Unit 5: Values
Term 2, Lesson1: Celebrations and
special days
School №
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning
objective(s) that
this lesson is
contributing to
5.L1understand a sequence of supported classroom instructions
55.S4 respond with limited flexibility at sentence level to unexpected comments on an
increasing range of general and curricular topics
5.R3 understand the detail of an argument on a limited range of familiar general and
curricular topics
5.W4 write with support a sequence of extended sentences in a paragraph to give basic
personal information
5.C6 organise and present information clearly to others
Lesson objectives
All learners will be able to:
- Do the Celebrations Quiz.
Most learners will be able to:
- Do the Celebrations Quiz.
- Choose the correct combinations of verbs and nouns.
Some learners will be able to:
Do the Celebrations Quiz.
- Choose the correct combinations of verbs and nouns.
- Make up a dialogue
-
Plan
Planned
timings
Beginning
Middle
Teacher activities
Student activities
Marks
Greeting.
Setting the aim of the lesson
Pre learning
Sts
respond
to
greeting of the teacher
Emoticon
and take their places
Do the Celebrations Quiz. Then
listen and check your answers.
Answer the following
questions.
Activity 1 (G, I).
Sts give the title to the Formative
text. They check their assessment
Resources
PPT
Internet
materials.
SB ex.3-4, p 54
Choose the correct combinations of
verbs and nouns.
Descriptor A learner
Choose the correct
combinations of verbs and nouns.
answers
partner.
with
the
Matching
Activity 2 (P,I).
Make up a dialogue. Talk about your
activities on special days.
Alternative
Students can make their own
sentences.
SB ex.5, p 54
oral
Writing
Sts give the title to the
text.
Descriptor
Worksheets
They
answer the
1 Put the verbs with the correct noun
questions
2 Make up sentences use the words in
exercise
Descriptor
1 Check the meaning of the words
2 Read the names of creative people
3 Complete the sentences
CD 1.28
Read the text
1 Use of topical vocabulary 2
Answer the questions 3 Make up the
dialogue
End
Feedback: Learners give their own opinion on the learnt material
Homework: WB p.34
Unit 5: Values
Term 2, Lesson 26(2): International
Festivals
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning
objective(s) that
this lesson is
contributing to
5.W1 plan, write, edit and proofread work at text level with support on a limited range of
general and curricular topics
5.R3 understand the detail of an argument on a limited range of familiar general and
curricular topics
5.UE7 use simple present to express the activities on special days
Lesson objectives
All learners will be able to:
● Read and complete the text with the verbs.
● Write true or false.
Most learners will be able to:
● Read and complete the text with the verbs.
● Write true or false.
● Match words 1-5 to pictures A- E.
Some learners will be able to:
●
●
●
●
Read and complete the text with the verbs.
Write true or false.
Match words 1-5 to pictures A- E.
Make up a dialogue.
Plan
Planned
timings
Beginning
Teacher activities
Student activities
Greeting.
Setting the aim of the lesson
Pre learning
Sts respond to greeting of
the teacher and take their
Emoticon
places
-
-
Middle
What celebrations
are popular in your
country?
What international
festivals do you
know?
Activity 1 (G, I).
Read and complete the text
with the verbs. Write true or
false.
Activity 2 (P, I, W).
Match words 1-5 to pictures
A- E. Are there any special
foods for celebrations in
your country?
Activity 3 (P, I).
Ask and answer the
questions.
Marks
Resources
PPT
Internet materials.
Answer the following
questions.
Sts give the title to the text. Formative
They check their answers assessment
with the partner.
SB ex.3-4, p 54
Matching
Writing
Sts give the title to the text. Oral
SB ex.5, p 54
Worksheets
They answer the questions
8
CD 1.28
Alternative 1.
Students can write their own
sentences.
Alternative 2.
Students can make up their
own dialogue.
End
Read the text
Feedback: Learners give their own opinion on the learnt material
Homework: WB p.38
Unit 5: Values
Term 2, Lesson 27(3): Special days in my
home
School:
Date:
Teacher name:
CLASS:
Number present:
Learning
objective(s) that
absent:
5.W1 plan, write, edit and proofread work at text level with support on a limited range of
general and curricular topics
this lesson is
contributing to
5.S4 respond with limited flexibility at sentence level to unexpected comments on an
increasing range of general and curricular topics
5.R1 understand the main points in a limited range of short simple texts on general and
curricular topics
5.UE7 use simple present to express the activities on special days
Lesson objectives
All learners will be able to:
● Choose the correct words.
Most learners will be able to:
● Choose the correct words.
● Make sentences about people in your class using verbs in the box.
Some learners will be able to:
● Choose the correct words.
● Make sentences about people in your class using verbs in the box.
● Talk about special days in your home. Use ideas from the boxes.
Plan
Planned
timings
Beginning
Teacher activities
Student
activities
Greeting.
Setting the aim of the lesson
Pre learning
Sts
warm/greet
the
teacher
Answer
the Emoticon
following
questions.
Look at the puzzle and make
sentences about the people.
Marks
Resources
PPT
Internet materials.
They answer the
questions
Write T and F
statements
Middle
Activity 1 (G, I).
Look at the verbs in the examples.
How is the he\she\it form different?
Choose the correct words.
Activity 2 (P, I, W).
Make sentences about people in
your class using verbs in the box.
Then find out if you are correct.
Activity 3 (P, I).
Talk about special days in your
home. Use ideas from the boxes.
Alternative 1.
Students can write their own
sentences.
Speaking
Formative
assessment
SB ex.1,2, p 57
SB ex.3, p 57
Filling the
missing words
SB ex.5, p 57
Oral
8
Alternative 2.
Students can make up their own
dialogue.
End
Write T and F
statements
Feedback: Learners give their own opinion on the learnt material
Homework: WB p. 35
Unit 5: Values
Term 2, Lesson 28(4): Holidays in
different seasons
School №
Date:
Teacher name:
CLASS:
Number present:
Learning
objective(s) that
this lesson is
contributing to
Lesson objectives
absent:
5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of
general topics
5.R1 understand the main points in a limited range of short simple texts on general and
curricular topics
5.W7 use with some support appropriate layout at text level for a limited range of written
genres on familiar general topics and some curricular topics
5.UE3 use Present Simple ( negative) to speak about activities
All learners will be able to:
● Look at the picture and complete the phrases with a season
Most learners will be able to:
● Look at the picture and complete the phrases with a season
● Write the months. Then match the people to their birthdays and write sentences
Some learners will be able to:
● Look at the picture and complete the phrases with a season
● Write the months. Then match the people to their birthdays and write sentences
● Draw or project
Plan
Planned
timings
Teacher activities
Student activities
Marks
Resources
Beginning
Greeting.
Setting the aim of the lesson
Pre learning
Sts warm/greet the
teacher Answer the
following questions. Emoticon
Match the words with the photos in
the months Quiz. Copy and
complete the names of the months.
They answer the
questions
Write T and
statements
Middle
End
Activity 1 (W, P) Draw or project
images of weather on board and
number 1- 8: cloud, rain, snow, ice,
sun, fog, wind, storm. Learners look
at images of types of weather on
board. They listen to you saying
three sentences to describe weather
and they say number 1- 8 beside
noun: cloud, rain, snow, ice, sun,
fog, wind, storm. e.g. This is water
when it’s very, very cold. We can
see it on in rivers and ponds in
winter. We can skate on it.
Activity 2 (W, P) Write ‘verbs’ on
board. Learners with a different
partner, agree on verbs to use for
rainy, snowy, sunny, windy (to rain,
to snow, to shine, to blow) Learners
think which verb we use with other
types of weather (to be: It’s foggy,
it’s stormy etc.)
Activity 3 (I)
Look at the picture and complete
the phrases with a season (WB
p.36)
Formative Assessment
Descriptor A learner
Write the months. Then match the
people to their birthdays and write
sentences (WB p.36).
F
Formative
assessment
Speaking
Oral
8
F
Feedback: Learners give their own opinion on the learnt material
Homework: WB p.36
WB ex.3-4, p 57
SB p.58
Filling the missing
words
Write T and
statements
PPT
Internet materials.
