе - смотрят на картинки, слушают текст и вставляют пропущенные слова
5.2читают диалог по ролям- в паре
5/3 Записывают Real English.
. Критическое мышление.
6. Production 7 мин 6. В группе выбрать правильное прилагательное. В группах ищут правильное слово Групповая работа
7. Подведение итогов- 5мин Спрашивает учеников ,что они проходили на уроке.
Просит учеников выставить себе оценки в группе, используя критерии оценок. Подводят итоги. Дети выставляют себе оценки. Оценивание для обучения и оценивание обучения
8 Домашнее задание -4 мин Объяснить домашнее задание в AB 1-4 p.12 Открывают свои дневники и записывают домашнее задание. Критерии оценивания:
А.1. Я знаю личные местоимения I, you, he, she, we, they.-1
2. Я знаю прилагательные, обозначающие чувства.-2
B. 1. Я слушаю и вставляю пропущенные слова в диалог-2
С. Я могу сказать, что я чувствую- 5
D. Я могу выбрать правильное слово- 5
Общее: 15 13-15-“5”
9-12- “4”
5-8- “3”
0-4- “2»

Критерии оценивания:
А.1. Я знаю личные местоимения I, you, he, she, we, they.-1
2. Я знаю прилагательные, обозначающие чувства.-2
B. 1. Я слушаю и вставляю пропущенные слова в диалог-2
С. Я могу сказать, что я чувствую- 5
D. Я могу выбрать правильное слово- 5
Общее: 15 13-15-“5”
9-12- “4”
5-8- “3”
0-4- “2»

Критерии оценивания:
А.1. Я знаю личные местоимения I, you, he, she, we, they.-1
2. Я знаю прилагательные, обозначающие чувства.-2
B. 1. Я слушаю и вставляю пропущенные слова в диалог-2
С. Я могу сказать, что я чувствую- 5
D. Я могу выбрать правильное слово- 5
Общее: 15 13-15-“5”
9-12- “4”
5-8- “3”
0-4- “2»
Критерии оценивания:
А.1. Я знаю личные местоимения I, you, he, she, we, they.-1
2. Я знаю прилагательные, обозначающие чувства.-2
B. 1. Я слушаю и вставляю пропущенные слова в диалог-2
С. Я могу сказать, что я чувствую- 5
D. Я могу выбрать правильное слово- 5
Общее: 15 13-15-“5”
9-12- “4”
5-8- “3”
0-4- “2»
Критерии оценивания:
А.1. Я знаю личные местоимения I, you, he, she, we, they.-1
2. Я знаю прилагательные, обозначающие чувства.-2
B. 1. Я слушаю и вставляю пропущенные слова в диалог-2
С. Я могу сказать, что я чувствую- 5
D. Я могу выбрать правильное слово- 5
Общее: 15 13-15-“5”
9-12- “4”
5-8- “3”
0-4- “2»
Form 5 Утверждаю:
Data: Директор Оспанов С.А
Lesson: № 11
Тема: What’s the matter?
Общие цели: Ученики должны уметь говорить о чувствах.
Результаты обучения: 1. Ученики должны знать личные местоимения I, you, he, she, we, they.
2. Ученики должны знать прилагательные, обозначающие чувства.
3. Ученики должны уметь выбрать правильное прилагательное.
Ключевые идеи:1. Знание личных местоимений I, you, he, she, we, they.
2. Знание прилагательных, обозначающих чувства.
3.Умение выбрать правильное прилагательное
Задания:1. Разминка: определить чувства, которые испытывает учитель
2.а) Аудирование и презентация новой лексики.
В) Аудирование и поиск пропущенных слов.
3. Чтение текста.
4. Выбор правильных прилагательных.
Ресурсы: Учебник Hot Spot 1,рисунки, мяч, CD
Стадии Действия учителя Действия ученика Применяемый модуль
1. Организационный момент- 3 мин. Приветствие учеников: Good morning, students. I/m glad to see you. How are you?
Деление на группы
(раздать карточки с разными смайликами. Распределить по чувствам ) Раздать критерии оценок. Ученики приветствуют учителя: Good morning, teacher! So we are. We are fine, thank you! делятся на группы, распределяют роли, знакомятся с критериями оценок. Новые подходы к обучению и образованию (деление на группы)
2.Проверка домашнего задания- 3 мин Учитель дает ответы:
5. her name’s Tina. His name’s Marcin. His name’s Piotrek. B. ‘s from, She’s, is from, I’m from.
