Short term plan : term 3
Unit of a long term plan: Unit 8 Creativity
Lesson 49
Teacher name:
Date: Seydakhmetova G
Grade: 5b
Number present:
absent:
Lesson title
Culture
Learning objectives
5.2.4.1 understand the main points of supported extended talk on a range of general
and curricular topics;
5.5.3.1 write with support factual descriptions at text level which describe people,
places and objects;
5.6.3.1 use a growing variety of adjectives and regular and irregular comparative and
superlative adjectives describing landmarks of Astana;
Lesson objectives
Learners will be able to:
• Learn and practise nouns to talk about public places connected with culture.
• Practise talking about artists especially from Kazakhstan.
Value links
Family – Family values are moral and ethical principles of typical family life,
including sacrificing for loved ones, putting your loved ones first, and keeping
your loved ones at the centre of your thoughts and actions.
Plan
Stages /
Time
Teachers’ actions
Beginnin
g of the
lesson
5 min
Organization moment
1.Greeting.
Ask about the weather.
Warm-up
• Books closed. Ask students to
work in pairs to think of places in
Kazakhstan connected with
culture. Do an example with the
whole class, e.g. the Academic
Opera and Ballet Theatre in
Almaty.
• After about two minutes, stop the
students. Get feedback from a
few pairs by asking a few
students to describe one of the
places they thought of.
Students’ actions
The aim: To develop Ss
speaking skills and
create friendly
atmosphere
Efficiency: By telling the
wishes they show their
appreciations .
Assessment
criteria
At the
organization
moment T tries
to award active Pictures
Ss. «The praise»
method is used
to evaluate Ss
with phrases
like:
“Good job!
Well done!”
Formative
Assessment
Lead – In
Student’s book
Students say about
different questions

Everyone has a culture.
Resources
Good job!
Middle
Ex: 1 P: 96
of the
• Focus students’ attention on the
quiz on page 97. Allow students
lesson
a couple of minutes to look at
Presenta
the different buildings and ask
tion
them to answer the questions.
part.
Encourage them to use the clues
35 min
in the picture and their own
knowledge of Astana.
• When students have finished,
ask for a show of hands for
answer a or answer b in each
case. Do not say if the answers
are correct or not.
Assessment
Students do the quiz criteria
about
buildings
in - Learn and
practise nouns
Astana
to talk about
ANSWERS:
1b
2b
3b
4a
5b
6a
Differentiation:
«Verbal support» method is used
to help Students use new words in
the text.
Students match the
places with the things
Ex: 2 P:96
ANSWERS:
• Explain the task and do an
example together to make sure
students know what they have to
do, pointing out that only one of
the words on the left matches a
word on the right.
• In a stronger class, ask
students to do the activity
individually before checking their
answers in pairs. In a weaker
class, check their understanding
of the vocabulary and ask them
to do the task in pairs.
Ex: 3 P:96
• Explain the task and do an
example with the class. Make
sure the whole class understand
the word sightseeing.
• Check the answers as a class.
End of
the
lesson
5 min
Home task:
Ex: 1 P: 58 WB
1c
2e
3f
4b
5a
6d
public places
connected with
culture
Cards
Descriptor:
- do the quiz
about buildings Worksheets
in Astana
Peer
assessment:
answer key
Assessment
criteria:
- Practise talking
about artists
especially
from
Kazakhstan.
Descriptor:
- match the
places with the
things
Students put the verbs
with the correct noun to Make CCQ
make a collocation
questions
ANSWERS:
Yes / No
1 borrow
2 look at
3 watch
4 study
5 listen to
6 go
Students use
their stickers to
show their
knowledge
according to the
lesson.
Poster
KWL chart
Short term plan : term 3
Unit of a long term plan: Unit 8 Creativity
Lesson 50
Teacher name:
Date:
Grade: 5
Number present:
absent:
Lesson title
Making plans.
Learning objectives
5.3.6.1 communicate meaning clearly at sentence level during, pair, group and
whole class exchanges;
5.4.3.1 understand the detail of an argument on a limited range of familiar
general and curricular topics
Lesson objectives
Learners will be able to:
• Learn and practise verbs to talk about plans.
• Understand text messages about plans
Value links
Loyalty – Loyalty might be a core personal value to you if you highly prize
friends that are reliable and trustworthy. You might put your friends or chosen
family first, always being there for them when they need you.
Plan
Stages /
Time
Teachers’ actions
Beginnin
g of the
lesson
5 min
Organization moment
1.Greeting.
Ask about the weather.
Warm-up
• Books closed. Ask the class
what they like doing when they
visit another city or country. Get
students to think of two
categories – things to do inside
and outside.
• Make a list on the board. Ask
students to give details about
places they have visited and
what they liked doing.
Students’ actions
The aim: To develop Ss
speaking skills and
create friendly
atmosphere
Efficiency: By telling the
wishes they show their
appreciations .
Assessment
criteria
Resources
At the
organization
moment T tries
to award active Pictures
Ss. «The praise»
method is used
to evaluate Ss
with phrases
like:
“Good job!
Well done!”
Formative
Assessment
Lead – In
Student’s
book
Students say about
different questions
Good job!
Making Friday plans on a Thursday
afternoon may work 4 times out of
10, but so does going outside
without an umbrella in April. It's
risky AF. Planning a week or more
in advance is not!
Middle
of the
lesson
Presenta
tion
part.
35 min
Ex: 1 P: 98
• Ask students to read the two text
messages and the Tours of
Astana text.
•
Discuss the question with
the class. Encourage students to
also think about information from
the quiz.
Students read the text
message and the text
about places in Astana
ANSWERS:
Students’ own answer
check their answers and
compare them with Samat’s
ideas. In a weaker class, pause
the recording after each place is
mentioned.
Bayterek Tower,
Khan Shtyr and Hazret
Sultan.
practise verbs to
talk about plans.
Cards
Descriptor:
- read the text
message
and
Differentiation:
the text about
«Verbal support» method is used
to help Students use new words in Students listen and places in Astana
Worksheets
the text.
check your answers.
Which
places
does Peer
assessment:
Ex: 2 P:98
Samat choose?
answer key
Play the recording for students to
ANSWERS:
Ex: 3 P:98
• Tell students to read all three
Students read the text
again write true or false
texts again and answer the
questions. Circulate and monitor. ANSWERS:
Check that weaker students
can follow which text has the
relevant information.
End of
the
lesson
5 min
Assessment
criteria
- Learn and
Home task:
Ex: 1 P: 58 WB
1 true
2 false
3 false
4 true
5 false
6 true
Assessment
criteria:
- Understand
text
messages
about plans
Descriptor:
- listen and
check your
answers.
Make CCQ
questions
Yes / No
Students use
their stickers to
show their
knowledge
according to the
lesson.
Poster
KWL chart
Short term plan : term 3
Unit of a long term plan: Unit 8 Creativity
Lesson 51
Teacher name:
Date:
Grade: 5
Number present:
absent:
Lesson title
Language Focus: be going to affirmative and negative
Learning objectives
5.3.4.1 respond with limited flexibility at sentence level to unexpected
comments on an increasing range of general and curricular topics;
5.6.1.1 use a structure to be going to express intention and plan on a limited
range of familiar general and curricular topics;
5.5.3.1 write with support factual descriptions at text level which describe
people, places and objects to visit and activities;
Lesson objectives
Learners will be able to:
• Learn and practise be going to affirmative and negative forms.
• Use be going to talk about plans and intentions.
Value links
Fairness – If you value fairness, you might be highly sensitive to situations at
school or in the workplace where a teacher or a peer has exhibited favoritism
or allowed someone to get away with living by a different set of rules to
everyone else.
Plan
Stages /
Time
Teachers’ actions
Beginnin
g of the
lesson
5 min
Organization moment
1.Greeting.
Ask about the weather.
Warm-up
• Books closed. Ask the class to
imagine they have unlimited
money and a week to spend it.
Ask them to decide on three
things they are going to do.
• Put some ideas on the board.
Discuss with the class which are
the most interesting plans.
Students’ actions
The aim: To develop Ss
speaking skills and
create friendly
atmosphere
Efficiency: By telling the
wishes they show their
appreciations .
Lead – In
Assessment
criteria
Resources
At the
organization
moment T tries
to award active Pictures
Ss. «The praise»
method is used
to evaluate Ss
with phrases
like:
“Good job!
Well done!”
Formative
Assessment
Student’s
book
Students say about
different questions
Good job!
Middle
of the
lesson
Presenta
tion
part.
35 min
Ex: 1 P: 96
• Tell the class to read the text
messages again and find the
missing forms.
Differentiation:
«Verbal support» method is used
to help Students use new words in
the text.
Assessment
Students find the forms criteria
- Learn and
in the text messages
practise be
ANSWERS:
1 I’m going to
2 We’re not going to
going to
affirmative
and negative
forms.
Cards
Descriptor:
- find the forms
Ex: 2 P:96
in
the
text
• Draw students’ attention to the
Students
read
and messages
Worksheets
photo of the food. Ask them what
complete
the
text
with
it is and if they like it.
• Explain the task. Tell students to the verbs.
Peer
read the whole text once before
ANSWERS:
assessment:
choosing the verbs.
•
Check answers as a class.
Ex: 3 P:96
• Explain the task. Students
1 take
2 walk
3 eat
4 visit
5 watch
complete the activity individually
and check their answers in pairs. Students complete the
• Remind students to use the table sentences with the
in exercise 1 to help them.
correct words.