Unit 5: Values
Term 2, Lesson 29(5): Holiday's Activity
School №3
Date:
Teacher name:
CLASS:
Number present:
Learning
objective(s) that
this lesson is
contributing to
Lesson objectives
absent:
5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range
of general topics
5.R1 understand the main points in a limited range of short simple texts on general and
curricular topics
5.W3 write with support factual descriptions at text level which describe people, places
and objects
5.W7 use with some support appropriate layout at text level for a limited range of written
genres on familiar general topics and some curricular topics
5.UE3 use Present Simple ( negative) to speak about activities
All learners will be able to:
● Make negative sentences.
Most learners will be able to:
● Make negative sentences.
● Complete the sentences with the correct present simple negative form of the verbs
in the box.
Some learners will be able to:
● Make negative sentences.
● Complete the sentences with the correct present simple negative form of the verbs
in the box.
● Tell the class about your day.
Plan
Planned
timings
Beginning
Teacher activities
Student activities
Greeting.
Setting the aim of the lesson
Sts warm/greet the
teacher Answer the
Emoticon
following
questions.
2 min
5 min
Warming up
Write the wotd holiday on the board.
Tell the class to the imagine they have
two weeks off school and that they can
go anywhere in the world for a
holiday.
Pre- learning
What do you like?
They answer the
questions
Write T and F
statements
Marks
Resources
PPT
Internet materials.
What don’t you like?
What does your friend like?
What doesn’t your friend like?
Look at the table and complete the
rule. Choose the correct words.
Middle
5 min
5 min
10 min
Activity 1 (W, P)
Task 1. SB (p.58).
Write the following words on the
board: iambs, snow, leaves, sunshine.
Draw students attention to the photos
of the seasons at the bottom of the
page. Ask them to match each of the
words with one of the photos. Explain
the task.
Check answers as a class.
Answers: autumn (leaves), winter
(snow), spring (lambs), summer
(sunshine).
Descriptor: Match the words with
the photos in the Months Quiz.
Speaking
Formative
assessment
SB p.58
Filling the missing
words
Oral
8
Write T and F
statements
10 min
Task 2. (p.58)
Ask the class what the imcomplete
words are and elicit that they are the
three months of the year.Write the
correct spelling of the months on the
board for students. Drill the class on
pronunciation of the months.
Students check their answers in pairs.
Check as a class.
Answers : 2.February 3.Narch
4.April 5.May 6.June 7.July
8.August 9.September 10.October
11.November 12.December
Descriptor: Complete the names of
the months.
Students check
their answers in
pairs. Check as a
class.
Task3. (p.58)
Draw students’ attention to the
questions in the quiz. Read the
questions together with the students
and check for understanding.
Answers: 1. August 2. 21st June 3.
1st January 4.September (2017)
5.Students’ own answers 6.
Students’ own answers 7. Students’
own answers 8. Students’ own
answers
Descriptor: Do the Months Quiz.
Make negative sentences.
Complete the
sentences with the
correct present
simple negative
form of the verbs
in the box.
WB ex.3-4, p 57
Formative
assessment
Oral
8
Formative
assessment
Oral
8
Descriptor: Match seasons 1-4 with
four of the places.
Task5. (p.58)
Allow students time to read the
sentence fragmentscarefully before
playing recording, pausing at the
relevant parts to allow them to choose
their answers.
Answers: 1. A shop makes clothes for
Mr Diddly
2. Lady Tara doesn’t dance.
3.Mr
Diddly has a big party.
4. They don’t travel in summer
5.Their friends visit their house in
London.
Descriptor: Make five sentences from
the words in coloumns A and B
Invent a new special day. Use
vocabulary from this unit. Tell the
class about your day.
Activity 3
Students can work in pairs and make
up their own dialogue.
Formative Assessment
Descriptor A learner
● Read the text.
● Write the months.
End
3 min
Students can work
in pairs and make
up their own
dialogue.
Feedback: Learners give their own opinion on the learnt material
Homework: WB p.37
It is spring now. March, April and May are spring months. The weather is fine in spring. It is
cool or warm. It sometimes rains. In May it is very warm. You can see flowers in the fields.
It is summer. June, July and August are summer months. It is hot and sunny in summer. The
weather is nice. The days are long and the nights are short. The fields and trees are green.
Children run and play in the streets.
It is autumn. September, October and November are autumn months. It is cool in autumn.
The weather is rainy and windy. The trees are yellow and red. There are many fruits and
vegetables in the gardens.
It is winter. December, January and February are winter months. The weather is cold in winter.
It usually snows. The streets and the fields are white. The days are short and the nights are long.
Children
play
snowballs
in
the
streets.
1. Вставьте пропущенные буквы.
1. …an…ary
2. Se…tem…er
3. J…n…
4. …ct…ber
5. Ma…c…
2. Напишите для каждого времени года соответствующие названия месяцев.
Spring –
Autumn Winter –
Summer –
3. Завершите предложения.
1. The month after December is … .
2. The month after March is … .
3. The month after July is … .
4. The month before September is … .
5. The month before November is … .
6. The month before May is … .
Unit 5: Values
Term 2, Lesson 30(6): Making suggestions
School №
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning
objective(s) that
this lesson is
contributing to
5.L8 understand supported narratives, including some extended talk, on an increasing
range of general and curricular topics
5.S5 keep interaction going in basic exchanges on a growing range of general and
curricular topics
5.S6 communicate meaning clearly at sentence level during, pair, group and whole class
exchanges
5.R1 understand the main points in a limited range of short simple texts on general and
curricular topics
5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of
general and curricular topics
5.UE 13 use numbers on a limited range of familiar general and curricular topics
Lesson objectives
All learners will be able to:
● Read the dialogue. Match problems 1-6 with solutions A-F.
Most learners will be able to:
● Read the dialogue. Match problems 1-6 with solutions A-F.
● Write and practice mini-dialogues about the situations.
Some learners will be able to:
● Read the dialogue. Match problems 1-6 with solutions A-F.
● Write and practice mini-dialogues about the situations.
● Make up your own dialogue.
Plan
Planned
timings
Beginning
Middle
Teacher activities
Student
activities
Greeting.
Setting the aim of the lesson
Pre- learning
Look at the photo. Where are the people?
What have they got
Warming up
Ask students to work in pairs to tell each
other about their favourite music group.
Allow them 1-2 minutes for this. Get
feedback from a few pairs by asking
students to describe their partner’s
favourite group. Ask students if they would
like to go to see their group in concert and
get any feedback
Sts
warm/greet
the
teacher
Answer
the Emoticon
following
questions.
Task 1. SB (p.60).
Focus on the photo and ask students to
discuss it in pairs.
Check answers as a class.
Answers: They are at school. The two
girls in front have got their school bag.
Descriptor: Where are the people? What
have they got?
Speaking
Task 2. (p.60)
Draw students’ attention to the incomplete
dialogue and the words in the box. Divide
students into pairs and allocate each
student the role of Sally or Rosa. Ask them
to practice the dialogue in pairs.
Answers : a) what’s b) We’ve
c)
July d) make
Descriptor: Complete the dialogue.
Task3. (p.60)
Explain the task. Ask students to do the
task in pairs. Students check their answers
in the dialogue. Point out that these phrases
are useful when we are making
Marks
Resources
PPT
Internet
materials.
They answer the
questions
Write T and F
statements
Formative
assessment
SB p.58
Filling the
missing words
Oral
8
Write T and F
statements
Formative
assessment
Students check
their answers in
WB ex.3-4, p 57
suggestions. Model each one for the class
and ask them to repeat. Encourage them to
copy your intonation as much as they can.
.
Answers: Why don’t you come along?
But I don’t play an instrument.
That does’t matter.
Why not come and dance?
OK. Why not!
Descriptor: Cover the dialogue and order
the key phrases.
Task4. (p.60)
Elicit the teaning of problem and solution
from the class. Explain that when offering
a solution to a problem, we can use these
phrases for making suggestions. Refer
students to the two lists and explain the
task. Check their answers. Curclate,
checking they are using the key phrases for
suggestion correctly.
Answers: 1.f 2.b 3.a 4.c 5.d
6.e
Descriptor: Match problems 1-6 with
solution a-f. Then write and practice minidialogues about the situations.
pairs. Check as a
class.
8
Complete the
sentences with
the correct
present simple
negative form of
the verbs in the
box.
