Read the puzzles and guess what rooms they are
I - group
1. We have breakfast, lunch, dinner, supper there.
We eat in it. What room is it?
2. We cook dinner, wash up dishes there. There is cooker a fridge, a dishwasher there. There are plates, cups, cupboards there.
What room is it?
3. There is a bed, a picture, a window, a curtain, a toilet table in it.
What room is it?
II - group
4. There is a towel, a bath, a soap, a mirror, a sink, a shelf in it.
What room is it?
5. There is VCR, a sofa, a fire, a carpet, an armchair, a picture, a television in it. What room is it?
6. There is a computer, a desk, a bookshelf, a chair, a lamp, a flower, a plant, a clock in it. What room is it?
Descriptor A learner:
- Read and translate
- Define rooms and furniture’s
- Answer the questions
W1. Task 3. Complete the sentences:
1. We cook in the …
2. We sleep in the …
3. We wash in the …
4. We watch TV in the …
5. We eat in the …
6. We read books in the …
Descriptor A learner:
- Read and translate
- Filling in the gaps
PPT (slide – 3)
Student’s book,
Picture, dictionaries
PPT (slide – 4)
PPT (slide – 5)
PPT (slide – 6)
Assessment. Traffic light.
Feedback. The teacher gives comments about learners work and awards learner. Students will choose one and put on the board their stickers.
Home task: Writing and speaking “My room” Use what you know
Draw your room and furniture’s in the paper. Make a dialogue with your partner about your room.
Stickers
PPT (slide – 7)
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
Assessment – how are you planning to check learners’ learning?
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Health and safety check
Task –completing the description
All learners will understand specific information related to the target, pronounce and name some words, according to the topic.
Most learners will answer the questions, do exercises with grammar material;
Some learners will use prepositions to make sentences.
Speak about things in a room
I will assess the learners works by praise orally and will give pictures for active pupils. 
To pay attentions to learners safety during the doing activates, be careful in moving to places, in dividing to groups
Reflection
Were the lesson objectives/learning objectives realistic?
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Did all the learners achieve the lesson objectives/ learning objectives? If not, why?
Did my planned differentiation work well?
Did I stick to timings?
What changes did I
make from my plan and why?
Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
Use prepositions like to describe things and about to denote topics: use prepositions of direction to, into, out of, from, towards on a limited range of familiar general and curriculum topics.
All learners achieve the lesson objectives and learning objectives.
The lesson was exciting. The atmosphere was very positive.
Summary evaluation
What two things went really well (consider both teaching and learning)?
1: Group work.
2: The method “Mosaic”
What two things would have improved the lesson (consider both teaching and learning)?
1: Some interesting facts.
2: Be more active students
What have I learned from this lesson about the class orindividuals that will inform my next lesson?
Today’s lesson was very interesting for me. The students were very active and very well done work with new material. They well prepared homework and well learnt a new lesson because all my questions, could make short sentences for new words. But I think the listening was difficult for students. I will consider it my next lesson.
Short term plan
| Unit of a long term plan | School: | ||||||||
| Date: | Teacher name: | ||||||||
| CLASS: 5 | Number present: | absent: | |||||||
| Lesson title | Homes 2 | ||||||||
| Learning objectives(s) that this lesson is contributing to (link to the Subject programme) | 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.S7 and use appropriate subject-specific vocabulary syntax to talk about a limited range of general topics 5.W3 write with support factual descriptions at text level which describe people, places and objects
5. UE6 use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics | ||||||||
| Lesson objectives | All learners will be able to: ask simple questions to get information and answer it use appropriate subject-specific vocabulary syntax to talk about Most learners will be able to: write with support factual descriptions use prepositions to talk about location Some learners will be able to:communicate meaning clearly at sentence level during, pair, group and whole class exchanges organise and present information | ||||||||
| Assessment criteria | Ask and answer the questions using subject specific vocabulary Describe your room with the given objects fill in the correct pronouns and quantitative pronouns some, any, something, nothing anything Describe the given home | ||||||||
| Language objective | Bedroom, living room, bathroom, kitchen, dining room, upstairs and downstairs, sofa, bed, TV, armchair, table, chair, carpet, curtain. | ||||||||
| Values links | National unity and peace and harmony in our society to teach learners to love their home and protect it. | ||||||||
| Cross-curricular links | Kazakh, Russian languages | ||||||||
| Previous learning | Homes (bedroom, bathroom, livingroom, kitchen) They know all the objects belonging to the house and vocabulary They introduced with the construction there is / there are | ||||||||
| Plan | |||||||||
| Planned timings | Planned activities (replace the notes below with your planned activities) | Resources | |||||||
| Start 10min | T-S.Greetings: Good afternoon dear children How are you? What is the weather like today? Is it hot or warm? Is it rainy or sunny? What is the weekday today? What is the season now? Org moment: T-S.Dividing learners into three groups by the names of rooms Livingroom bathroom kitchen T-S.After dividing each groups should tell about the rooms and describe it what they can do in that room. Checking homework: “Moving questions” This is the activity for asking homework all of you stand up make a circle and round the rope and stop there are sticker on the rope with the given questions according to the previous lesson take a sticker opposite of you and answer the questions.