Check answers as a class.
ANSWERS:
1 to go
2 ’m
3 ’re going
4 ’re, have
5 ’s
6 ’s going, watch
End of
the
lesson
5 min
Home task:
Ex: 1 P: 59 WB
answer key
Assessment
criteria:
- Use be going
to talk about
plans and
intentions.
Descriptor:
- complete the
sentences with
the correct
words.
Make CCQ
questions
Yes / No
Students use
their stickers to
show their
knowledge
according to the
lesson.
Poster
KWL chart
Short term plan : term 3
Unit of a long term plan: Unit 8 Creativity
Lesson 52
Teacher name:Seydakhmetova G
Date: 23.01
Grade: 5 b
Number present:
absent:
Lesson title
Films and stories
Learning objectives
5.3.4.1 respond with limited flexibility at sentence level to unexpected
comments on an increasing range of general and curricular topics;
5.6.1.1 use a structure to be going to express intention and plan on a limited
range of familiar general and curricular topics;
5.5.3.1 write with support factual descriptions at text level which describe
people, places and objects to visit and activities;
Lesson objectives
Learners will be able to:
• Learn and practise vocabulary to talk about films and stories.
• Plan a film project.
Value links
Honesty – You may highly value telling people the truth. This one gets tricky
when being honest can be hurtful to others. So, a person who really puts
honesty first might be the sort of person who will tell the truth even if it hurts
to do so.
Plan
Stages /
Time
Teachers’ actions
Beginnin
g of the
lesson
5 min
Organization moment
1.Greeting.
Ask about the weather.
Warm-up
• Books closed. Ask the class to
think of as many films as they
can in one minute. After a
minute ask for contributions and
write them on the board. Ask the
class to talk briefly about the
type of films they are and which
countries they are from.
Students’ actions
The aim: To develop Ss
speaking skills and
create friendly
atmosphere
Efficiency: By telling the
wishes they show their
appreciations .
Lead – In
Assessment
criteria
Resources
At the
organization
moment T tries
to award active Pictures
Ss. «The praise»
method is used
to evaluate Ss
with phrases
like:
“Good job!
Well done!”
Formative
Assessment
Student’s
book
If you want to skip bedtime reading
and watch a movie inspired by the
Bible instead, we've got you
covered. These films based on
the word of God are available to
stream right now — so kick back
Students say about
different questions
Good job!
with a bowl of popcorn and prepare
to be inspired.
Middle
of the
lesson
Presenta
tion
part.
35 min
Ex: 1 P: 100
• Explain the task. Make sure
students understand the
meaning of alien, ghost,
monster, knight and wizard.
• Circulate and monitor.
• Check answers as a class.
Students match
types of films
ANSWERS:
Assessment
the criteria
- Learn and
1h
2e
3f
4a
Differentiation:
5g
«Verbal support» method is used 6 c
to help Students use new words in 7 d
8b
the text.
practise
vocabulary to
talk about films
and stories.
Cards
Descriptor:
- match the
types of films
Worksheets
Ex: 3 P:100
• In pairs, students do the quiz.
Students do the film Peer
Quiz. Then listen and assessment:
Give them a time limit. When
time is up, ask pairs for answers check your answers.
answer key
and write them on the board. Do ANSWERS:
not say if they are right or wrong. 1 Finding Nemo
Assessment
• [audio icon] 2.43 Play the
2 Harry Potter
recording. Students check if their 3 Beauty and the Beast criteria:
- Plan a film
answers were correct. Count up
4 Superman
the correct scores and nominate
a winner.
Ex: 4 P:100
• In pairs, ask students to read out
a question and answer for the
rest of the class. The class
guess which film it is.
5 Harmony Lessons
Students which films in
the Film Quiz are these
questions and answers
connected to?
ANSWERS:
1 Harmony Lessons
2 Harry Potter
3 Beauty and the Beast
4 Finding Nemo
5 Superman
End of
the
lesson
5 min
Home task:
Ex: 3 P: 59 WB
project
Descriptor:
- do the film
Quiz. Then listen
and check your
answers.
Make CCQ
questions
Yes / No
Students use
their stickers to
show their
knowledge
according to the
lesson.
Poster
KWL chart
Short term plan : term 3
Unit of a long term plan: Unit 8 Creativity
Lesson 53
Teacher name:
Date:
Grade: 5
Number present:
absent:
Lesson title
Be going to(questions)
Learning objectives
5.3.4.1 respond with limited flexibility at sentence level to unexpected
comments on an increasing range of general and curricular topics;
5.4.1.1 understand the main points in a limited range of short simple texts on
general and curricular topics;
5.6.3.1 use a structure to be going to (questions) to ask about plans.
Lesson objectives
Learners will be able to:
• Learn and practise using be going to question forms.
• Using be going to to ask about plans
Value links
Generosity – This may be a core value of yours if you cherish people who will
give their time and resources to people in need. You may consider yourself to
be a generous person if you find joy and meaning in giving to others.
Plan
Stages /
Time
Teachers’ actions
Beginnin
g of the
lesson
5 min
Organization moment
1.Greeting.
Ask about the weather.
Warm-up
• Books closed. Ask the class to
think of things they are going to
do next week. Write them on the
board, e.g. go to school, play
football. Ask students to make
affirmative and negative
sentences using the ideas. Ask
the class to suggest corrections
if they hear a mistake.
Students’ actions
The aim: To develop Ss
speaking skills and
create friendly
atmosphere
Efficiency: By telling the
wishes they show their
appreciations .
Assessment
criteria
Resources
At the
organization
moment T tries
to award active Pictures
Ss. «The praise»
method is used
to evaluate Ss
with phrases
like:
“Good job!
Well done!”
Formative
Assessment
Lead – In
Student’s
book
Students say about
different questions
Good job!
Middle
of the
lesson
Presenta
tion
part.
35 min
Ex: 1 P: 101
• Explain the task. Give students a Students complete the
few minutes to work individually
table with the words in
reading and filling in the table.
the box.
• Students check their answers in
ANSWERS:
pairs.
• Check answers as a class.
1 Are
2 am
3 isn’t
4 is
Differentiation:
«Verbal support» method is used Students complete the
to help Students use new words in questions and answers
the text.
ANSWERS:
Ex: 2 P:101
• Put students in pairs. Explain the
task. When the students have
completed the sentences tell
them to practise saying the
sentences together.
• Monitor the students as they
speak, making a note of any
errors you would like to address
later.
Ex: 3 P:101
• Draw students’ attention to the example.
Ask students to explain the rule
for making questions with be
going to (Answer: the correct
form of be followed by the
subject). Ask if we use the short
form of be in short answers
(Answer: no).
• Explain the task. Students work
individually and then check their
answers in pairs. Circulate and
monitor.
Make sure students make
positive questions, e.g. ‘Are the
criminals going to win?’, not
‘Aren’t the criminals going to
win?’
End of
the
lesson
5 min
Home task:
Ex: 4 P: 59 WB
1 am
2 Is, isn’t
3 are, ’re
4 we, aren’t
5 Is, is
6 ’m not
7 ’re
8 ’s, is
Assessment
criteria
- Learn and
practise using
be going to
question forms.
Cards
Descriptor:
- complete the
table with the
words in the
box.
Worksheets
Peer
assessment:
answer key
Assessment
Students make the
sentences into questions criteria:
- Using be
and short answers
going to to
ANSWERS:
ask about
1 Is she going to save her
friends? Yes, she is.
2 Are the princess and the
beast going to fall in love?
Yes, they are.
3 Are we going to find my
sister? Yes, we are.
4 Are the criminals going to
win? No, they aren’t.
5 Are you going to find your
son? Yes, I am.
6 Is the evil wizard going to
die? Yes, he is.
7 Is winter going to end soon?
No, it isn’t.
8 Are the fish going to
escape? Yes, they are.
plans
Descriptor:
- complete the
questions and
answers
Make CCQ
questions
Yes / No
Students use
their stickers to
show their
knowledge
according to the
lesson.
Poster
KWL chart
Short term plan : term 3
Unit of a long term plan: Unit 8 Creativity
Lesson 54
Teacher name:
Date:
Grade: 5
Number present:
absent:
Lesson title
Film Review
Learning objectives
5.3.8.1 recount basic story and events on a range of general and curricular
topics
5.5.6.1 link, with some support, sentences into coherent paragraphs using
basic connectors on a limited range of familiar general topics
Lesson objectives
Learners will be able to:
-Learn and practise nouns
-Learn and practise verbs to talk about plans.
-Learn and practise vocabulary to talk about films
Value links
Integrity – Integrity is the quality of having strong moral principles. So, a
person with integrity will always act with honesty and adhere to their own
moral code regardless of what others do.
Plan
Stages /
Time
Teachers’ actions
Beginnin
g of the
lesson
5 min
Organization moment
1.Greeting.
Ask about the weather.
Warm-up
• Books closed. Ask the class to
think of as many films as they
can in one minute. After a
minute ask for contributions and
write them on the board. Ask the
class to talk briefly about the
type of films they are and which
countries they are from.
Students’ actions
The aim: To develop Ss
speaking skills and
create friendly
atmosphere
Efficiency: By telling the
wishes they show their
appreciations .