8
Students can
work in pairs and
make up their
own dialogue.
Feedback: Learners give their own opinion on the learnt material
Homework: Make up a dialogue
Hometask: WB p.37
Formative
assessment
Oral
Conclusion.
End
Oral
Unit 5: Values
Term 2, Lesson 31(7): Special occasions
School №
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning
objective(s) that
this lesson is
contributing to
5.L8 understand supported narratives, including some extended talk, on an increasing
range of general and curricular topics
5.S5 keep interaction going in basic exchanges on a growing range of general and
curricular topics
5.W3 write with support an e - mail about a special day
5.UE16 use conjunctions so , if, when , where, before, after to link parts of sentences on a
limited range of familiar general and curricular topics
Lesson objectives
All learners will be able to:
● Read the text and answer the questions.
Most learners will be able to:
● Read the text and answer the questions.
● Match sentences 1-5 with reasons a-e using because.
Some learners will be able to:
● Read the text and answer the questions.
● Match sentences 1-5 with reasons a-e using because.
● Write about a celebration or festival in their country.
Plan
Planned
timings
Beginning
2
Middle
Teacher activities
Student activities
Greeting.
Setting the aim of the lesson
Pre- learning
Look at the picture and say what do you,
think about this carnival.
What is the biggest day for you.
Sts warm/greet the
teacher Answer the
Emoticon
following questions.
Warming up
Divide students imto pairs. Ask them to tell
each other about the last time they were at
the street parade or a festival. After about 1
minute, stop the students and get some
feedback from each pair by asking a
student to describe their partner’s
experience.
Write T
statements
Task 1. SB (p.61).
Draw students’ attention to the pictures and
discuss them with the class. Ask them what
they can see and elicit that there are a lot of
people in colordul clothes. Explain the task
and allow students time to read the model
text. Remind them about the rules for using
capital letters.
Students check their answers in pairs.
Check answers as a class.
Answers: 1. Every: because it is the first
word in the sentence; Brighton:
Because it is the name of a place; Brighton
Carnaval; because it is the name a festival.
2. The carnaval is in July.
3. Yes, the
writer is in a samba band.
Descriptor: Read the model test and
answer the questions.
Speaking
Task 2. (p.61)
Refer students to the sentence and ask them
what the word because does. Elicit that it
links a reason with a result. Ask students to
complete the rule. Check answers as a
class.
Answers : before
Task3. (p.61)
Refer students to the sentences and explain
the task. Students check their answers in
pairs. Check answers as a class.
Answers: 1. b: We go to Switzerland
every year because we like skiing.
2.e: I wear warm clothes because it is very
cold.
Marks
Resources
PPT
Internet
materials.
They
answer the
questions
and
F
Formative
assessment
Filling the missing
words
SB p.58
Oral
8
Write T
statements
and
WB ex.3-4, p
57
F
Formative
assessment
Students check their
answers in pairs.
Check as a class.
Oral
8
Complete the
sentences with the
correct present simple
negative form of the
verbs in the box.
Formative
assessment
3. d: I don’t like crocodiles because they
are dangerous.
4.c: They close the roads because people
dance in the street.
5.a: My grandmother doesn’t dance
because she’s very old.
Descriptor: Match sentences 1-5 with
reasons a-e using because.
Oral
Students can work in
pairs and make up
their own dialogue.
Conclusion.
End
Feedback: Learners give their own opinion on the learnt material
Homework: WB p.39
8
Unit 5: Values
Term 2, Lesson 32(8): Holidays in Kazakhstan
School :
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning
objective(s) that
this lesson is
contributing to
5.L8 understand supported narratives, including some extended talk, on an
increasing range of general and curricular topics5.S3 give an opinion at sentence
level on a limited range of general and curricular topics
5.S3 give an opinion at sentence level on a limited range of general and curricular
topics
5.UE6 use prepositions, basic personal and demonstrative pronouns ,have to on a
limited range of familiar general and curricular topics
Lesson objectives
All learners will be able to:
● Complete the sentences.
● Read the text “special days” and write the names of the holidays.
Most learners will be able to:
● Complete the sentences.
● Read the text “special days” and write the names of the holidays.
● Read and practice the dialogue.
Some learners will be able to:
● Complete the sentences.
● Read the text “special days” and write the names of the holidays.
● Make up their own dialogue.
Plan
Planned
timings
Beginning
Teacher activities
Student activities
Greeting.
Setting the aim of the lesson
Pre- learning
What celebrations are popular in
your country?
What is your favourite holiday?
Warming up
Write school holidays on the
board. Explain that students in
Sts warm/greet the
teacher Answer the
Emoticon
following
questions.
They answer the
questions
Marks
Resource
PPT
Internet
materials.
Middle
different countries have different
school holidays. In the UK, for
example, students have 13 weeks
of school golidays per year ( 6
weeks of summer holidays, 1
week for Christmas, 1 week for
Easter, 3 weeks for half term
holidays, bank holidays and 5
additional days). Ask students to
work in groups to calculate how
many weeks of holidays they have
in a year. Write the correct answer
on the board. Do they have more
holidays than students in the UK?
Write T and F
statements
Task 1. SB (p.62).
Point out that all the worda in the
box are prepositions of place and
direction
and ask stusents to check their
meaning in a dictionary. Use two
books and a pen to demonstrate
the meaning of prepositions, e.g.
put the pen behind one of the
books and ask Where is the pen? (
It is behind the book), then place it
between the two books and ask
again ( It’s between the books),
then hold it above one of the
books. In pairs, students look at
the photo and complete the
description with five of the
prepositions in the box.
Speaking
Answers: 1.Next to 2.Behind
3.under 4.between 5.in front of
6.
The people in the photo are
celebration Nauryz.
Descriptor: Check meaning of
these words. Complete the photo
description with five of the words.
What holiday do you think this is?
Task 2.
Ask students to do the task
individually, then play the
recording for them to listen and
check their answers.
Answers : 1. New Year’s Day
2.Nauryz 3.Capital Day
Task3.
Explain the task. Students
compkete the rules and check
Formative
assessment
Filling the missing
words
Oral
8
Write T and F
statements
Formative
assessment
Students check
their answers in
pairs. Check as a
class.
Oral
8
Complete the
sentences with the
correct present
simple negative
form of the verbs
in the box.
Formative
assessment
SB p.62
answers in pairs. Explain the
difference between adjectives and
adverbs. Elicit that adjectives
modify nouns ( She is a careful
driver. – the adjective careful
modifies the noun driver) while
adverbs modify verbs ( He drives
carefully- the adverbs carefully
modifies the verb frives).
Answers: 1.how 2.-ly
Descriptor: Choose the correct
words in the rules.
Conclusion.
End
Oral
8
Students can work
in pairs and make
up their own
dialogue.
Feedback: Learners give their own opinion on the learnt material
Homework: A holiday in Kazakhstan ( project)
Unit 5: Values
Term 2, Lesson 33(9): What we value
School №
Date:
Teacher name:
CLASS:
Number present:
absent:
Learning
objective(s) that
this lesson is
contributing to
5.L8 understand supported narratives, including some extended talk, on an increasing
range of general and curricular topics
5.R1 understand the main points in a limited range of short simple texts on general and
curricular topics
5.R2 understand with little support specific information and detail in short, simple texts on
a limited range of general and curricular topics
5.S3 give an opinion at sentence level on a limited range of general and curricular topics
5.W3 write with support factual descriptions at text level which describe a friendship
relationship
5.W5 link without support sentences using basic coordinating connectors
Lesson objectives
All learners will be able to:
● Read the poster and answer the questions.
● Make a poster.
Most learners will be able to:
● Read the poster and answer the questions.
● Make a poster.
Some learners will be able to:
● Read the poster and answer the questions.
● Make a poster.
Plan
Planned
timings
Beginning
Teacher activities
Student activities
Greeting.
Setting the aim of the lesson
Pre- learning
Read the dictionary. What do you think
are the three most important things in
life?
Sts warm/greet the
teacher Answer the
Emoticon
following questions.
Task 1. SB (p.63).
Focus students’ attention on the numbers
in the box and explain that we call them
ordinal numbers. This means that they tell
us the order that things are in. Point out
that we use ordinal numbers to say dates.