6. Suzy’s three. She’s from Brazil. Buzz is six. He’s from England. Lydia is one. She’s from Russia.Brad’s two. He’s from Canada. Marek’s five. He’s from Poland. Ученики сами проверяют Оценивание для обучения и оценивание обучения: самооценка
3.Разминка-5 мин Показывает фото улыбающегося человека и говорит Не’s happy. Затем грустного He’s sad. Смотрит SMS и улыбается, потом пустой кошелек. Ученики слушают учителя и говорят , что чувствует учитель. Потом смотрят на соседа и говорят о его чувствах. Критическое мышление
4.Презентация Новой темы- 1 мин Спросить у учеников: Как вы думаете, что мы будем делать сегодня на уроке? Ученики стараются определить цели урока. Критическое мышление
4.Презентация нового материала-10 мин 4.1Попросить учеников открыть учебники, посмотреть на Ех. 1 прослушать и распределить слова по картинкам.
- в группе 4.1 открывают учебники, смотрят на Ех. 1 и распределяют слова к картинкам.
Критическое мышление. Использование ИКТ- технологий.
5. Практика- 10 мин 5.1 Прослушать и прочитать диалог. Вставить пропущенные слова.
5.2 прочитать текст по ролям.
5. 3 Обратить внимание на Real English
5.1 с в группе - смотрят на картинки, слушают текст и вставляют пропущенные слова
5.2читают диалог по ролям- в паре
5/3 Записывают Real English.
. Критическое мышление.
6. Production 7 мин 6. В группе выбрать правильное прилагательное. В группах ищут правильное слово Групповая работа
7. Подведение итогов- 5мин Спрашивает учеников ,что они проходили на уроке.
Просит учеников выставить себе оценки в группе, используя критерии оценок. Подводят итоги. Дети выставляют себе оценки. Оценивание для обучения и оценивание обучения
8 Домашнее задание -4 мин Объяснить домашнее задание в AB 1-4 p.12 Открывают свои дневники и записывают домашнее задание. Критерии оценивания:
А.1. Я знаю личные местоимения I, you, he, she, we, they.-1
2. Я знаю прилагательные, обозначающие чувства.-2
B. 1. Я слушаю и вставляю пропущенные слова в диалог-2
С. Я могу сказать, что я чувствую- 5
D. Я могу выбрать правильное слово- 5
Общее: 15 13-15-“5”
9-12- “4”
5-8- “3”
0-4- “2»

Критерии оценивания:
А.1. Я знаю личные местоимения I, you, he, she, we, they.-1
2. Я знаю прилагательные, обозначающие чувства.-2
B. 1. Я слушаю и вставляю пропущенные слова в диалог-2
С. Я могу сказать, что я чувствую- 5
D. Я могу выбрать правильное слово- 5
Общее: 15 13-15-“5”
9-12- “4”
5-8- “3”
0-4- “2»

Критерии оценивания:
А.1. Я знаю личные местоимения I, you, he, she, we, they.-1
2. Я знаю прилагательные, обозначающие чувства.-2
B. 1. Я слушаю и вставляю пропущенные слова в диалог-2
С. Я могу сказать, что я чувствую- 5
D. Я могу выбрать правильное слово- 5
Общее: 15 13-15-“5”
9-12- “4”
5-8- “3”
0-4- “2»
Критерии оценивания:
А.1. Я знаю личные местоимения I, you, he, she, we, they.-1
2. Я знаю прилагательные, обозначающие чувства.-2
B. 1. Я слушаю и вставляю пропущенные слова в диалог-2
С. Я могу сказать, что я чувствую- 5
D. Я могу выбрать правильное слово- 5
Общее: 15 13-15-“5”
9-12- “4”
5-8- “3”
0-4- “2»
Критерии оценивания:
А.1. Я знаю личные местоимения I, you, he, she, we, they.-1
2. Я знаю прилагательные, обозначающие чувства.-2
B. 1. Я слушаю и вставляю пропущенные слова в диалог-2
С. Я могу сказать, что я чувствую- 5
D. Я могу выбрать правильное слово- 5
Общее: 15 13-15-“5”
9-12- “4”
5-8- “3”
0-4- “2»
Form 5 Утверждаю:
Data: Директор Оспанов С.А
Lesson: № 12
Тема: What’s the matter?
Общие цели: Ученики должны уметь говорить о чувствах.
Результаты обучения: 1. Ученики должны знать вопросительную форму Present Simple.
2. Ученики должны знать прилагательные, обозначающие чувства.
3. Ученики должны уметь дополнить предложение короткой формой глагола to be.
Ключевые идеи:1. Знание вопросительной формы Present Simple.
2. Знание прилагательных, обозначающих чувства.