Lead – In
Assessment
criteria
Resources
At the
organization
moment T tries
to award active Pictures
Ss. «The praise»
method is used
to evaluate Ss
with phrases
like:
“Good job!
Well done!”
Formative
Assessment
Student’s book

wo hundred years from now, give or
take, the robot-people of Earth will
look back on the early years of the
21st century as the beginning of a
remarkable renaissance in art and
culture.
Students say about
different questions
Good job!
Middle
of the
lesson
Presenta
tion
part.
35 min
Ex: 1 P: 102
Explain the task and do an example
together to make sure students
know what they have to do, pointing
out that only one of the words on
the left matches a word on the right.
Assessment
Students match the criteria
things with the places
- Learn and
practise nouns
ANSWERS:
1 painting
2 show
3 book
Differentiation:
4 film
«Verbal support» method is used 5 play
to help Students use new words in 6 exhibit
Descriptor:
- match the Cards
things with the
places
the text.
Peer
assessment:
answer key
Ex: 2 P:102
Explain the task. Students complete
the activity individually and check Students choose
correct words.
their answers in pairs
the
ANSWERS:
Ex: 3 P:102
• Explain the task and do an
example together to make sure
students know what they have to
do, pointing out that only one of
the words on the left matches a
word on the right.
• Explain the task and do an
example with the class. Make
sure the whole class understand
the word sightseeing.
End of
the
lesson
5 min
Home task:
Ex: 5 P: 102 SB
1 borrow
2 look at
3 watch
4 study
5 listen to
6 go
Students match the two
part of the phrase
ANSWERS:
1 river
2 hall
3 deck
4 resort
5 hall
6 gallery
Worksheets
Assessment
criteria:
-Learn and practise
verbs to talk
about plans.
Descriptor:
- match the
places with the
things
Make CCQ
questions
Yes / No
Students use
their stickers to
show their
knowledge
according to the
lesson.
Poster
KWL chart
Short term plan : term 3
Unit of a long term plan: Unit 8 Creativity
Lesson 55
Teacher name:
Date:
Grade: 5
Number present:
absent:
Lesson title
Unit Review-8
Learning objectives
5.3.1.1 provide basic information about themselves and others at sentence
level on an increasing range of general topics;
5.5.1.1 plan, write, edit and proofread work at text level with support on a
limited range of general and curricular topics;
5.5.3.1 write with support factual descriptions at text level which describe
people, places and objects.
Learners will be able to:
• Learn and practise using be going to question forms.
• Using be going to to ask about plans
• Learn and practise vocabulary to talk about films and stories.
Lesson objectives
Value links
Perseverance – People who value perseverance will work through adversity
and be determined to get a result. This is a great treat for employees and
entrepreneurs alike.
Plan
Stages /
Time
Teachers’ actions
Beginnin
g of the
lesson
5 min
Organization moment
1.Greeting.
Ask about the weather.
Warm-up
• Books closed. Ask the class to
think of as many films as they
can in one minute. After a
minute ask for contributions and
write them on the board. Ask the
class to talk briefly about the
type of films they are and which
countries they are from.
Lead – In
Students’ actions
The aim: To develop Ss
speaking skills and
create friendly
atmosphere
Efficiency: By telling the
wishes they show their
appreciations .
Assessment
criteria
At the
organization
moment T tries
to award active
Ss. «The
praise» method
is used to
evaluate Ss with
phrases like:
“Good job!
Well done!”
Formative
Assessment
Students say about
different questions
Good job!
Movie genres vector icons. Movie
film genres, comedy genre, war and
romance genres, history drama film
genre illustration
Resources
Pictures
Student’s
book
Middle
of the
lesson
Presenta
tion
part.
35 min
End of
the
lesson
5 min
Ex: 4 P: 102
• Explain the task. Make sure
students understand the
meaning of alien, ghost,
monster, knight and wizard.
• Circulate and monitor.
Students match the films
with the things
ANSWERS:
1a
2d
3f
Differentiation:
4e
«Verbal support» method is used 5 c
to help Students use new words in 6 g
7h
the text.
8b
Students choose the
Ex: 5 P:102
• Explain the task and ask students correct words
ANSWERS:
to do it individually.
1 to walk
2 ’m y
3 ’s
4 not going to
5 ’re
6
’re
Ex: 6 P:102
Students
complete the
• Put students in pairs. Explain the
questions and answers
task. When the students have
ANSWERS:
completed the sentences tell
1 am
them to practise saying the
2 Is, isn’t
sentences together.
3 are, ’re
• Monitor the students as they
4 we, aren’t
speak, making a note of any
5 Is, is
errors you would like to address
6 ’m not
later.
7 ’re
8
’s, is
Ex: 7 P:102
Students
complete the
• Do the first sentence with the
questions
and answers
class. Write the sentence on the
with
going
to
board as a model for weaker
ANSWERS:
students.
1 Are you going to watch
• Make sure students write the
a film this week?
sentences as they will need
2 Where are you going
them in the next exercise.
• Get the students to read out their to go on holiday this
year?
questions when they are ready.
3 How many books are
you going to read this
month?
4 Are you going to play
football tomorrow?
5 What are you going to
eat for supper tonight?
6 Are you going to do
your homework on time?
Home task:
Ex: 3 P: 59 WB
Assessment
criteria
- Learn and
practise using
be going to
question forms.
Cards
Descriptor:
- complete the
table with the
words in the
box.
Worksheets
Peer
assessment:
answer key
Assessment
criteria:
- Using be
going to to
ask about
plans
Descriptor:
- complete the
questions and
answers
Make CCQ
questions
Yes / No
Students use
their stickers to
show their
knowledge
according to the
lesson.
Poster
KWL chart
Short term plan: term 3
Unit of a long term plan: Unit 9 Creativity
Lesson 56
Teacher name:
Date:
Grade: 5
Number present:
absent:
Lesson title
Biography of an actor.
Learning objectives
5.3.3.1 Give an opinion at sentence level on a limited range of general and
curricular topics;
5.4.2.1 understand with little support specific information and detail in short,
simple texts on a limited range of general and curricular topics
Learners will be able to:
Read the story about first President.
Understand the key words and phrases
Give reasons
Lesson objectives
Value links
Self-Discipline – If you value self-discipline, you might be a person who wakes
up early, exercises daily, and doesn’t get distracted by vices.
Plan
Stages /
Time
Teachers’ actions
Beginnin
g of the
lesson
5 min
Organization moment
1.Greeting.
Ask about the weather.
Warm-up
• Books closed. Ask the students
to tell you what they know about
the president of Kazakhstan, e.g.
where he is from, his family,
what he does, his early life. Ask
the class if they know or have
watched the film ‘The Sky of My
Childhood’. If any students have
seen the film, ask them to tell the
rest of the class about the story.
If there are no students who
have seen the film, ask them if
they know any films about other
people’s lives.
Lead – In
The childhood
story of Nursultan
Nazarbayev, the
first president
of the Republic
of Kazakhstan.

Students’ actions
The aim: To develop Ss
speaking skills and
create friendly
atmosphere
Efficiency: By telling the
wishes they show their
appreciations .
Assessment
criteria
At the
organization
moment T tries
to award active
Ss. «The
praise» method
is used to
evaluate Ss with
phrases like:
“Good job!
Well done!”
Formative
Assessment
Students say about
different questions
Good job!
Resources
Pictures
Student’s
book
Ex: 1 P: 103
Middle
• Ask students to look quickly
of the
through the story and find the
lesson
four words. Discuss as a class
Presenta
which descriptions match the
tion
words.
part.
• Ask students to think of more
35 min
words in the Kazakh language
that they can explain in English.
Students
find
these
words in the story and
match
words
with
descriptions
ANSWERS:
Student’s own answer
Home task:
Ex: 4 P: 59 WB
Cards
Descriptor:
the - read the story
the and find the four
the words
Students
read
information about
Differentiation:
film and answer
«Verbal support» method is used questions
to help Students use new words in ANSWERS:
the text.
1 The story starts in
1940.
Ex: 2 P:103
2 He lives with his
• Tell students to work individually mother, father and
and read the story carefully to
grandmother.
answer the questions.
3 He enjoys galloping on
• Circulate and monitor. Check
horseback, learning
that any weaker students
falconry and playing the
understand the key words and
dombyra. He also likes
phrases, e.g. horseback,
playing with friends.
falconry, high flier, attack and
4 Yes, he was. He was a
hunting. Make sure students
high flier.
write whole sentence answers.
5 Three actors played
• Check the answers. Ask
Nazarbayev. This was to
individual students to read out
show him as a young
their sentences.
boy, a youth, and a
young man.
Ex: 3 P:101
6 Yes, he does. He says
• Discuss the question with the
it is a beautiful film. It
whole class. Make sure students has excellent music.
give reasons, either positive or
Some scenes are very
negative.
exciting.
Students give three
reasons for their answer
ANSWERS:
Student’s own answer
End of
the
lesson
5 min
Assessment
criteria
- read the text
and discuss
about first
President
Worksheets
Assessment
criteria:
- understand the
key words
and phrases
Descriptor:
- give three
reasons for their
answer
Make CCQ
questions
Yes / No
Students use
their stickers to
show their
knowledge
according to the
lesson.
Poster
KWL chart
Short term plan: term 3
Unit of a long term plan: Unit 9 Reading for pleasure.