Resources
PPT
Internet
materials.
They
answer the
questions
Write T
statements
Middle
Marks
and
Speaking
Filling the missing
words
F
Formative
assessment
SB p.64
Students complete the task individually
and check their answers in pairs. Check
answers as a class.
Answers: 1.twenty-eighth 2.eleventh
3.sixth 4.third 5.fourteenth
6.thirtieth
Descriptor: Match the words in the box
with the ordinal numbers 1-6. Then say
the ordinal numbers.
Task 2.
Draw students’ attention to the key
phrases and explain that this is how we
say dates. Point out that we don’t write
the words the and of in dates, but that in
British English we always say them.
Students work in pairs to practice the
dates.
Answers : 1the second of June
2
the twenty-sixth of August
3 the fifteenth of January
4
the first of March
5 the twenty-second of October
6
the thirty-first of May
Task3.
Explain the task and draw students’
attention to the two sentences. Students
check their answers in pairs. Check
answers as a class.
Answers: Conversation 1 is about a
maths exam.
Conversation 2 is about a
football match.
Descriptor: Choose the correct words.
Task 4.
Refer students to incomplete sentences
and explain the task. Students check their
answers in pairs. Check answers as a
class.
Answers: 1 2nd June 2 Wednesday 3
17th March 4 Saturday
Task 5.
Read through the sentences together and
make sure students unferstand the
difference between have to and don’t
have to. Give more examples to help
students. Check answers as a class. Then
ask students to write sentences about thre
things they have to do and three things
theydon’t have to, e.g. I have to / don’t
have to wear a uniform. I have to / don’t
have to study Turkish.
Oral
8
Write T
statements
and
F
Formative
assessment
Oral
8
Students check their
answers in pairs.
Check as a class.
Formative
assessment
Oral
8
Complete the
sentences with the
correct present simple
negative form of the
verbs in the box.
Students can work in
pairs and make up
their own dialogue.
Answers: We use have to to express
obligation. We use don’t have to to say
that something isn’t necessary.
Conclusion.
End
Feedback: Learners give their own opinion on the learnt material
Homework: WB Ex.1-4,p.40
Unit 5: Values
Term 2, Lesson 35(11): What we value
School №
Date:
Teacher name:
CLASS:
Number present:
Learning
objective(s) that
this lesson is
contributing to
absent:
5.L8 understand supported narratives, including some extended talk, on an
increasing range of general and curricular topics
5.R1 understand the main points in a limited range of short simple texts on general
and curricular topics
5.R2 understand with little support specific information and detail in short, simple
texts on a limited range of general and curricular topics
5.S3 give an opinion at sentence level on a limited range of general and curricular
topics
5.W3 write with support factual descriptions at text level which describe a
friendship relationship
5.W5 link without support sentences using basic coordinating connectors
Lesson objectives
All learners will be able to:
● Read the poster and answer the questions.
● Make a poster.
Most learners will be able to:
● Read the poster and answer the questions.
● Make a poster.
Some learners will be able to:
● Read the poster and answer the questions.
● Make a poster.
Plan
Planned timings
Beginning
Teacher activities
Student activities
Greeting.
Setting the aim of the lesson
Pre- learning
Read the dictionary. What do
you think are the three most
important things in life?
Sts warm/greet the
teacher Answer the
Emoticon
following questions.
They
answer the
questions
Write T
statements
Middle
Task 1. SB (p.61).
Draw students’ attention to the
pictures and discuss them with
the class. Ask them what they
can see and elicit that there are
a lot of people in colordul
clothes. Explain the task and
allow students time to read the
model text. Remind them about
the rules for using capital
letters.
Students check their answers in
pairs. Check answers as a class.
Answers: 1. Every: because it
is the first word in the
sentence; Brighton:
Because it is the name of a
place; Brighton Carnaval;
because it is the name a
festival.
Marks
and
Filling the missing
words
Oral
8
Write T
statements
and
PPT
Interne
t
materi
als.
F
Formative
assessment
Speaking
Resou
rces
F Formative
assessment
Oral
SB
p.64
2. The carnaval is in July.
3. Yes, the writer is in a samba
band.
Descriptor: Read the model
test and answer the questions.
Task 2. (p.61)
Refer students to the sentence
and ask them what the word
because does. Elicit that it links
a reason with a result. Ask
students to complete the rule.
Check answers as a class.
Answers : before
Task3. (p.61)
Refer students to the sentences
and explain the task. Students
check their answers in pairs.
Check answers as a class.
Answers: 1. b: We go to
Switzerland every year because
we like skiing.
2.e: I wear warm clothes
because it is very cold.
3. d: I don’t like crocodiles
because they are dangerous.
4.c: They close the roads
because people dance in the
street.
5.a: My grandmother doesn’t
dance because she’s very old.
Descriptor: Match sentences
1-5 with reasons a-e using
because.
End
8
Students check their
answers in pairs. Check
as a class.
Formative
assessment
Oral
8
Complete the sentences
with the correct present
simple negative form
of the verbs in the box.
Students can work in
pairs and make up their
own dialogue.
Feedback: Learners give their own opinion on the learnt material
Homework: Revision
Long-term plan unit: 4 Values
School:
1 All about me
Date:
Grade:5
Teacher name:
Number present:
absent: -
Theme of the lesson: Unit revision. Reading for pleasure. p.66-67
5.L8 understand supported narratives, including some extended talk, on
an increasing range of general and curricular topics
5.S3 give an opinion at sentence level on a limited range of general and
curricular topics
5.UE17 use if clauses (in zero conditionals); use where clauses; use
before/after clauses (with past reference);
use defining relative clauses with which who that where to give details
on a limited range of familiar general and curricular topics
5.W3 write with support factual descriptions at text level which
describe people, places and objects
All learners will be able to:
Lesson objectives
use subject-specific vocabulary
Most learners will be able to:
use the negative form of the present simple
make poster about a holiday.
Some learners will be able to:
use all structures correctly
Plan
Time
Teacher activities
Student activities Marks
Resource
s
Beginnin
Sts warm/greet the
Organization moment
Teacher
greets
students;
students
PPT
g
teacher Answer the
respond to greeting and take their
Emoticon
following
places.
Formative
questions.
assessment
Task 1.
eat turkey for Christmas dinner
They answer the
1 decorate the house
questions
2 play a musical instrument
3 have a party
Write T and F
4 celebrate Thanksgiving
Oral
statements
5 dance the samba
6 wear new clothes
Speaking
7 sing Happy Birthday
8
Descriptor: Match the verbs in the
Filling the
box with phrases 1-7.
missing words
wear, play, decorate, dance,
Formative
celebrate, have, sing, eat.
assessment
Learning
objectives(s) that
this lesson is
contributing to
Middle
Task 2. (p.66)
1 Nauryz is in February / March.
2 21st March is the first day of
summer / spring in the UK.
3 February / May has got more days
than September.
4 ST Valentine’s Day is in / on 14th
February.
5 April / March is the third month
of the year.
6 October is in winter / autumn.
7 There are thirty days in
November / January.
8 January is in winter / summer in
Australia.
Descriptor: Choose the correct
words.
Task 3
1.The Irish celebrates / celebrate
Saint Patric’s Day on 17th March
2.My cousin has/ have a New
Year’s party every year.
3.My sister and I visits/ visit our
grandparents in summer.
4.I gives/ give presents to my
friends on their birthday.
5.My mother makes/ make a special
meal on New Year’s Day.
6.They wears/ wear party clothes on
New Year’e Eve.
7.We dances/ dance in the streets
on Carnival day.
8.A friend visits/ visit me every
summer.
Descriptor: Choose the correct
form of the verbs.
Task 4
he/ like/ hot dogs He likes hot
dogs.
1. my father / cook / turkey
My father cooks turkey.
2. I/ play/ an instrument in a band
I play an in instrument in a band.
3.we/ live/ in a small village
We live in a small village.
4.my parents / have / a patry every
year My parents have a party every
year.
Internet
materials.
Oral
Write T and F
statements
8
PPT
Formative
assessment
Oral
Students check
their answers in
pairs. Check as a
class.
8
Internet
materials.
Complete the
sentences with the
correct present
simple negative
form of the verbs
in the box.