1) What do we do in the living room? 2) What mother does in the kitchen? 3) Where do we sleep? 4) Where do we wash our face? 5) How many rooms are there in your house? T. Introducing the lesson objectives. Today we are going to talk about our homes and objects in it and will describe and talk about it. T-S. Teacher will put some questions according to the theme. Why should we need a home? Do we need rooms? What would we do if we have no rooms? Learners will answer to the given questions. | Cards flashcards of rooms A rope with stickers | |||||||
| Middle 30min | Task-1. W3. Describe your house with the given vocabulary Bedroom, living room, bathroom, kitchen, dining room, upstairs and downstairs, sofa, bed, TV, armchair, table, chair, carpet, curtain. Draw your ideal bedroom. In three minutes write a few sentences about it. Compare your room with yourpartner’s. What is similar/different? Tell the classMy ideal bedroom has got ... . There’s a ... in my bedroom. ...There is a ……….My bedroom is cool! Descriptor: Describe your house with the given vocabulary UE6. In general we use some in positive sentences and any in questions and negative sentences .We also use any with the meaning ‘it doesn’t matter which’: • You can catch any bus. They all go to the centre.
Task-2. UE6Complete the sentences with some or any. 1 .We didn’t buy ...any... flowers. 2 .This evening I’m going out with............................. friends of mine. 3.‘Have you seen............................. good films recently?’ ‘No, I haven’t been to the cinema for ages.’ 4. I didn’t have money, so I had to borrow............................. 5 .Can I have............................milk in my coffee, please? 6 .I was too tired to d o ............................work.
2)B. Make up your own sentences with the some ,any There is a nothing between two beds 3) C. Describe your room with the some ,any
There is some flowers in the kitchen. Descriptor:fill in the correct pronouns Make up sentences using given pronouns Describe one room using pronouns Task-3 S6. Say the suitable sentences in pair worktwo learners in pair should say three sentences two sentences must be according to the theme one sentence must be the odd one and neighbours should recognize which is the odd one out. Living room is the place where we can sit and watch TV. Kitchen is the place where we can cook meals. Gym is the place where we can play volleyball with our friends Descriptor: give two clear sentences and one odd sentence during pair work Task-4 S7. Complete the grapes with the given vocabulary and talk about it. Bedroom, living room, bathroom, kitchen, dining room S-S. For the conclusion of the lesson teacher takes the activity “branches of grapes” there will be drawn branch of grapes and learners should put the names of rooms on the grapes and pronouns which relates to a house on branches learners will show and discuss about rooms and describe one room of their house using pronouns. Descriptor: Complete the grapes with the given vocabulary and describe one room of your house. | A cheet of paper pencil pictures of preposition cards Flipchart marker cards A list of descriptor Flipchart | |||||||
| End 5min | For the feedback we will talk about “Traffic lights”
-Green The lesson is clear for me -Yellow I have got some question -RedI don’t understand anything Home work: Make up a story about your friend’s house using prepositions | Figures of traffic lights | |||||||
| Additional information | |||||||||
| Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? | Assessment – how are you planning to check learners’ learning? | Health and safety check | |||||||
| Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner). | Teacher assesses learners achievements with formative assessment by gests and by traffic lights | Health saving technologies. Using physical exercises and active activities. Rules from the Safety Rules bookwhich can be applied in this lesson. | |||||||
| Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve the lesson objectives/ learning objectives? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?
| Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. | ||||||||
Shorttermplan
| Unit :1 HOME AWAY | School: | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Date: | Teacher’s name: | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| CLASS: 5 | Numberpresent: | absent: | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lessontitle | Cities and countries 1 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objectives(s) that this lesson is contributing to (link to the Subject programme) | 5.L1understand a sequence of supported classroom instructions 5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics 5.S2 ask simple questions to get information about a limited range of general topics 5. UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lessonobjectives | All learners will be able to:understand a sequence of supported classroom instructions ask simple questions to get information Most learners will be able to: use adjectives and regular and irregular comparative and superlative adjectives with support Some learners will be able to: provide basic information about themselves and others at sentence level on an increasing range of general topics | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Assessment criteria | understand specific information and ask information use appropriate regular and irregular comparative and superlative adjectives write factual descriptions write an information about your city | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Languageobjective | the UK the USA Kazakhstan Turkey France Russia Italy Portugal Greece Mexico China Spain | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Valueslinks | National unity and peace and harmony in our society to teach learners to love their home and protect it. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Cross-curricular | Geography, country study | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Previouslearning | Homes (dining room, hall, bedroom, bathroom, livingroom, kitchen) Learners know all the names of rooms belonging to the house Learners introduced with the construction there is / there are and direction prepositions on,under, behind, next to, in front of , between | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Plan | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Plannedtimings | Planned activities (replace the notes below with your planned activities) | Resources | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Start 5min | Greeting: Good day, dear learners! Nice to meet you How are you? Thank you, sit down. Are you ready for today’s lesson? Who is absent today? Who is on duty today? What is the weather like today? Checking home task: “Brainstorming”everyone takes a piece of paper and writes as many words as you remember from the theme homes. Share ideas asking each student to read out a word from their list. They must not repeat a word that has already been said. T-S. Dividing learners into two groups by “magic box” there will be some sweets choose one of them. Whochoose red sweets sit to red group and who choose green sit to green group. T. Teacher plays a video a conversation between boy and a girl they talk about cities and countries and then learners recognize by this video the name of the new theme. T. Introducing the lesson objectives. Now boys and girls the theme of our new lesson is Cities and countries Today we are going to speak about the best places for living T-S. Teacher will put some questions according to the theme. Do you live in a city? What is the difference between city ora country? Where do we live? How do you think is the city better place to live? | Sweets, box, board, video The pictures of cities and the names of countries | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Middle 8min 8min 5min 6 min 10min | Task 1. L1.Listen to the recorder and complete the table with the capitals of countries and nationalities.
Descriptor: Complete the table. Presentation of the grammatical materials through “Bus stop”. The teacher presents materials as a guide in the bus. Each bus stop presents one city of the Kazakhstan. Bus stop 1 “Astana” Adjectives
Bus stop 2 “Almaty”
Bus stop 3 “Shymkent”
Task -2 UE3. Learners change the words into the right form of adjectives
Irregular Forms of Comparison
Task -3 UE3. Learners change the words into the right form of adjectives. Clean –cleaner – cleanest Easy - ______ - easiest Fat - ______ - fattest Hot - ______ - hottest --------- – simplier - _______ Thin – thinner - _________
Descriptor: -change the words into the right form of adjectives; - put the words in the right form of adjectives.
Task-4 S2. “Ten question on stickers”One learner comes to the board and puts a sticker on forehead and learners will put question according the city and the country of a city For ex:What is the capital city of England? What is the country of Moscow city? Descriptor:Answer the questions
S6. “Creative work” Make your own story about your city with the given vocabulary Bank, airport, museum, hospital, theatre, chemist’s ,library, bus stop, police station, police station I live in Astana city. There are a lot of banks……. Descriptor:Create a story using given vocabulary.
| CD, blanks Map of the world Pictures of cities Stickers posters markers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| End 3 min |
Which task did you like the most? What was easy for you? What was difficult for you? Show on your fingers your opinion about the lesson 1-the lesson was difficult 2-you liked the most 3- your mood glad, sad, bad 4- Activities you have done 5- I learnt today Reflection through “Five fingers” 1 finger – difficulties during the lesson 2 finger – what do you like during the lesson 3 finger – your mood 4 finger – what do you do today? 5 finger – what do you learn today? Learners draw the shape of their hands and write on each finger. Home work:Look for from internet and find information about language population capital the weather and best places of your favourite country. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Additionalinformation | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? | Assessment – how are you planning to check learners’ learning? | Healthandsafetycheck | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| More support will be given in the form of speaking prompts, gestures, and additional questions.