Lesson 57
Teacher name:
Date:
Grade: 5
Number present:
absent:
Lesson title
Types of writing
Learning objectives
5.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a
limited range of general topics
5.4.3.1 understand the detail of an argument on a limited range of familiar
general and curricular topics;
Learners will be able to:
• Learn and practise nouns to talk about types of writing.
• Practise asking questions about stories.
Lesson objectives
Value links
Humility – You might highly value humility if you find yourself disgusted by
people who are arrogant or braggadocious, and instead find yourself
gravitating to people who are always expressing their gratefulness for the
blessings in their life.
Plan
Stages /
Time
Teachers’ actions
Beginnin
g of the
lesson
5 min
Organization moment
1.Greeting.
Ask about the weather.
Warm-up
• Books closed. Ask students to
work in pairs to tell each other
about the last three books they
read. They should give details
about the title, the author, and
what kind of books they were.
•
After about two minutes,
stop the students. Get feedback by
asking a few pairs to describe one
of the books they talked about
Lead – In
Students’ actions
The aim: To develop Ss
speaking skills and
create friendly
atmosphere
Efficiency: By telling the
wishes they show their
appreciations .
Assessment
criteria
At the
organization
moment T tries
to award active
Ss. «The
praise» method
is used to
evaluate Ss with
phrases like:
“Good job!
Well done!”
Formative
Assessment
Students say about
different questions
Good job!
In the English language there are a
variety of different writing types,
knowing when to use the right one will
not only make your writing look and
sound better but will also help you to
create more fitting documents. In this
article, we are going to take a look at
the various different types of writing in
a little more detail.
Resources
Pictures
Student’s
book
Ex: 1 P: 104
Middle
• Focus students’ attention on the
of the
quiz on page 105. Ask the class
lesson
who they can see in the photos
Presenta
(Answers: Abay Qunanbayuli
tion
who they talked about in unit 8;
part.
Oliver Twist; and Akira.)
35 min
• Allow students a few minutes to
Students do the quiz and
check their score
ANSWERS:
1b
2b
3a
4b
answer the quiz questions. Tell
5a
them to write their answers on a
6b
separate piece of paper. Weaker 7 b
students can work in pairs.
8b
• Ask the students to give their
answer sheet to another student.
Go through the quiz answers
with the class. Make sure they
keep the score – one point for a
correct answer, no points for a
wrong answer.
Differentiation:
«Verbal support» method is used
to help Students use new words in
the text.
Ex: 2 P:104
• Explain the task and do an
example together to make sure
students know what they have to
do, pointing out that only one
item on the left matches an item
on the right.
• In a stronger class, ask
students to do the activity
individually before checking their
answers in pairs. In a weaker
class, check their understanding
of the vocabulary and ask them
to do the task in pairs.
• Check answers as a class. Ask
students to think of more
examples of each type of writing.
Ex: 4 P:104
• Explain the task and do the first
question with the class. If
necessary, review when we use
wh- questions, e.g. Ask the class
‘Who is your maths teacher?’
(person) ‘When is your
Geography class? (time), etc.
• Circulate and monitor. Give
assistance where necessary.
End of
the
lesson
5 min
Home task:
Ex: 1 P: 60 WB
Students look at the
phrases in blue in the
quiz. Math the types of
writing with the names of
the characters
ANSWERS:
1c
2f
3d
4g
5a
6h
7b
8e
Assessment
criteria
- Learn and
practise
nouns to talk
about types
of writing.
Cards
Descriptor:
- do the quiz
and check their Worksheets
score
Assessment
criteria:
- Practise asking
questions
about stories.
Descriptor:
- complete the
questions with a
wh- or how
question word
Make CCQ
questions
Yes / No
Students complete the
questions with a wh- or
how question word
ANSWERS:
1 What
2 Why
3 Who
4 Where
5 When
6 Which
7 How
Students use
their stickers to
show their
knowledge
according to the
lesson.
Poster
KWL chart
Short term plan : term 3
Unit of a long term plan: Unit 9 Reading for pleasure.
Lesson 58
Teacher name:
Date:
Grade: 5
Number present:
absent:
Lesson title
A Famous story
Learning objectives
5.4.3.1 understand the detail of an argument on a limited range of familiar
general and curricular topics;
5.3.3.1 Give an opinion at sentence level on a limited range of general and
curricular topics.
5.6.1.1 Use Past Simple to tell a story.
Lesson objectives
Learners will be able to:
• Learn and practise verbs to talk about the past.
• Understand stories written in the past tense.
Value links
Kindness – If you value kindness, you’ll likely always be respectful of people
around you, be gentle with criticism, and always willing to welcome people
with open arms.
Plan
Stages /
Time
Teachers’ actions
Students’ actions
Beginnin
g of the
lesson
5 min
Organization moment
1.Greeting.
Ask about the weather.
Warm-up
• Books closed. Ask the class
what they know about the KozyKorpesh and Bayan-Sulu story.
Ask students why the story is so
famous.
Lead – In
The aim: To develop Ss
speaking skills and
create friendly
atmosphere
Efficiency: By telling the
wishes they show their
appreciations .
Assessment
criteria
At the
organization
moment T tries
to award active
Ss. «The
praise» method
is used to
evaluate Ss with
phrases like:
“Good job!
Well done!”
Formative
Assessment
The ancient legend tells that two
childhood friends, Syrybay and
Karabay, decided to marry their
children, who had been engaged
even before they were born.
Unfortunately, Syrybai died while
hunting before his son was born.
Growing up, Kozy and Bayan met
and fell in love with each other,
which made their families very
happy. Having grown up, Kozy
and Bayan-Sulu do end up falling
in love with each other
Students say about
different questions
Good job!
Resources
Pictures
Student’s
book
Ex: 1 P: 106
Middle
• Do the exercise with the whole
of the
class. Make sure students
lesson
understand warrior (a person
Presenta
who fights in battle).
tion
part.
Differentiation:
35 min
Assessment
Students identify who criteria
are characters in the - Learn and
practise
story. Match the names
verbs to talk
with the roles.
about the
ANSWERS:
past.
1 daughter
Cards
«Verbal support» method is used 2 lover
to help Students use new words in
3 father
Descriptor:
the text.
4 warrior
- identify who
are characters Worksheets
Ex: 2 P:106
in the story.
• Explain the task. Make sure
Students read the text
students understand these
Match
the
and write true or false.
words before they start reading:
names with the
ANSWERS:
steppe, rescue, revenge, stab.
roles.
1 true
• Give students plenty of time to
2 false
read the story and find the
3 false
answers.
4 true
• Go through the answers. In a
5 true
stronger class, ask students to
6 false
Assessment
read the part of the story that
7 false
criteria:
answers the question, e.g. for
8 true
- Understand
question 1 ‘Karabay had a
stories
daughter called Bayan.’ If any
Students
find
these
written in the
sentences are false, ask
words in the text. Match
past tense..
students to make a true
the
words
with
sentence.
definitions.
• In a weaker class, read the
ANSWERS:
story to the class and stop at the
1c
Descriptor:
sentence which helps answer
2e
- find these
the question.
3a
words in the
4d
text. Match the
5b
words
with
Ex: 3 P:106
definitions.
• Tell students to look quickly at
the story again and find the five
words.
• In a weaker class, stand up in
Make CCQ
front of the class and point to
questions
your hair, waist, neck. Ask the
Yes / No
class to say each time what you
are pointing at. Mime combing,
tidying, wearing (round the neck
and waist), and cutting (hair with
a knife).
• Go through the answers.
End of
the
lesson
5 min
Home task:
Ex: 2 P: 60 WB
Students use
their stickers to
show their
knowledge
according to the
lesson.
Poster
KWL chart
Short term plan : term 3
Unit of a long term plan: Unit 9 Reading for
pleasure.
Teacher name:
Lesson 59
Date:
Grade: 5
Number present:
absent:
Lesson title
Language Focus: Past Simple
Learning objectives
5.6.1.1 use Past Simple (negative and questions) to speak about past events
tell;
5.5.1.1 plan, write, edit and proofread work at text level with support on a
limited range of general and curricular topics;
5.3.3.1 Give an opinion at sentence level on a limited range of general and
curricular topics;
Learners will be able to:
• Learn and practise past simple regular and irregular forms.
• Use the past simple to talk about events in the past.
Lesson objectives
Value links
Gratitude – You value gratitude if you find yourself respecting people who say
please and thank you. If you’re a religious person who values gratitude, you
may always insist on praying before eating your dinner.
Plan
Stages /
Time
Teachers’ actions
Beginnin
g of the
lesson
5 min
Organization moment
1.Greeting.
Ask about the weather.
Warm-up
• Books closed. Write watch on
the board and ask the students
what the past simple form is
(watched). Then write go on the
board and ask what the past
simple form is (went). Draw
students’ attention to the table in
exercise 1 and ask which group
watch belongs to (regular) and
go (irregular).
Lead – In
Students’ actions
The aim: To develop Ss
speaking skills and
create friendly
atmosphere
Efficiency: By telling the
wishes they show their
appreciations .
Assessment
criteria
At the
organization
moment T tries
to award active
Ss. «The
praise» method
is used to
evaluate Ss with
phrases like:
“Good job!
Well done!”
Formative
Assessment
Students say about
different questions
Past Simple Tense! When talking
about an action which has
happened in the past, you will need
to use the past simple tense.