3.Умение дополнить предложение короткой формой глагола to be.
Задания:1. Разминка: разговор о чувствах.
2.а) Аудирование и презентация новой лексики, поиск чувств у детей на картинке.
В) Аудирование и ответы на вопросы.
3. Работа над грамматикой
4. Выбор правильной, короткой формы глагола to be .
Ресурсы: Учебник Hot Spot 1,рисунки, листочки бумаги, CD
Стадии Действия учителя Действия ученика Применяемый модуль
1. Организационный момент- 3 мин. Приветствие учеников: Good morning, students. I/m glad to see you. How are you?
Деление на группы
(раздать карточки с разными смайликами. Распределить по чувствам ) Раздать критерии оценок. Ученики приветствуют учителя: Good morning, teacher! So we are. We are fine, thank you! делятся на группы, распределяют роли, знакомятся с критериями оценок. Новые подходы к обучению и образованию (деление на группы)
2.Проверка домашнего задания- 3 мин Учитель дает ответы:
1hot, 2 hungry, 3 angry, 4 thirsty,5 tired, told.
2 the, I’m, are, Are, am, are, you, we.
3 1d,2a,3b,4c
4. I’m not, are, aren’t, am, I’m not Ученики сами проверяют Оценивание для обучения и оценивание обучения: самооценка
3.Разминка-5 мин Показать смайлики, с разными чувствами и просит написать ,что они чувствуют на листочке бумаге. Собрать бумажки и посчитать чувства. Пишут свои чувства на листочках бумаги. 4.Презентация Новой темы- 1 мин Как вы думаете, о чем мы будем сегодня говорить?
Давайте определим цели урока. Ученики стараются определить цели урока. Критическое мышление
4.Презентация нового материала-10 мин 4.1Попросить учеников открыть учебники, посмотреть на Ех.4 прослушать и распределить чувства к картинкам.
- в группе
4.2 послушать вопросы и ответить на них
4.3 послушать и сверить свои ответы. 4.1 открывают учебники, смотрят на Ех. 4 слушают и распределяют слова к картинкам.
4.2 Слушают вопросы и отвечают на них.
4.3 Слушают и проверяют свои ответы.
Групповая работа.
Критическое мышление. Использование ИКТ- технологий.
5. Практика- 10 мин 5.1Ех 5а Вставить пропущенные прилагательные в предложения.
5.2 Посмотреть на Grammar Spot и определить образование вопросительных предложений.
5. 3 Ех.5в преобразовать данные предложения в вопросительные предложения.
5.1 в группе – Ех 5 а вставляют пропущенные прилагательные
5.2 смотрят на Grammar Spot и определяют как образуются вопросительные предложения
5.3 Ех5 в преобразуют предложения в вопросительные Критическое мышление.
6. Production 7 мин 6.1 Игра. В парах изобразите одно из чувств, другой отгадывает
6.2 Вставить короткую форму глагола to be. 6.1 в парах изображают чувства. Другой участник отгадывает.
6.2 Ех 7 Вставляют короткую форму глагола to be. Новые подходы к обучению и образованию: диалогическая речь
7. Подведение итогов- 5мин Спрашивает учеников ,что они проходили на уроке.
Просит учеников выставить себе оценки в группе, используя критерии оценок. Подводят итоги. Дети выставляют себе оценки. Оценивание для обучения и оценивание обучения
8 Домашнее задание -4 мин Объяснить домашнее задание в AB 5-8 p.13 Открывают свои дневники и записывают домашнее задание. Критерии оценивания:
А.1. Я знаю короткую форму глагола to be.-1
2. Я знаю прилагательные, обозначающие чувства.-2
B. 1. Я слушаю и отвечаю на вопросы-2
С. Я могу сказать, что чувствует мой одноклассник- 5
D. Я могу вставить короткую форму глагола to be - 5
Общее: 15 13-15-“5”
9-12- “4”
5-8- “3”
0-4- “2»

Критерии оценивания:
А.1. Я знаю короткую форму глагола to be.-1
2. Я знаю прилагательные, обозначающие чувства.-2
B. 1. Я слушаю и отвечаю на вопросы-2
С. Я могу сказать, что чувствует мой одноклассник- 5
D. Я могу вставить короткую форму глагола to be - 5
Общее: 15 13-15-“5”
9-12- “4”
5-8- “3”
0-4- “2»

Form 5 Data: Lesson: № 13 Утверждаю:
Тема: All about Rick Директор Оспанов С.А
Общие цели: Ученики должны уметь давать информацию о себе и других людях.
Результаты обучения: 1. Ученики должны знать вопросительные слова :what, who, when, where, how old.