Students can work
in pairs and make
up their own
dialogue.
End
5.you / ski / in January
You ski in January.
6.she/ walk /to school every day
She walks to school every day.
7.my dog/ play /football with me
My dog plays football with me.
Descriptor: Write affirmative
sentences. Use the present simple.
Conclusion.
Hometask: WB p.42 Feedback
Students share opinions if they liked/disliked the lesson by putting their
thumbs up/down and explaining the reasons using simple language
Long-term plan unit: 6
The world of work
1 All about me
Date:
Grade:5
School:
Teacher name:
Number present:
Theme of the lesson: Learning. Studying habits.
Learning
objectives(s) that
this lesson is
contributing to
absent: p.p.68-69
5.L1understand a sequence of supported classroom instructions
5.L6 deduce meaning from context in short, supported talk on an
increasing range of general and curricular topics
5.S6 communicate meaning clearly at sentence level during, pair, group
and whole class exchanges
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
5.UE10 use present continuous forms with present and future meaning on
a limited range of familiar general and curricular topics
5.UE16 use conjunctions so , if, when , where, before,
All learners will be able to:
understand specific information and ask information
use subject-specific vocabulary
understand the main content of text
Most learners will be able to:
use verbs to talk
understand a conversation between students
Some learners will be able to:
use all structures correctly
Plan
Teacher activities
Student
Marks
activities
Lesson objectives
Time
Beginnin
Organization moment
Teacher greets students; students
g
respond to greeting and take their
places.
Hometask :
Warming up
Ask students to work in pairs to tell
Middle each other what their favourite thing
about school is and why. Encourage
them to give two reasons for their
choise. After about 2 minutes, stop the
students. Get feedback from a few pair
by asking a few students to say what
their partner’s favourite thing about
school is and why.
Task 1. SB (p.68).
Focus students’ attention on the
questionnaire on page 69 and ask them
to look at
the pictures. Allow them 1-2 minutes
to look and skim through the text.
Then ask which of the students in the
pictures they think works hardest and
which of them works the least.
Draw students’ attention to the words
and phrases in blue. Ask students to
guess the meanings of the phrases
from the pictures to help them.
Check answers as a class and put the
translations on the board.
Answers: Students’ own answers.
Descriptor: What are the phrases in
blue in your language?
Resources
PPT
Sts warm/greet Emoticon
the
teacher
Answer
the
following
questions.
Formative
assessment
They answer
the questions
Oral
Internet
materials.
Write T and F
statements
8
SB p.64
PPT
Speaking
Task 2.
Draw students’ attention to the table
and explain the task. Students work
individually to complete the table with
the phrases from the questionnaire,
Formative
assessment
Oral
SB
according to their own opinions. When
they have finished, divide them into
pairs. Refer students to the speech
bubbles as an example and ask them to
compare their ideas. Monitor, helding
where necessary.
Answers : Students’ own answers.
Descriptor: Complete the columns
with the phrases from the
questionnaire.
8
Filling the
missing words
Formative
assessment
Oral
Write T and F
statements
8
Task 3.
Refer students to page 69 and explain
that they are going to listen to two
students, Jana and Piotr, doing the
questionnaire.
Explain the task.Play the recording.
Pause after each question to allow
students to choose their answers.
Check answers as a class.
Answers: Questions 1,2,3 and 4
Task 4
Allow the students time to read the
statements before playing the
recording again. Pause after each
answer to allow students time to
decide true or false. Students check
answers in pairs.Check answers as a
class.
Answers: 1 False: Jana sometimes
does her homework.
2 False: Piotr sometimes watches
DVDs and listens to music.
3 False: Jana never revises before a
test.
4 True.
Descriptor: Write true or false for
sentences 1-4.
End
Students check
their answers
in pairs. Check
as a class.
Complete the
sentences with
the correct
present simple
negative form
of the verbs in
the box.
Students can
work in pairs
and make up
their own
dialogue.
Conclusion. Hometask: WB p.40
Feedback
Students share opinions if they liked/disliked the lesson by putting their
thumbs up/down and explaining the reasons using simple language
Long-term plan unit: 6
The world of work
School:
1 All about me
Date:
Teacher name:
Grade:5
Number present:
absent: -
Theme of the lesson: A day at school p.70
5.L1understand a sequence of supported classroom instructions
5.L6 deduce meaning from context in short, supported talk on an
increasing range of general and curricular topics
5.S6 communicate meaning clearly at sentence level during, pair,
group and whole class exchanges
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
5.UE10 use present continuous forms with present and future meaning
on a limited range of familiar general and curricular topics
5.UE16 use conjunctions so , if, when , where, before,
All learners will be able to:
Lesson objectives
understand specific information and ask information
use subject-specific vocabulary
understand the main content of text
Most learners will be able to:
use verbs talking about school subjects.
Some learners will be able to:
use all structures correctly
understand an article about school.
Plan
Teacher
activities
Student
Marks
Time
Resources
activities
timings
Learning
objectives(s) that this
lesson is contributing
to
Beginnin
Organization moment
Teacher
greets students; students
g
respond to greeting and take their
places.
Hometask :
Warming up
Write three true or false sentences
on the board about the school. For
example: Classes always start at 9
a.m. We never have English class
on Wednesday. We sometimes
watch films in class.
In pairs, students decide if the
sentences are true or false. If they
false, ask them to correct them.
Middle
New lesson
Task 1.
Refer students to page 82 of
Workbook and ask them to look
through the school subjects. Check
for understanding, and ask students
to translate the subjects into their
own language. Draw students’
attention to the subjects on page 70
and explain the task. Divide
students in pairs for the activity.
Encorage them to use adverbs of
frequency from page 68 as they
discuss the subjects. Get some
feedback from each pair.
Answers: Students’ own answers.
Descriptor: Do you study these
subjects at school? What other
subjects do you study?
Task 2. SB (p.70).
Draw students’ attention to the
photo and ask them what they can
see. Elicit that there are students in
a classroom, and that one of the
Sts warm/greet Emoticon
the
teacher
Answer
the
Formative
following
assessment
questions.
They answer
the questions
Slide
Oral
Write T and F
statements
8
Speaking
Emoticon
Teacher’s
book
Formative
assessment
Oral
PPT
Filling the
missing words
8
Write T and F
statements
Emoticon
Formative
assessment
Oral
SB
students look older. Explain the
task. Focus students on the text
and play the recording. Students
check answers in pairs. Check
answers as a class.
Answers : TB p.119. ICT and
French are difficult for Paul.
Descriptor: Which subjects are
difficult for Paul?
8
Students check
their answers in
pairs. Check as
a class.
Task 3.
Refer students to the sentences 15. Explain the task. Ask students to
underline the parts of the text that
helped them find their answers.
Students answers in a pairs. Check
answers as a class. Ask fast
finishers to correct the false
sentences.
Answers: 1 False: Paul is matt’s
father. 2 False: Mrs Murphy
teaces maths.
3 True 4 True
5 False: The French teacher
doesn’t speak
End
English in class.
Task 4
Reaf the questions with the class
and check for understanding.
Answers: Students’ own answers.
Descriptor: Ask and answer the
questions
Conclusion.
Hometask: WB p.40
Feedback
Students share opinions if they liked/disliked the lesson by putting
their thumbs up/down and explaining the reasons using simple
language
PPT
SB
Long-term plan unit: 6
The world of work
School:
1 All about me
Date:
Teacher name:
Grade:5
Number present:
absent: -
Theme of the lesson: A language focus: Object pronouns\ Present Simple p.71
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Time
5.S3 give an opinion at sentence level on a limited range of general and
curricular topics
5.S4 respond with limited flexibility at sentence level to unexpected
comments on an increasing range of general and curricular topics
5.R6 recognise the attitude or opinion of the writer in short texts on a
limited range of general and curricular topics
5.R7 recognise typical features at word, sentence and text level in a
limited range of written genres
5.W8 spell most high-frequency words accurately for a limited range of
general topics
5.UE10 use present continuous forms with present and future meaning on
a limited range of familiar general and curricular topics
All learners will be able to:
understand specific information and ask information
use subject-specific vocabulary
understand the main content of text
Most learners will be able to:
use object pronouns
Some learners will be able to:
use all structures correctly
understand and write a school report.