However, before you can begin
confidently using this tense, it is
important to learn the rules which
surround it. As with any part of
English grammar, the rules of the
Good job!
Resources
Pictures
Student’s
book
Middle
of the
lesson
Presenta
tion
part.
35 min
past simple tense should be applied
each time it is used in order to
ensure that you are forming
grammatically correct sentences.
Ex: 1 P: 107
• Tell the class to read the story
on page 106 again and find the
regular verbs in the past simple.
Make sure they do not read the
story again but ‘scan’ the text for
the words.
Assessment
Students find the past criteria
- Learn and
simple forms in the text.
practise past
ANSWERS:
simple
help – helped,
regular and
want – wanted,
irregular
follow – followed,
Cards
forms.
ask – asked,
Differentiation:
die – died,
«Verbal support» method is used climb – climbed,
Descriptor:
to help Students use new words in love – loved
the text.
- find the past Worksheets
Rules
simple forms in
-d, different
Ex: 2 P:107
the text.
• Explain the task. In a weaker
class, do the first sentence
Students complete the
together and draw students’
sentences with the past
attention to the table in exercise
Assessment
simple forms of the
1 which has the past simple
criteria:
verbs in brackets.
forms. Circulate and monitor.
- Use the past
ANSWERS:
• Check answers as a class.
simple to talk
1 wanted
about events
2 was
in the past.
3 asked
4 were
5 took
6 died
7 followed
8 cut
Ex: 3 P:107
• Explain the task. Remind
students to use the table in
exercise 1 to help them.
• Students complete the activity
individually and check their
answers in pairs.
• Check answers as a class.
End of
the
lesson
5 min
Home task:
Ex: 1 P: 61 WB
Descriptor:
- complete the
sentences with
Students complete the the past simple
text. Use the correct forms of the
forms of the verbs in the verbs in
brackets.
box
ANSWERS:
Make CCQ
1 lived
2 was
questions
3 loved
Yes / No
4 came
5 told
6 wanted
7 left
8 followed
9 took
10 climbed
Students use
their stickers to
show their
knowledge
according to the
lesson.
Poster
KWL chart
Short term plan : term 3
Unit of a long term plan: Unit 9 Reading for
pleasure.
Teacher name:
Lesson 60
Date:
Grade: 5
Number present:
absent:
Lesson title
Biography of a writer
Learning objectives
5.2.4.1 understand the main points of supported extended talk on a range of
general and curricular topics
5.5.3.1 write with support factual descriptions at text level which describe
people, places and objects;
5.4.2.1 understand with little support specific information and detail in short,
simple texts on a limited range of general and curricular topics;
Learners will be able to:
• Learn and practise vocabulary to talk about people’s lives.
• Understand a famous person’s biography.
Lesson objectives
Value links
Gratitude – You value gratitude if you find yourself respecting people who say
please and thank you. If you’re a religious person who values gratitude, you
may always insist on praying before eating your dinner.
Plan
Stages /
Time
Teachers’ actions
Beginnin
g of the
lesson
5 min
Organization moment
1.Greeting.
Ask about the weather.
Warm-up
• Books closed. Ask the class to
name some big events in their
life so far, e.g. I started school, I
went on holiday, I learned to ride
a bike. Write the ideas on the
board and ask students to put
them in the order the events
occurred in their lives.
Lead – In
Students’ actions
The aim: To develop Ss
speaking skills and
create friendly
atmosphere
Efficiency: By telling the
wishes they show their
appreciations .
Assessment
criteria
At the
organization
moment T tries
to award active
Ss. «The
praise» method
is used to
evaluate Ss with
phrases like:
“Good job!
Well done!”
Formative
Assessment
Students say about
different questions
Good job!
Abai Kunanbaev Kazakh writer,
poet, lyricist, social philosopher.
Born in Kazakhstan in Semey
province, Abai Kunanbaev was
educated at home and then sen
Resources
Pictures
Student’s
book
Middle
of the
lesson
Presenta
tion
part.
35 min
End of
the
lesson
5 min
Ex: 1 P: 108
• Explain the task. Circulate and
monitor.
• Check answers as a class.
• Get students to close their
books. For further practice, tell
the students you are going to
say a word from the lifeline and
they have to say the next stage,
e.g. born – go to school.
• In a stronger class, say a verb
and ask students to finish the
phrase, e.g. take – exams.
Assessment
Students put the words criteria
in correct place in the - Learn and
practise
lifeline.
vocabulary to
ANSWERS:
talk about
1 go to school
people’s
2 graduate from college
lives.
3 start a job
4 have children
Cards
Students write the past
simple form of the verb
ANSWERS:
1 was
Differentiation:
2 went
«Verbal support» method is used
3 got
to help Students use new words in 4 started
the text.
5 retired
6 died
Ex: 2 P:108
7 graduated
• Do the exercise quickly with the
whole class.
Students answer the
questions. What do theu
Ex: 3 P:108
know
about
Abay
• Tell the students to read the
Qunanbayuli?
questions and discuss possible
ANSWERS:
answers.
Student’s own answer
• In a weaker class, ask more
questions to guide students, e.g. Students listen to the
Was he famous? Which country interview about Abay
is he from? Was he born 300
Qunanbayuli.
years ago, 150 years ago?
ANSWERS:
• Do not go through the answers
1 He was one of the
at this stage. Students will listen great poets and
for the answers in the next
philosophers of
exercise.
Kazakhstan.
Ex: 4 P:108
2 He was born on
• Play the recording. Pause at the August 10, 1845.
relevant points to allow students 3 He was from Karauyl
to write the answers.
in East Kazakhstan.
• Tell students to check in pairs.
4 In English ‘abay’
Circulate and monitor. If
means ‘careful’
students have blank or wrong
5 He was a great poet.
answers, play the recording
He was also a translator,
again
philosopher and
composer.
6 He had four children.
7 He wrote poems such
as Spring and he wrote
books such as The Book
of Words.
8 He died on 6 July
1904.
Descriptor:
- put the words Worksheets
in correct place
in the lifeline.
Home task:
Ex: 3 P: 61 WB
Students use
their stickers to
show their
knowledge
according to the
lesson.
Assessment
criteria:
- Understand a
famous
person’s
biography
Descriptor:
- answer the
questions. What
do theu know
about
Abay
Qunanbayuli?
Make CCQ
questions
Yes / No
Poster
KWL chart
Short term plan : term 3
Unit of a long term plan: Unit 9 Reading for pleasure.
Lesson 61
Teacher name:
Date:
Grade: 5
Number present:
Lesson title
Learning objectives
absent:
Language Focus: Past Simple. Question and negative form
5.3.3.1 Give an opinion at sentence level on a limited range of general and
curricular topics;
5.5.3.1 write with support factual descriptions at text level which describe
people, places and objects
5.6.1.1 use Past Simple (negative and questions) to speak about past events
tell;
Lesson objectives
Learners will be able to:
• Learn and practise using questions in the past simple.
• Use negative forms in the past simple.
Value links
Patience – A person who has patience as a core personal value is going to
prioritize giving their time to others. They will sit down and be calm while
waiting for others. This is a great trait for a teacher.
Plan
Stages /
Time
Teachers’ actions
Beginnin
g of the
lesson
5 min
Organization moment
1.Greeting.
Ask about the weather.
The teacher sets the lesson
objectives, letting students know
what to anticipate from the lesson.
Warm-up
•
Books closed. Write ‘I got up
this morning at …’, ‘I left home at
…’, ‘I got to school at …’. Tell
students to write down the three
times on a piece of paper.
Nominate a student to ask another
student a question using Did, e.g.
‘Did you get up at 6.30?’. The other
student answers ‘Yes, I did.’ or ‘No,
I didn’t.’ Students score one point
for every question they get right
Lead – In
Students’ actions
The aim: To develop Ss
speaking skills and
create friendly
atmosphere
Efficiency: By telling the
wishes they show their
appreciations .
Students of the class are
listed.
Students' attention is
drawn to the lesson.
Assessment
criteria
At the
organization
moment T tries
to award active Pictures
Ss. «The praise»
method is used
to evaluate Ss
with phrases
like:
“Good job!
Well done!”
Formative
Assessment
Student’s
book
Students analyze the
given pictures in pairs.
Determines the topic
and purpose of the
lesson
Students say different
words from the pictur
Resources
Good job!
Middle
of the
lesson
Presenta
tion
part.
35 min
Ex: 1 P: 109
• Explain the task. Give students a
few minutes to work individually
completing the rules.
• Students check their answers in
pairs.
• Check answers as a class.
Assessment
Students look at the criteria
table and complete the - Learn and
practise
rules.
using
ANSWERS:
questions in
did, didn’t
the past
simple.
Differentiation:
«Verbal support» method is used Students complete the
to help Students use new words in questions and answers
ANSWERS:
the text.
1 Did
2 you, didn’t,
Ex: 2 P:109
3 Did, he
• Put students in pairs. Explain the 4 Did she, didn’t
task. When students have
5 Did, I did
completed the sentences, tell
6 What, did, got
them to practise saying the
7 Where, did, went
sentences together.
8 Who, did, you, met
• Monitor the students as they
speak, making a note of any
errors you would like to address Students order the
words
to
make
later.
questions. The ask your
partner the questions
Ex: 3 P:109
• Explain the task. Students work
ANSWERS:
individually and then check their 1 What did you do
answers in pairs. Circulate and
yesterday?
monitor. Make sure students
2 How did you get to
understand that the whschool today?
question word comes at the
3 Where did you go
beginning of the sentence.
yesterday?