Challenge more able learners: - according to the video learners guess the theme of the lesson; - answer to the questions; - make own stories. | In order to motivate learners after each their answer a teacher gives formative assessment by the Sun-the best star -good cloud-need work. Reflection through “Five fingers” 1 finger – difficulties during the lesson 2 finger – what do you like during the lesson 3 finger – your mood 4 finger – what do you do today? 5 finger – what do you learn today? Learners draw the shape of their hands and write on each finger. | During the lesson moving activities will be used. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve the lesson objectives/ learning objectives? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?
| Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Reflection “Five fingers”
Short term plan
Lesson plan
| Unit of a long term plan 1. Home and away | School: | ||||||||||
| Date: | Teacher name: | ||||||||||
| CLASS: 5 | Number present: 15 | absent: | |||||||||
| Lesson title | Cities and countries 1 | ||||||||||
| Learning objectives(s) that this lesson is contributing to (link to the Subject programme) | 5.S2 ask simple questions to get information about a limited range of general topics 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 5.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics
5.UE1 use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics
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| Lesson objectives | All learners will be able to: · Say some words and understand the meaning of new words · Ask simple questions Most learners will be able to: · Use some short form answers correctly · Differentiate countable and uncountable nouns Some learners will be able to: · Correct and find mistakes · Write short text according to the theme
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| Assessment criteria | Asking simple questions to get information Using vocabulary and syntax on certain theme Plan, write and edit at text level Describe places and objects Use countable and uncountable nouns
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| Language objective | Useful classroom language for dialogue/writing: south-east, desert, steppe, north-west. | ||||||||||
| Values links | The independence of Kazakhstan and Astana. To give general information about Astana through questionnaire. To respect each other, awaken the patriotic feelings. | ||||||||||
| Cross-curricular links | Geography. It will take place when we will describe about places; use map; compare cities; | ||||||||||
| Previous learning | They have already know about the cities of Kazakhstan and adjectives to describe cities. | ||||||||||
| Plan | |||||||||||
| Planned timings | Planned activities (replace the notes below with your planned activities) | Resources | |||||||||
| Start 5 min | Greetings: Good afternoon, dear students! Good afternoon, teacher! The game “Bingo”. Teacher gives nine pictures of souvenirs around the cities of Kazakhstan. On the words they should write the names of cities, who finish first tells “Bingo”. After they will correct, if they have mistakes.
| Picture of souvenirs | |||||||||
| Middle 35 min | (S7)Task-1. Check the meaning of the words. Then match the words with 1-6
Descriptor: A learner: recognizes matches with the pictures says Task-2. Method insert. Reading text with tags. Look at the map of Kazakhstan and choose the correct words in the text. Say and check. There are forests/lakes in the north and west. In the centre of the country there is a steppe/lake called Saryarka and a desert/mountain called Aral Karakum. Kyzylkum and Moyunkum are in the south. There are three long rivers/deserts in the south Syrdarya, Shu and Ile. In the south-east, there is a big lake/river called Balkhash. The mountains/forests in the east are called the Altay and in the north-west there are the Urals and the Tien Shan. Descriptor: A learner: reads the text chooses correct words Children, we know that the Kazakh, the Russian languages have plural forms. (Explaining by inductive approach )Everything will be understandable when we did task-3. Task-3.Complete the sentences with the plural forms of the nouns in task 1. 1.In winter, there is a lot of snowin the…When the weather is good,people go there to ski. 2. There is a lot of fish in the …People go there to catch the fish. 3 .There is more water in the …after heavy rain. People go there to swim. 4. There are a lot of trees in the … andthe air is very clean. People go there to hike. 5.There is a lot of sand in the …Sometimes people go there to ride a camel. 6.. There are no trees in the … but there is grass. People go there to seeinteresting plants and animals. Children, how do you think why I write these words in blue, what kind of words are they and give translation of these words. You are right, can you give me plural forms of these words in your language? Yes, they don’t have plural forms, in English it’s called uncountable nouns. Task-4. Answer the questions according to the task 3. 1. Can we count these nouns using numbers? 2. Do uncountable nouns have plural forms? 3. Do we use a/an in front of uncountable nouns? Descriptor: A learner Understands Translates the given words Completes the sentences Answers the questions |
English plus (pictures of six words)
The picture of the map
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| End 5 min | Method “Free letter” in 2 minutes learners express thoughts according to the theme, it may be an essay. Home task: Choose a country and write a short text about it. Include the following information: 1. What is the name of the country? 2. Are there any mountains, deserts, lakes, etc.?Where are they in the west, east, north? 3. Why are people go there? |
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| Additional information | |||||||||||
| Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? | Assessment – how are you planning to check learners’ learning? | Health and safety check | |||||||||
| Complete the sentences with the plural forms of the nouns in task 1. Answer the questions according to the task 3. All learners will read and translate Most learners will complete the sentences correctly Some learners will answer the questions according to the grammar | I will assess learners by giving oral feedback and explane why they have taken such kind of assessment.