Plan
Teacher activities
Student
activities
Marks
Resources
Beginnin
g
Emoticon
Organization moment
Teacher greets students; students
respond to greeting and take their
places.
Sts warm/greet
Formative
the teacher
assessment
Oral
Answer
following
questions
Middle
New lesson
Task 1.
Draw students’ attention to the table
and highlight the subject pronouns in
the left-hand column. Explain that
the words in the light-hand column
are object promouns. In other words
, they are the object of the verb.
Look at the sentences 1-4 with the
students as an example of how
object pronouns work. In paire
students complete the table,
matching the correct object pronoun
to the subject pronoun.
Answers: 1.Ne 2.Her
3.It
4.Us
Descriptor: Complete the table.
Use the words in blue in sentences
1-4.
Task 2. SB (p.71).
Draw students’ attention to the
sentences and explain the task.
Point out that they should underline
the object in each sentence before
choosing the pronoun to help them.
Ask students to complete the
activity in pairs.
Students check answers in pairs.
Check answers as a class.
Answers : 1.them 2.him 3.it
4.them 5.ger 6.us 7.me
Descriptor: Choose the correct
object pronoun.
the
Speaking
8
Emoticon
They answer
Formative
the questions
assessment
Write T and F
Oral
statements
8
Teacher’s
book
PPT
SB
Filling the
missing words
Write T and F Emoticon
statements
Formative
assessment
Task 3.
Focus students on the example
sentence and explain the task.
Monitor students as they work,
helping with ideas as necessary.
Ask students to compare their
sentences in pairs. Check answers
by getting some feedback from each
pair.
Answers: Students own answers.
Descriptor: Complete the
sentences. Start each sentence with
your ideas and finish with an object
pronoun.
Oral
Students check
their answers in
pairs. Check as
a class.
8
Task 4
Ask students to tell you what is
different about the third person
singular form of the verb. Refer
students to the spelling rules and
explain the task.
Answers: 1.plays 2.finishes
3.copies 4.watches 5.likes
6.carries
Descriptor: Read the spelling
rules. Then write the third person
form of verbs 1-6.
Task 5
Focus students on the report and ask
them what they think it is. Elicit
what a school report is. Explain the
task.
Answers: 1.listens 2.like
3.finishes 4.uses 5.think
Descriptor: Complete the report
from Matt’s teacher. Use the correct
form of the present simple.
End
Conclusion.
Hometask: WB p.41
Feedback
Students share opinions if they liked/disliked the lesson by putting
their thumbs up/down and explaining the reasons using simple
language
Long-term plan unit: 6
The world of work
School:
1 All about me
Date:
Teacher name:
Grade:5
Number present:
Theme of the lesson: Language and communication p.72
absent: -
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.R4 read with some support a limited range of short fiction and nonfiction texts
5.W3 write with support factual descriptions at text level which
describe people, places and objects
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
All learners will be able to:
Lesson objectives
understand specific information and ask information
use subject-specific vocabulary
understand the main content of text
Most learners will be able to:
use vocabulary to talk about languages.
Some learners will be able to:
use all structures correctly
understand a programme about a chimpanzee.
Plan
Teacher activities
Student
Marks
Time
Resources
activities
timings
Learning
objectives(s) that this
lesson is contributing
to
Beginnin
g
Organization moment
Emoticon
Teacher greets students; students
respond to greeting and take their
places.
Hometask :
Warming up
Write the following wuestion on
the board: Why are you learning
English?
In pairs, students discuss the
wuestion and think of two reasons
why they are learning English, e.g.
to get a good job or to go
travelling.
Sts warm/greet Formative
assessment
the teacher
Slide
Oral
Answer
following
questions
the
8
New lesson
Task 1.
Draw students’ attention to the
table and to the words in blue.
Explain the task. Ask students to
work together in pairs. Students
check answers in
Middle
pairs. Check answers as a class.
Answers:Languages: Spanish,
English, German, Turkish, French,
Russian.
Other words: letters, alphabet,
symbol, word.
Descriptor: Look at the Language
Quiz and complete the columns
with the words in blue. Do you
know the names of other languages
in English?
Speaking
Emoticon
They
answer
Formative
the questions
assessment
Write T and F
Oral
statements
Teacher’s
book
8
Task 2. SB (p.72).
Divide students into pairs to do the
quiz. Go through the questions
with the students to check fot
understanding. Point out that
students can guess the answers if
they don’t know what they are. Cet
some feedback from the class for
each answer.
Answers : 1.a
2.b
3.c 4.c
5.a
Descriptor: Do the quiz. Then
listen and check your answers.
Task 3.
Draw students’ attention to the
photo and ask them what they see.
Elicit that there is a woman and a
PPT
Filling the
missing words
Write T and F Emoticon
statements
SB
chimpanzee. They are looking at a
book pictures in it. Read the
sentences with the students and
check for understanding.
Check answers by getting some
feedback from each pair.
Answers: b
Descriptor: Look at the picture
and listen to a programme about
Kanzi the chimpanzee. Then
choose the correct sentence from
a-d.
Task 4
Focus students on the questions
and on the words.
Answers: 1.Kanzi lives in the
USA. 2.No, they don’t. They
work in a
university. 3.No, she
doesn’t. 4.She communicated
with
symbols.
5. She
understands about 200 symbols.
Descriptor: Look at the questions
and choose answers from the box.
Then listen again and check.
End
Formative
assessment
Oral
Students check
their answers in
pairs. Check as a
class.
8
Conclusion.
Hometask: WB p.42
Feedback
Students share opinions if they liked/disliked the lesson by putting
their thumbs up/down and explaining the reasons using simple
language
Long-term plan unit: 6
The world of work
School:
1 All about me
Date:
Teacher name:
Grade:5
Number present:
Theme of the lesson: Language and communication p.73
absent: -
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.R4 read with some support a limited range of short fiction and nonfiction texts
5.W3 write with support factual descriptions at text level which
describe people, places and objects
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
All learners will be able to:
Lesson objectives
understand specific information and ask information
use subject-specific vocabulary
understand the main content of text
Most learners will be able to:
use vocabulary to talk about languages.
Some learners will be able to:
use question forms in the present simple.
ask and answer questions about studying.
Plan
Time
Resourc
Teacher activities
Student
Marks
es
activities
Learning
objectives(s) that
this lesson is
contributing to
Beginnin
Organization moment
Teacher
greets students; students
g
respond to greeting and take their
places.
Hometask :
Warming up
Ask students to make four sentences in
the present simple. Each sentence
should contain a different adverb of
frequency ( always, usually, sometimes,
never).Students compare their sentences
in pairs. Get feedback by asking each
pair to tell me some of their sentences.
New lesson
Task 1.
Focus students on the table and point
out the questions and the answers.
Explain the task. Check answers as a
class. Ask the class if they would like to
learn Chinese or not.
Answers: 1.b
2.d
3.a 4.e
5.c
Descriptor: Match questions 1-5 with
answers a-e.
Task 2. SB (p.73).
Middle
Refer students to the table and explain
the task.
Answers : 1.Does
2.do
3.does
4.don’t
5.doesn’t
Descriptor: Complete the table with
the words in the box. Then check your
answers in exercise 1.
Task 3.
Refer students to the fragments and
explain the task. Draw their attention to
the example and point out that they
should underline the subject in each
case to help them from the question
correctly.Explain the task. Students
complete the task individually. Monitor,
checking that they are using the forms
correctly.
Answers: 1. Do your friends listen to
music? 2.Does this book teach
grammar?
3.Do monkeys usually
speak English?
4.Do you
understand Italian?
5.Does your teacher watch DVDs in
English? 6.Does Kanzi live in Japan?
7.Do you ever look at websites in
English?
Emoticon
Sts warm/greet
Formative
the teacher
assessment
Slide
Oral
Answer
following
questions
the
Speaking
PPT
8
Emoticon
They answer
Formative
the questions
assessment
Write T and F
Oral
statements
Teacher’
s book
(p.88)
8
SB
Filling the
missing words
Write T and F Emoticon
statements
WB
Formative
assessment
8.Do your parents speak a foreign
language?
Descriptor: Complete the questions and
write your answers.
End
Students check
their answers in
pairs. Check as
a class.