• Check answers as a class.
4 What time did you get
• Put students in pairs and tell
up yesterday?
them to ask and answer each
5 Where did you have
other the questions. The
lunch yesterday?
answers should be based on the 6 Who did you talk to
truth.
yesterday?
End of
the
lesson
5 min
FEEDBACK
Learners provide feedback on what
they have learned at the lesson.
The exit ticket
This is a way for students to selfreflect on their progress in the
lesson.
Home task:
Ex: 4 P: 109 SB write sentences
about your studies last week.
Cards
Descriptor:
- complete the Worksheets
rules in the past
Assessment
criteria:
- Use negative
forms in the
past simple
Descriptor:
- complete the
questions and
answers
Make CCQ
questions
Yes / No
Students use
their stickers to
show their
knowledge
according to the
lesson.
Poster
Short term plan : term 3
Unit of a long term plan: Unit 9 Reading for pleasure.
Lesson 63
Teacher name:
Date:
Grade: 5
Number present:
Lesson title
Unit Review -9 Summative assessment for the unit “Creativity”
Learning objectives
5.6.1.1 use Past Simple (negative and questions) to speak about past events
tell;
5.5.3.1 write with support factual descriptions at text level which 5.L4
understand the main points of supported extended talk on a range of general
and curricular topics;
5.L5 Understand most specific information and detail of short, supported talk
on a wide range of familiar topics
5.S8 Recount basic stories and events on a range of general and curricular
topics
Lesson objectives
Learners will be able to:
• Use and practise nouns to talk about types of writing.
• Practise asking questions about stories.
• Recognize detailed information in a short conversation with some support
• Retell short stories and episodes on a given topic
Open-Mindedness – An open-minded person is someone who is always willing
to hear new points of view and even change their own point of view if new
arguments are highly convincing. It’s the opposite of stubbornness.
Value links
absent:
Plan
Stages /
Time
Teachers’ actions
Beginnin
g of the
lesson
5 min
Organization moment
1.Greeting.
Ask about the weather.
The teacher sets the lesson
objectives, letting students know
what to anticipate from the lesson.
Warm-up
Students’ actions
The aim: To develop Ss
speaking skills and
create friendly
atmosphere
Efficiency: By telling the
wishes they show their
appreciations .
Students of the class are
listed.
Students' attention is
drawn to the lesson.
Students analyze the
given pictures in pairs.
students wish each other by holding
Determines the topic
a wish lamp
and purpose of the
Lead – In
lesson
Review previos lesson asking
Students say different
vocabulary.
words from the picture
Legend, fairy tale, poem,
Assessment
criteria
Resources
At the
organization
moment T tries
to award active Pictures
Ss. «The praise»
method is used
to evaluate Ss
with phrases
like:
“Good job!
Well done!”
Formative
Assessment
Student’s
book
Good job!
Middle
Ex: 1 P: 110
of the
• Explain the task. Remind
students to use with the words
lesson
in the box. .
Presenta
• Students complete the
tion
sentences individually and check
part.
their answers in pairs.
35 min
• Check answers as a class.
Students complete the
sentences
ANSWERS:
1 horror
2 fairy
3 poem
4 play
5 comic
6 classic
Differentiation:
7 crime
«Verbal support» method is used 8 legend
to help Students use new words in
Students put the words
the text.
in the correct order and
answer the questions.
Ex: 2 P:110
ANSWERS:
• Explain the task. Draw students’
attention to the example
1 What is your favorite
sentences.
story?
• Get the students to read out their
2 Why do you like it?
sentences when they are ready.
3 Where is the location
Summative assessment for the of the story?
4 Who is the hero?
unit “Creativity”
5 When does the story
Listening
take place?
Task 1. Listen to the story and fill in 6 Which character do
the gaps with the words from the you like?
box.
One word is odd.CD2. 7 How many times have
you read it?
Tapescript2
Speaking
Task 2. Look at the pictures bellow,
choose one and answer the
following questions. What do you
know about cartoons below? Speak
about one of the cartoons.
The following questions will help
you to organize the speech:
1 Why do you like this cartoon?
2 Who are the main heroes?
3 What is this cartoon about?
4 Which part do you like most and
why?
End of
the
lesson
5 min
FEEDBACK
Learners provide feedback on what
they have learned at the lesson.
The exit ticket
This is a way for students to selfreflect on their progress in the
lesson.
Home task:
Ex: 5 P: 110 SB
Students listen to the
story and fill in the gaps.
ANSWERS:
1 a lovely garden
2 a wall
3 winter
4 a hole
5 spring
Assessment
criteria
- Use and
practise nouns
to talk about
types of writing.
Cards
Descriptor:
-Use nouns
- complete the
Worksheets
sentences
Assessment
criteria:
- Retell short
stories and
episodes on a
given topic
Descriptor:
-answers
questions
-speaks
with
grammar
accuracy
Make CCQ
questions
Yes / No
Students look at the
pictures and choose one
of cartoon. Answer the
questions
ANSWERS:
Student’s own answer
Students use
their stickers to
show their
knowledge
according to the
lesson.
Poster
Short term plan: term 3
Unit of a long term plan: Unit 9 Reading for
pleasure.
Lesson 64
Teacher name:
Date:
Grade: 5
Number present:
Lesson title
Learning objectives
Lesson objectives
Value links
absent:
A Book festival. Kazakh famous writers and poets.
5.4.5.1 deduce meaning from context in short texts on a limited range of
familiar general and curricular topics;
5.5.3.1 write with support factual descriptions at text level which describe
people, places and objects
5.3.3.1 Give an opinion at sentence level on a limited range of general and
curricular topics.
Learners will be able to:
- use simple context clues strategies to identify meaning of unknown words
from the contex
- write a short text (e.g. a description of the room, hobby, or a friend)
- give a limited response showing their opinion, preferences, agreement or
disagreement
Open-Mindedness – An open-minded person is someone who is always willing
to hear new points of view and even change their own point of view if new
arguments are highly convincing. It’s the opposite of stubbornness.
Plan
Stages /
Time
Teachers’ actions
Students’ actions
Assessment
criteria
Beginnin
g of the
lesson
5 min
Organization moment
1.Greeting.
Ask about the weather.
The aim: To develop
pupils speaking skills
and create friendly
atmosphere
Efficiency: By telling the
wishes they show their
appreciations .
At the
organization
moment teacher
tries to award
active pupils.
«The praise»
method is used
to evaluate
pupils with
phrases like:
“Good job!
Well done!”
The teacher sets the lesson
objectives, letting students know
what to anticipate from the lesson.
Warm-up
Students of the class are
listed.
Students' attention is
drawn to the lesson.
Students analyze the
students wish each other by holding given pictures in pairs.
a wish lamp
Determines the topic
Lead – In
and purpose of the
• Books closed. Ask the students to lesson
tell you what they know about
book festivals. Who goes to a
Students say different
book festival? What can they do
there? Who can they see?
words from the picture
Formative
Assessment
Good job!
Resources
Pictures
Student’s
book
Ex: 1 P: 111
Middle
• Draw the students’ attention to
of the
the poster. Ask some quick
lesson
questions, e.g. Where is the
Presenta
festival? (Answer: London, UK),
tion
When does it start? (Answer:
part.
Saturday 12 August), How many
35 min
main events are there on
Saturday? (Answer: three).
• Tell students to read questions
1-5 and find the answers in the
poster. For fast finishers, ask
them to correct any false
sentences.
• In a stronger class, tell the
students use other information in
the poster to make true and false
sentence. Students read the
sentence to a partner who says if it
is true or false and corrects any
false sentences
Differentiation:
«Verbal support» method is used
to help Students use new words in
the text.
Ex: 2 P:111
• Explain the task. Give students
five minutes to choose a book
and write between three and
five sentences.
• Ask some students to read out
their sentences for the class.
Ex: 3 P:111
• Tell the students to read the
questions and discuss possible
answers.
• In a weaker class, ask more
questions to guide students, e.g.
Was he famous? Which country
is he from? Was he born 300
years ago, 150 years ago?
• Do not go through the answers
at this stage. Students will listen
for the answers in the next
exercise.
End of
the
lesson
5 min
FEEDBACK
Learners provide feedback on what
they have learned at the lesson.
The exit ticket
This is a way for students to selfreflect on their progress in the
lesson.
Home task:
Ex: 3 P: 61 WB
Assessment
Students
read
the criteria
information in the poster - use simple
context clues
and write true or false for
strategies to
each sentence
identify
ANSWERS:
1 true
2 false
3 true
4 true
5 false
Students write the past
simple form of the verb
ANSWERS:
1 was
2 went
3 got
4 started
5 retired
6 died
7 graduated
meaning of
unknown
words from
the contex
Cards
Worksheets
Descriptor:
read
the
information
in
the poster and
write true or
false for each
sentence
Assessment
criteria:
- write a short
Students think of a book
you know very well.
Write some sentences to
describe the story and
the characters.
ANSWERS:
Student’s own answer
Students say which
authors would they like
to meet?
ANSWERS:
Student’s own answer
text (e.g. a
description
of the room,
hobby, or a
friend)
Descriptor:
- Write some
sentences
to
describe
the
story and the
characters.
Make CCQ
questions
Yes / No
Students use
their stickers to
show their
knowledge
according to the
lesson.