| Health saving technologies. Using physical exercises and active activities. Rules from the Safety Rules bookwhich can be applied in this lesson. | |||||||||
| Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve the lesson objectives/ learning objectives? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?
| Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. | ||||||||||
| Summary evaluation What two things went really well (consider both teaching and learning)?
1:
2: What two things would have improved the lesson (consider both teaching and learning)?
1:
2: What have I learned from this lesson about the class or individuals that will inform my next lesson? | |||||||||||
Lesson plan
| Unit of a long term plan | School: | ||||||||||||||
| Date: | Teacher name: | ||||||||||||||
| CLASS: 5 | Number present: | absent: | |||||||||||||
| Lesson title | Weather and climate 1 Listening, reading, writing and talking about the weather.
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| Learning objectives(s) that this lesson is contributing to (link to the Subject programme) | 5.L3 understand an increasing range of unsupported basic questions on general and curricular topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges
5.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics | ||||||||||||||
| Level of thinking skills | Comprehension, Application, Evaluation | ||||||||||||||
| Lesson objectives | All learners will be able to: Understand the meaning of topical vocabulary Write a at least short sentence using them Most learners will be able to: Hold a communication clearly at sentence level during pair, group and the whole class exchanges Write a sentence correctly keeping the correct word order Some learners will be able to: Interpret the whole content of the video using phrases and topical vocabulary
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| Assessment criteria | They will understand the content of the video with the help of revised new vocabulary They get involved in speaking activities at least with one idea They write a letter to people around the word to invite to protect the nature | ||||||||||||||
| Differentiation | Less able learners will just write two sentences on nature protection letter | ||||||||||||||
| Most able students will be able to make up sentences using those words. write a letter according to the style of letter | |||||||||||||||
| More able students will be able to understand the meaning of the nature and climate vocabulary and learn the usage them in sentences | |||||||||||||||
| Values links | The strategy “Mangilik Yel”
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| Cross-curricular links | Geography | ||||||||||||||
| Previous learning | Weather and climate. Natural disaster new words and word expressions | ||||||||||||||
| Plan | |||||||||||||||
| Planned timings | Planned activities (replace the notes below with your planned activities) | Resources | |||||||||||||
| Start 5mins | Organization moment. Checking for their attendance and home task.
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| 5mins 10mins 5mins 10mins 8mins | Listening/Watching
Divide your learners into 3-4 groups with 4 students. Make sure each group has at least one the most able student to assist others while they are doing listening activities. In a group, there will be definitely one-two less able students who should be supported with the transcript of the listening track.
Video segment teaching method Pre-listening- Words on the board method Unfamiliar words to this video are displayed on PPT :CO2, to come out of, go up into, electricity, to come from power station, climate change, to cause, drought, coral reef, to die, to protect, ride a bike and so on. Ask one student to come to the board and circle two words, and make a good sentence using both. Repeat the same with others until the words are picked. While listening activity They start watching a video and try to pause when they meet those revised new words and again repeat their meanings. If it is important, translate into Kazakh language for better understanding. Post listening. Discussion through noting method. When they finish listening to video the following questions to the video are given on PPT. Leader of the group divides them into the number of the pupils. BUT, according to the levels of pupils, the most able student may have not 1, but 2 questions to answer.Here interpretation method will be useful in which students write on their own words using new words above - What is climate change? - How do understand CO2? - What happens if all people use cars? - Is it harmful to the air if we watch TV and use electricity so often? - If the climate change what does it cause? - What is coral reef? - What must we do to stop climate change?
Slef- assessment
- Group work.
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