Oral
8
Hometask: WB p.43
Feedback
Students share opinions if they liked/disliked the lesson by putting their
thumbs up/down and explaining the reasons using simple language
Long-term plan unit 6:
The world of work
Conclusion.
School:
1 All about me
Date:
Teacher name:
Grade:5
Number present:
Theme of the lesson: Asking questions in class p.74
absent: -
Learning objectives(s)
that this lesson is
contributing to
Lesson objectives
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.R4 read with some support a limited range of short fiction and
non-fiction texts
5.W3 write with support factual descriptions at text level which
describe people, places and objects
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
All learners will be able to:
understand specific information and ask information
use subject-specific vocabulary
understand the main content of text
Most learners will be able to:
use phrases for asking questions.
Some learners will be able to:
use question forms in the present simple.
ask and answer questions about studying.
Plan
Time
Beginnin
g
Teacher activities
Student activities
Resourc
es
Emoticon
Organization moment
Teacher greets students; students
respond to greeting and take their
places.
Hometask :
Warming up
Ask students to choose two
languages they would like to learn,
and to give a reason for their
choices. Het feedback by asking a
few students to tell the rest of the
class shich languages they would
like to learn and why.
New lesson
Marks
Sts warm/greet the
Formative
teacher
assessment
Slide
Oral
Answer the following
questions
PPT
8
Middle
Task 1.
Focus on the photo and ask
students to discuss it in pairs.
Discuss the photo briefly as a class
to check the answer.
Answers: They are in class at
school.
Descriptor: Look at the photo.
Where ase Rosa and Tom?
Task 2. SB (p.74).
Draw a students’ attention to the
incomplete dialogue aand the
words in the box. Explain the task.
Check answers as a class.
Answers : 1.can 2.understand
3.How
Descriptor: Complete the
dialogue with the words in the box.
Task 3.
Draw a students’ attention to the
key phrases and explain the task.
Play the recording and ask students
to repeat. Divide students into pairs
and allocate each students the role
of Tom and Rosa. Ask them to
practice the dialogue in pairs.
Answers: Yes, I can. I think it’s
‘lesen’. It’s ‘lesen’. It’s L-E-S-EN.
Descriptor: Listen to the key
phrases. What are the responses to
the key phrases in the dialogue?
Speaking
Emoticon
They
answer the
Formative
questions
assessment
Write T and F
Oral
statements
Teacher’
s book
(p.88)
8
SB
Filling the missing
words
Write T and
statements
F Emoticon
WB
Task 4
Draw students’ attention to the
questions. Ask them to underline
the verbs and to tell you how these
questions are different from those
on page 73. Elicit that these
questions use can instead of do.
Point out that we use can to ask
about ability and to make requests.
Answers: 1.B 2.A Question 2
is a request.
Descriptor: Match questions 1 and
2 with answers A and B? Which
question is a request?
End
Conclusion.
Hometask: WB p.44
Feedback
Formative
assessment
Students check their
answers in pairs.
Check as a class.
Oral
8
Students share opinions if they liked/disliked the lesson by putting their
thumbs up/down and explaining the reasons using simple language
Long-term plan unit: 6
The world of work
School:
1 All about me
Date:
Teacher name:
Grade:5
Number present:
Theme of the lesson: Writing a report p.75
absent: -
W
5.S6 communicate meaning clearly at sentence level during, pair,
group and whole class exchanges
5.W3 write with support factual descriptions at text level which
describe people, places and objects
5.UE9 use simple present and simple past regular and irregular
forms to describe routines, habits and states on a limited range of
familiar general and curricular topics
5.UE10 use present continuous forms with present and future
meaning on a limited range of familiar general and curricular
topics
All learners will be able to:
Lesson objectives
understand specific information and ask information
use subject-specific vocabulary
understand the main content of text
Most learners will be able to:
use capital letters, commas, full stops, and question marks.
Some learners will be able to:
use question forms in the present simple.
write a report
Plan
Teacher activities
Student activities Marks
Time
Resources
Learning objectives(s)
that this lesson is
contributing to
Beginnin
g
Emoticon
Organization moment
Teacher greets students; students
respond to greeting and take their
places.
Hometask :
Warming up
Ask students 1-2 minutes to think
about different ways they can
learn and improve theit English
apart from studying in a
classroom, e.g. watch films ln
English, read English books, look
at English websites, go to an
English-speaking country, etc.
After about 1 minute, stop the
students and ask them to tell you
their ideas. Put them on the board
as they say them, explaining any
new vocabulary as they do. Have a
class vote on the most interesting
way to improve English.
New lesson
Task 1.
Draw students’ attention to the
questionnaire and the report and
ask them to look through them
quickly to see how they are
connected to each other. Elicit that
the report contains the answers to
the questions in the questionnaire.
Explain the task. Check answers
as a class.
Sts warm/greet the
Formative
teacher
assessment
Slide
Oral
Answer
following
questions
the
PPT
8
Middle
Answers: 1. I go to school in
Antalya, Turkey.
2.My native language is Turkish.
3.I speak some German and
English.
4.I study three hours at school
and two houre at home.
5.I like listening, learning
vocabulary and watching DVDs.
6.I don’t like speaking and acting.
7.I sometimes watch DVDs in
English.
8.I never listen to English music.
9.I think my English is OK.
10.I want to improve my
speaklng, pronunciation and
writing.
Descriptor: Look at the
questionnaire and read the report.
What are Mwhmet’s answers to
questions 1-10 in the
questionnaire?
Task 2. SB (p.75).
Refer students to the key phrases
and explain that they have to
complete them about themselves,
replacing the words in blue as
necessary.
Answers : Students’ own
answers.
Descriptor: Study the key
phrases and rewrite them with
your information.
Task 3
Remind students that they have
already looked at the rukes for
using capital letters on page 19 in
Unit 2 of the Student’s Book. Ask
them if they can remember any of
the rules and get some feedback
from the class.Explain the task.
Check answers as a class.
Answers: 1.names 2.languages
3.pauses 4.lists 5.sentence
6.question
Descriptor: Complete the rules.
Then find examples in the text
and in the questionnaire.
Task 4
Speaking
Emoticon
They answer the
Formative
questions
assessment
Write T and F
Oral
statements
Teacher’s
book
(p.88)
8
SB
Filling the missing
words
Write T and F Emoticon
statements
WB
Formative
assessment
Students check their
answers in pairs.
Check as a class.
Oral
8
End
Go through the Writing guide
with the class. Firstly, explain the
task and what students have to
do. I could ask them to interview
another student and write a report
about them, or, about themselves.
Allow students time to think
some answers to the questions in
the questionnaire before they do
the task.
Answers: Students’ own
answers.
Conclusion.
Hometask: WB p.44
Feedback
Students share opinions if they liked/disliked the lesson by putting
their thumbs up/down and explaining the reasons using simple
language
Long-term plan unit: 6
The world of work
School:
1 All about me
Date:
Teacher name:
Grade:5
Number present:
Theme of the lesson: Famous Kazakh artists p.76
absent: -
W
Learning objectives(s)
that this lesson is
contributing to
5.S2 ask simple questions to get information about a limited range
of general topics
5.L5 understand most specific information and detail of short,
supported talk on a wide range of familiar topics
5.S6 communicate meaning clearly at sentence level during, pair,
group and whole class exchanges
5.W8 spell most high-frequency words accurately for a limited
range of general topics
5.UE16 use conjunctions so , if, when , where, before, after to link
parts of sentences on a limited range of familiar general and
curricular topics
Lesson objectives
All learners will be able to:
understand specific information and ask information
use subject-specific vocabulary
understand the main content of text
Most learners will be able to:
talk about famous people from Kazakhstan.
Some learners will be able to:
use question forms in the present simple.
use the past simple, regular and irregular verbs.
Plan
Time
Beginnin
g
Teacher activities
Student activities
Resources
Emoticon
Organization moment
Teacher greets students; students
respond to greeting and take their
places.
Hometask :
Warming up
Divide students into pairs and ask
them to tell each other about their
favourite writer, composer and
painter. Encourage them to give
reasons for their choice.
New lesson
Task 1.
Draw students’ attention to
thephotos. Elicit the names of the
people. Encourage students to share
any other information they know
about them.