Poster
KWL chart
Short term plan: term 3
Unit of a long term plan: Unit 3 Fantasy world
Lesson 65
Teacher name:
Date:
Grade: 5
Number present:
Lesson title
Learning objectives
Lesson objectives
Value links
absent:
People and places
5.2.4.1 understand the main points of supported extended talk on a range of
general and curricular topics;
5.1.4.1 evaluate and respond constructively to feedback from others;
5.6.6.1 use plural form of nouns talking about people and places;
Learners will be able to:
• Learn and practise basic vocabulary.
• Learn how to form plurals.
Thoughtfulness – You may highly value people who are thoughtful. If this is
you, then you might find yourself rolling your eyes at people who are full of
bluster and never stop to reflect on their own actions.
Plan
Stages /
Time
Teachers’ actions
Students’ actions
Assessment
criteria
Beginnin
g of the
lesson
5 min
Organization moment
1.Greeting.
Ask about the weather.
The teacher sets the lesson
objectives, letting students know
what to anticipate from the lesson.
Warm-up
The aim: To develop
pupils speaking skills and
create friendly
atmosphere
Efficiency: By telling the
wishes they show their
appreciations .
At the
organization
moment
teacher tries to
award active
pupils. «The
praise» method
is used to
evaluate pupils
with phrases
like:
“Good job!
Well done!”
Students of the class are
listed.
students wish each other by holding
a wish lamp
Lead – In
• Books closed. Write the following
words on the board in random
order: country, village, city, town.
Tell students to work in pairs to put
these places in order of size,
starting with the largest. Ask them
to think of an example of each
place from their own country.
• After about 1 minute, stop the
students. Get feedback from each
pair.
Students' attention is
drawn to the lesson.
Formative
Assessment
Students analyze the
given pictures in pairs.
Determines the topic
and purpose of the
lesson
Students say different
words from the picture
Good job!
Resources
Pictures
Student’s
book
Middle
of the
lesson
Presenta
tion
part.
35 min
Ex: 1 P: 26
• Focus students’ attention on the
words in the box. If you have done
the warm-up activity, they will
already be familiar with country,
town, city and village.
• In a weaker class, ask students to
work in pairs, using page 77 of the
Workbook to help them. In a
stronger class, encourage students
to
complete the lists by
themselves.
• Students check answers in pairs.
Check answers as a class.
Differentiation:
«Verbal support» method is used
to help Students use new words in
the text.
Ex: 2 P:26
• Refer students to the quiz on page
23. Look at the photos and ask
students to identify words from
exercise 1 (people, baby, city, village,
house).
• Explain the task and play the
recording. Students work individually
and then check their answers in pairs.
• Check answers as a class. Do any of
the facts surprise them? What is the
most interesting fact?
End of
the
lesson
5 min
Ex: 3 P:26
• Focus students on the table of
regular forms and ask them to
find the plural form of boy and
girl in the quiz. Check answers as
a class.
• Ask the students how they
should form regular plurals and
elicit that we form them by
adding -s to the singular form.
• Direct the students to the table
of irregular forms and ask them
to locate the plural forms in the
quiz. Point out that they may
look a little different to the
singular form.
• Ask fast finishers to make the
plural forms of the other nouns
in exercise 1
FEEDBACK
Learners provide feedback on what
they have learned at the lesson.
The exit ticket
This is a way for students to selfreflect on their progress in the
lesson.
Home task: Ex: 1 P: 18 WB
Students check the
meaning of the words in
the box in the wordlist in
the workbook
ANSWERS:
Places: city, house,
town, village
People: child, family,
man, person, woman
Students do the Our
World quiz. Then listen
and check your answers.
ANSWERS:
1a
2a
3a
4a
5b
6b
7a
Assessment
criteria
- Learn and
practise basic
vocabulary.
Cards
Descriptor:
- check the
meaning of the
words in the
box
Worksheets
Assessment
criteria:
- Learn how to
form plurals.
Descriptor:
- complete the
lists with plural
forms
Students complete the Make CCQ
lists with plural forms in questions
Yes / No
the Our World quiz.
ANSWERS:
Students use
their stickers to
show their
knowledge
according to the
lesson.
Poster
Short term plan : term 3
Unit of a long term plan: Unit 3 Fantasy world
Lesson 66
Teacher name:
Date:
Grade: 5
Number present:
Lesson title
Learning objectives
absent:
An article about two places.
5.2.6.1 deduce meaning from context in short, supported talk on an increasing
range of general and curricular topics;
5.3.6.1 communicate meaning clearly at sentence level during, pair, group and
whole class exchanges;
5.4.1.1 understand the main points in a limited range of short simple texts on
general and curricular topics.
Lesson objectives
Learners will be able to:
• Read about two different places.
• Learn and use new vocabulary to describe places in towns.
• Practise speaking about a town.
Value links
Open-Mindedness – An open-minded person is someone who is always willing
to hear new points of view and even change their own point of view if new
arguments are highly convincing. It’s the opposite of stubbornness.
Plan
Stages /
Time
Teachers’ actions
Students’ actions
Assessment
criteria
Beginnin
g of the
lesson
5 min
Organization moment
1.Greeting.
Ask about the weather.
The teacher sets the lesson
objectives, letting students know
what to anticipate from the lesson.
Warm-up
The aim: To develop
pupils speaking skills and
create friendly
atmosphere
Efficiency: By telling the
wishes they show their
appreciations .
Students of the class are
listed.
At the
organization
moment
teacher tries to
award active
pupils. «The
praise» method
is used to
evaluate pupils
with phrases
like:
“Good job!
Well done!”
Students' attention is
students wish each other by holding drawn to the lesson.
a wishes lamp
Students analyze the
Lead – In
given pictures in pairs.
• Books closed. Write Hollywood
on the board.
Determines the topic
• Ask the class to brainstorm what
they know about Hollywood, which and purpose of the
lesson
country it is in, what it’s famous
for, etc. Accept any feedback they
Students say different
give you and put any interesting
words from the picture
facts and new vocabulary on the
board.
Formative
Assessment
Good job!
Resources
Pictures
Student’s
book
Middle
of the
lesson
Presenta
tion
part.
35 min
End of
the
lesson
5 min
Ex: 1 P: 28
• Focus on the three pictures and
explain the task. Allow students
about 2–3 minutes to compare the
pictures in pairs.
• When they are ready, they
choose adjectives to match each
location. Ask them to match the
pictures to the locations as well.
• Check answers as a class. In a
stronger class, encourage students
to give reasons for choosing their
adjectives
Differentiation:
«Verbal support» method is used
to help Students use new words in
the text.
Students look at the
pictures in the text.
Guess which adjectives
in the box describe
Hollywood, USA and
which
describe
Hollywood, Ireland
ANSWERS:
Students’ own answers
Assessment
criteria
- Read about
two different
places.
Descriptor:
- read and listen
Cards
Assessment
Worksheets
criteria:
- Learn and use
new
vocabulary to
Students read and listen.
describe
Check your answers to
places in
exercise 1
towns.
ANSWERS:
- Practise
Ex: 2 P:28
Hollywood, USA:
speaking
about a
• Refer students to the texts and famous, noisy
town.
play the recording.
Hollywood, Ireland:
• In pairs, students do the task.
quiet, small
• Check answers as a class. You
could ask fast finishers to underline
the adjectives used in the text to
Descriptor:
describe the two locations (fast, Students read the text - read the text
noisy, famous, big, expensive, again and answer the again
and
small, quiet, nice, interesting)
question.
answer
the
ANSWERS:
question.
1 No, it isn’t. It’s part of
Ex: 3 P:28
Los Angeles.
• Draw students’ attention to the
2 No, it isn’t. It’s part of
questions. In a stronger class,
a
city. 3 No, it isn’t. It’s a
ask the students to complete the
noisy
place. 4 No, it isn’t. Make CCQ
activity individually before
It’s
a
small
place. 5
checking their answers in pairs.
questions
There
are
many
Encourage them to guess the
Yes / No
meaning of any new vocabulary interesting places near
the village.
from the context.
6 Yes, it is. The city of
• In a weaker class, read the
Dublin is forty-two
questions together, explaining
kilometres from the
any new vocabulary and
village.
checking for understanding. Do
the first questions together as
an example.
• Remind students to write full
sentences in their answers.
• Students check answers in pairs.
Check answers as a class.
FEEDBACK
Students use
Poster
Learners provide feedback on what
their stickers to
they have learned at the lesson.
show their
knowledge
The exit ticket
according to the
This is a way for students to selflesson.
reflect on their progress in the
lesson.
Home task:
Ex: 3 P: 18 WB
Short term plan : term 3
Unit of a long term plan: Unit 3 Fantasy world
Lesson 67
Teacher name:
Date:
Grade: 5
Number present:
absent:
Lesson title
Language Focus: there is/ there are/ some and any
Learning objectives
5.5.8.1 spell most high-frequency words accurately for a limited range of general
topics;
5.6.1.1 use appropriate countable and uncountable nouns, including common noun
phrases and a structure there is/ there are describing times and location, on a limited
range of familiar general and curricular topics;
5.6.14.1 use prepositions to talk about time and location and some/ any/no;
Lesson objectives
Learners will be able to:
• Learn and practise the affirmative and negative forms of there is, there are, some
and any.
• Practise describing towns and cities.