2. Ученики должны знать названия видов спорта.
3. Ученики должны уметь сказать, когда у них день рождения.
Ключевые идеи:1. Знание вопросительных слов :what, who, when, where, how old.
2. Знание видов спорта.
3.Умение сказать, когда у них день рождения.
Задания:1. Разминка: разговор о спроте.
2.а) Аудирование и презентация новой лексики.
В) Аудирование и ответы на вопросы.
3. Диалог
4. Найти ответы на вопросы.
5. Сказать когда у них день рождения.
Ресурсы: Учебник Hot Spot 1,рисунки, CD, анкета.
Стадии Действия учителя Действия ученика Применяемый модуль
1. Организационный момент- 3 мин. Приветствие учеников: Good morning, students. I/m glad to see you. How are you?
Деление на группы
(раздать карточки с разными видами спорта. Распределить по видам спорта) Раздать критерии оценок.Ученики приветствуют учителя: Good morning, teacher! So we are. We are fine, thank you! делятся на группы, распределяют роли, знакомятся с критериями оценок. Новые подходы к обучению и образованию (деление на группы)
2.Проверка домашнего задания- 3 мин Учитель дает ответы:
5.thirsty, worried, bored, hot, tired.
6. am; are, am; are; are, are; He’s; Is, isn’t; are
7. Is he happy? Is he thirsty? Is she sad? Are they angry? Are they cold? Is she hungry?
8/ 1a, 2e, 3f, 4b,5c, 6d. Ученики сами проверяют Оценивание для обучения и оценивание обучения: самооценка
3.Разминка-5 мин В группах составить список видов спорта которые они знают на английском.-2 мин. Потом открыть учебники и проверить есть ли там те, которые они указали. В группах составляют список видов спорта которые они знают на английском.-2 мин. Потом открывают учебники и проверяют, есть ли там те, которые они указали. Групповая работа
4.Презентация Новой темы- 1 мин Как вы думаете, о чем мы будем сегодня говорить?
Давайте определим цели урока. Ученики стараются определить цели урока. Критическое мышление
4.Презентация нового материала-10 мин 4.1Попросить учеников открыть учебники, посмотреть на Ех.1 и распределить виды спорта к картинкам.
- в группе
4.2 послушать и проверить.
4.3 записать слова в словарик
4.4 Ех.2 Посмотреть на картинки, послушать вопросы и догадаться об ответах 4.1 открывают учебники, смотрят на Ех. 1и распределяют слова к картинкам.
4.2 Слушают и проверяют.
4.3 Записывают слова в словарик
4.4 Ех2 Смотрят на картинки, слушают вопросы и думают об ответах. Затем записывают свои ответы. Групповая работа.
Критическое мышление. Использование ИКТ- технологий.
5. Практика- 10 мин 5.1Ех 3 Работать в парах. Задать и ответить на вопросы о Рике.
5.2 Ех.4 Найти ответы на вопросы в группах.
5.1 в парах– Ех 3 задают и отвечают на вопросы
5.2 Ех4 находят ответы на вопросы
Новые подходы к обучению и образованию: диалогическая речь. Критическое мышление. Групповая работа.
6. Production 7 мин 6.1 Ех 5а Слушать диск и практиковать произношение.
6.2 Ех5 в Сказать когда у них день рождения. 6.1 Ех 5а Слушают диск и практикуют произношение.
6.2 Ех5 в Говорят когда у них день рождения. 7. Подведение итогов- 5мин Спрашивает учеников ,что они проходили на уроке.
Просит учеников выставить себе оценки в группе, используя критерии оценок. Подводят итоги. Дети выставляют себе оценки. Оценивание для обучения и оценивание обучения
8 Домашнее задание -4 мин Объяснить домашнее задание в AB 1-4 p.14 Открывают свои дневники и записывают домашнее задание. Критерии оценивания:
А.1. Я знаю названия видов спорта .-1
2. Я знаю названия месяцев года.-2
B. 1. Я слушаю и отвечаю на вопросы-2
С. Я могу рассказать о Рике- 5
D. Я могу сказать, когда у меня день рождения - 5
Общее: 15 13-15-“5” 9-12- “4”
5-8- “3” 0-4- “2»
Критерии оценивания:
А.1. Я знаю названия видов спорта .-1
2. Я знаю названия месяцев года.-2
B. 1. Я слушаю и отвечаю на вопросы-2
С. Я могу рассказать о Рике- 5
D. Я могу сказать, когда у меня день рождения - 5
Общее: 15
13-15-“5”
9-12- “4”
5-8- “3”
0-4- “2»