Answers: 1. Mukhtar Auesov
2.Gaziza Zhubanova 3.Abilkhan
Kasteyev
Descriptor: Look at the photo.
Who are these people? What do
you know about them?
Marks
Sts warm/greet the
Formativ
teacher
e
assessme
nt
Answer
following
questions
the
Slide
Oral
PPT
8
Middle
Task 2. SB (p.76).
Give students time to read through
the sentences. Pre-teach the
following words and phrases:
poetry, play (noun), novel, based
on, in his honour.Allow students
to check their answers in pairs.
Answers : 1.Caziza Zhubanova
2. Caziza Zhubanova, Akhmet
Zhubanov
3. Abilkhan Kasteyev 4.
Abilkhan Kasteyev
5. Mukhtar
Auesov
Descriptor: Read and listen to the
texts. Complete the sentences with
the names of the people.
Speaking
Task 3
Draw students’ attention to the
three texts again. Ask whether
they are about the present or past.
Elicit that they are about the past
and point out that most of the
verbs are in the past simple tense.
Answers: be-was/were, loveloved, can-could, start-started,
teach-taught, work-worked,
translate-translated, go-went,
return-returned, become-became,
write-wrote, live-lived, paintpainted, die-died, rename-renamed
1.was
2.the same
3.-ed
4.write
Descriptor: Find the past simple
forms of these verbs in the texts.
Then choose the correct words in
the rules.
Filling the
missing words
Emoticon
They
answer
Formative
the questions
assessment
Write T and F
Oral
statements
(p.88)
8
SB
Write T and F Emoticon
statements
WB
Formative
assessment
Students check
their answers in
pairs. Check as a
class.
Oral
8
Descriptor: Match the words with
the meanings a-c.
End
Teacher’s
book
Conclusion.
Hometask: WB p.44
Feedback
Students share opinions if they liked/disliked the lesson by putting
their thumbs up/down and explaining the reasons using simple
language
Long-term plan unit: 6
The world of work
School:
1 All about me
Date:
Teacher name:
Grade:5
Number present:
Theme of the lesson: Countries, people and jobs
absent: p.78
W
5.S6 communicate meaning clearly at sentence level during, pair,
group and whole class exchanges
5.C8 develop intercultural awareness through reading and
discussion
All learners will be able to:
Lesson objectives
•
Read the text and answer the questions.
Most learners will be able to:
•
Fill in the correct past simple form of the verb.
•
Make up sentences using if, when, where, before, after and
pictures
Some learners will be able to:
Plan
Teacher
activities
Student
activities
Marks
Time
Resources
Learning objectives(s)
that this lesson is
contributing to
Beginni
ng
Greeting.
Setting the aim of the
lesson
Pre- learning
What countries do you
know?
What
jobs do you know?
What do you know
about New Zealand?
Emoticon
Sts warm/greet the
Formative
teacher
assessment
Slide
Oral
Answer
the
following questions
PPT
8
Middle
Task 1
Answers: 1.New
Zeland is south-east of
Australia.
2.Wellington is the
capital city.
3.Auckland is another
big city. It is the largest
city in New Zeland.
4.It is famous for the
All Blacks, the national
rugby team.
5.Sir Edmund Hillary
and peter Jackson.
Descriptor: Read the
text and answer the
questions.
Activity 2 (I)
Fill in the correct past
simple form of the
verb.
Ben __________ Emily
at the party (to see). He
___________ to her
about the music (to
speak). Ben
__________ fish and
chips for lunch (to eat).
Lucy ___________ me
her photographs (to
see). Jake
___________ a new
camera (to buy).
Activity 3 (P,I)
Make up sentences
using if, when, where,
before, after and
pictures. Example: I
Speaking
Emoticon
They answer the
Formative
questions
assessment
Write T and F
Oral
statements
Teacher’s
book
8
SB
Filling the missing
words
Emoticon
Write T and F
statements
Students check
their answers in
WB
Formative
assessment
finish my homework
before I play computer
games. My father plays
chess when he comes
from work.
Alternative
pairs. Check as a
class.
Oral
8
Activity 1 (G,P,I)
Students can make
poster about their
country.
End
Conclusion ex.4 on p. 46 WB Feedback
Students share opinions if they liked/disliked the lesson by putting
their thumbs up/down and explaining the reasons using simple
language
Unit 6: The world of work Term 2
CLIL. Music: Appreciating music
Date:
CLASS: 5
Learning
objective(s) that
this lesson is
contributing to
School :
Teacher name:
Number present:
absent:
5.L5 understand most specific information and detail of short, supported talk on
a wide range of familiar topics
5.S6 communicate meaning clearly at sentence level during, pair, group and
whole class exchanges
5.W8 spell most high-frequency words accurately for a limited range of general
topics
5.S4 respond with limited flexibility at sentence level to unexpected comments
on an increasing range of general and curricular topics
Lesson
objectives
All learners will be able to:
● Read the text, insert the missing punctuation marks.
Most learners will be able to:
● Make up a dialogue.
Some learners will be able to:
● Write a description of the music.
Plan
Planne
d
timings
Beginnin
g
Middle
Teacher activities
Greeting.
Setting the aim of the
lesson
Pre- learning
Match the words with
instruments 1-8.
Which instruments do you
associate with these types
of music?
Activity 1 (G)
Read the text, insert the
missing punctuation marks.
Want to be an Interpreter
I want to be an interpreter it
is an interesting and useful
profession my parents have
a large library and they
taught me to like books I
Student
activities
Marks
Emoticon
Sts warm/greet
Formative
the teacher
assessment
Resources
English plus SB.
p.79
Oral
Answer
following
questions
Speaking
the
8
Emoticon
They answer
Formative
the questions
assessment
Write T and F
Oral
statements
English plus
SB.
Page 79
PPT
like reading books my
favourite subjects in school
are English Literature
Geography and History.
My favourite English and
American writers are
Shakespeare Dickens
Walter Scott Jack London
Mark Twain. Once at the
class of Literature, our
teacher told us that, when
translated, literary works
lose much of their beauty.
She said that poetry is very
hard to translate. From that
day I have a dream I want
to have my favourite books
in the original and to know
the languages they are
written in so I will enjoy
the real beauty of these
books.
Activity 2 (P,I)
Make up a dialogue.
Alternative
En
d
8
A collection of
tasks for
Formative
Assessment
English
Filling the
missing words
Grade 5 (p.77)
Emoticon
Write T and F
statements
Formative
assessment
Students check
their answers in
pairs. Check as
a class.
Oral
8
Activity 2 (P,I)
Students can think of a
piece of music their like.
Then write a description of
the music.
Feedback: Learners give their own opinion on the learnt material
Homework: WB Ex.5-6, p.49
Unit 6: The world of work Term 2,
Reading for pleasure
Date:
Unit 6
School:
Teacher name:
CLASS: 5
Learning
objective(s) that
this lesson is
contributing to
Number present:
absent:
5.S6 communicate meaning clearly at sentence level during, pair, group and
whole class exchanges
5.L7 recognize the opinion of the speaker(s) in basic, supported talk on an
increasing range of general and curricular topics
5.W8 spell most high-frequency words accurately for a limited range of general
topics
Lesson objectives
All learners will be able to:
● Read the jokes and do the exercises after the jokes.
Most learners will be able to:
● Read the jokes and do the exercises after the jokes.
● Act out the jokes.
Some learners will be able to:
Planned
timings
● Make their own jokes.
Plan
Teacher activities
Student activities
Marks
Emoticon
Beginning
Greeting.
Setting the aim of the lesson
Sts warm/greet the
Formative
teacher
assessment
Answer
the
Oral
following
questions
Resources
English plus SB.
p.79
8
Middle
Warming up
Divide students into pairs
and ask them to tell each
other about their favourite
writer, composer and
painter. Encourage them to
give reasons for their choice.
Speaking
Formative
assessment
They answer the
questions
Oral
Activity 1 (G)
Read the jokes and do the
exercises after the jokes.
Activity 2 (G)
Act out the jokes.
Alternative
Activity 2 (G)
Students can make their own
jokes.
English plus SB.
Page 81
Write T and F
statements
End
Feedback: Learners give their own opinion on the learnt material
Homework: WB Ex.7-8, p.49