Value links
Thoughtfulness – You may highly value people who are thoughtful. If this is
you, then you might find yourself rolling your eyes at people who are full of
bluster and never stop to reflect on their own actions.
Plan
Stages /
Time
Teachers’ actions
Students’ actions
Assessment
criteria
Beginnin
g of the
lesson
5 min
Organization moment
1.Greeting.
Ask about the weather.
The teacher sets the lesson objectives,
letting students know what to
anticipate from the lesson.
Warm-up
The aim: To develop pupils
speaking skills and create
friendly atmosphere
Efficiency: By telling the
wishes they show their
appreciations .
At the
organization
moment teacher
tries to award
active pupils.
«The praise»
method is used to
evaluate pupils
with phrases like:
“Good job!
Well done!”
Students of the class are
listed.
students wish each other by holding a
wishes lamp
Lead – In
• Books closed. Tell the students you
are going to say the name of a city and
they should write down the first thing
– a building, a place, a person,
anything they like – they can think of
in relation to that city.
• Say London. Students write down
the first thing they think of. Don’t
allow them any more than 30 seconds
for this.
• Get feedback from a few students in
the class and put their ideas on the
board.
Students' attention is
drawn to the lesson.
Pictures
Formative
Assessment
Students analyze the given
pictures in pairs.
Student’s
book
Determines the topic and
purpose of the lesson
Students say different
words from the picture
Resources
Good job!
Middle
of the
lesson
Presenta
tion
part.
35 min
Ex: 1 P: 29
• Focus students on the tables and the
rules. In a stronger class, ask the
students to go ahead and complete
the rules based on the examples in the
table. They check answers in pairs.
Check answers as a class.
• In a weaker class, go through the
table with the students, pointing out
the plural and singular sections in the
positive and the negative. Complete
the rules together with the class.
LANGUAGE NOTE
We can use some and any with both
countable and uncountable nouns.
However, with uncountable nouns we
always use the singular form of the
verb be, e.g. There are some chairs in
the room; There aren’t any students in
the school; There’s some milk in the
fridge; There isn’t any coffee left.
Differentiation:
«Verbal support» method is used to
help Students use new words in the
text.
Ex: 2 P:29
• Tell the class to try to remember the
information in the text about
Hollywood in Ireland on page 24 of the
book. Refer them to the sentences and
explain the task.
• In a weaker class, ask students to
complete the activity in pairs.
Encourage students in a stronger class
to do the task individually.
Ex: 3 P:29
• Refer students to the information
about the two places and allow
them a few minutes to look
through it.
• Ask students to complete the task
individually and then to compare
their answers in pairs. Check the
answers all together as a class.
End of
the
lesson
5 min
FEEDBACK
Learners provide feedback on what
they have learned at the lesson.
The exit ticket
This is a way for students to self-reflect
on their progress in the lesson.
Home task:
Ex: 1 P: 19 WB
Assessment
Students study the tables. criteria
Then choose the correct - Learn and
practise the
words to complete the
affirmative
rules.
and negative
ANSWERS:
forms of there
In plural sentences we use
is, there are,
some in the affirmative.
some and any.
We use any in negative
sentences.
Students correct the
sentences
ANSWERS:
1 There aren’t any discos.
2
There
are
some
interesting places near the
village.
3 There isn’t an Armani
shop.
4 There is a small shop. 5
There are 100 people in
the village.
6 There aren’t any famous
people
Students
write
the
sentences about London in
England and London in the
South Pacific.
ANSWERS:
London, England:
There are some museums
in London.
There are four airports in
London.
There aren’t any long
houses in London.
London, Kiritimati Island,
South Pacific:
There are 1,000 people in
London.
There is one hotel in
London. There aren’t any
cinemas in London.
There are some shops in
London.
Cards
Worksheets
Descriptor:
- study the tables.
Then choose the
correct words to
complete
the
rules.
Assessment
criteria:
- Practise
describing
towns and
cities.
Descriptor:
write
the
sentences about
London
in
England
and
London in the
South Pacific.
Make CCQ
questions
Yes / No
Students use
their stickers to
show their
knowledge
according to the
lesson.
Poster
Short term plan: term 3
Unit of a long term plan: Unit 3 Fantasy world
Lesson 68
Teacher name:
Date:
Grade: 5
Number present:
absent:
Lesson title
Shops.
Learning objectives
5.3.7.1 use appropriate subject-specific vocabulary to talk about a limited range of
general topics;
5.6.1.1 use appropriate countable and uncountable nouns, including common noun
phrases and a structure there is/ there are describing times and location, on a limited
range of familiar general and curricular topics;
5.2.6.1 deduce meaning from context in short, supported talk on an increasing range of
general and curricular topics;
Lesson objectives
Learners will be able to:
• Learn vocabulary to describe different shops.
• Practise talking about favourite shops.
Value links
Patience – A person who has patience as a core personal value is going to
prioritize giving their time to others. They will sit down and be calm while
waiting for others. This is a great trait for a teacher.
Plan
Stages /
Time
Teachers’ actions
Students’ actions
Assessment
criteria
Beginnin
g of the
lesson
5 min
Organization moment
1.Greeting.
Ask about the weather.
The teacher sets the lesson objectives,
letting students know what to
anticipate from the lesson.
Warm-up
The aim: To develop pupils
speaking skills and create
friendly atmosphere
Efficiency: By telling the
wishes they show their
appreciations .
At the
organization
moment teacher
tries to award
active pupils.
«The praise»
method is used to
evaluate pupils
with phrases like:
“Good job!
Well done!”
Students of the class are
listed.
students wish each other by holding a
wishes lamp
Lead – In
• Books closed. Ask students to
work in pairs and think about the
last thing they bought and to tell
their partners about it – what it was
and where they bought it from.
• Get some feedback from the class
by asking a few students to
describe what their partner last
bought.
Students' attention is
drawn to the lesson.
Pictures
Formative
Assessment
Students analyze the given
pictures in pairs.
Student’s
book
Determines the topic and
purpose of the lesson
Students say different
words from the picture
Resources
Good job!
Middle
of the
lesson
Presenta
tion
part.
35 min
Ex: 1 P: 30
• Draw students’ attention to the ten
pictures and to the words in the
box. Explain the task.
• Tell students to match the pictures
with the shops that they recognize
first, and encourage them to try to
guess the others.
• Students check their answers in
pairs. Check answers as a class.
• You could ask fast finishers to
think about other types of shops
that are not included and to check
their names in a dictionary.
Ex: 2 P:30
• Go through the vocabulary in the
box with the class and check for
understanding.
• Students do the task in pairs.
Check answers as a class.
• Divide students into pairs and
allow them 2–3 minutes to think of
a few examples of items from the
other shops in exercise 1.
• Get feedback from each pair and
put their ideas on the board for the
whole class to see.
Students match pictures Assessment
with the shops in the box.
criteria
- Learn vocabulary
ANSWERS:
1 bookshop
2 chemist’s
3 newsagent’s
4 clothes shop
5 games shop
6 supermarket
7 sports shop
8 pet shop
9 computer shop
10 shoe shop
Students think of more
adjectives from each
shop. What shops are
the objects in the box
from?
ANSWERS:
1 supermarket
2 clothes shop / sports
shop \
3 pet shop
4
newsagent’s
/
Background information
supermarket
Dubai is a big, modern city in the
5 shoe shop
United Arab Emirates. It is known as
6
games
shop
/
the ‘shopping capital of the Middle
computer shop
East’ because of it’s large number of
shopping malls – over 70 of them –
built with the aim of increasing Dubai’s
tourist industry. Of these, the ‘Dubai
mall’ is the largest. Apart from 1,200
shops and gigantic cinema, its
attractions include an aquarium, a
spectacular fountain, an indoor theme
park and a children’s entertainment
Students say the numbers.
centre
Listen to Fiona and Sophie
Ex: 4 P:30
talking about Dubai Mall.
• Discuss the photo at the bottom
of the page with the students. Ask Order the numbers as you
them if they know anything about
hear them.
Dubai and elicit any feedback from ANSWERS:
the students.
• Draw students’ attention to the
numbers and ask them to say them.
• Explain the task and play the
recording. Students check answers
in pairs.
End of
the
lesson
5 min
FEEDBACK
Learners provide feedback on what
they have learned at the lesson.
The exit ticket
This is a way for students to self-reflect
on their progress in the lesson.
Home task:
Ex: 1 P: 20 WB
to describe different
shops.
Descriptor:
- match pictures
with the shops in
the box.
Cards
Worksheets
Assessment
criteria:
- Practise talking
about favourite
shops.
Descriptor:
- think of more
adjectives from
each shop.
What shops are
the objects in
the box from?
Make CCQ
questions
Yes / No
1d
2a
3b
4c
Students use
their stickers to
show their
knowledge
according to the
lesson.
Poster
Short term plan : term 3
Unit of a long term plan: Unit 3 Fantasy world
Lesson 69
Teacher name:
Date:
Grade: 5
Number present:
absent:
Lesson title
There is/ there are and short answers.
Learning objectives
5.6.14.1 use prepositions to talk about time and location and some/ any/no;
5.4.5.1 deduce meaning from context in short texts on a limited range of familiar
general and curricular topics;
5.5.3.1 write with support factual descriptions at text level which describe people,
places and objects.
Lesson objectives
Learners will be able to:
• Learn how to use there is and there are in questions and short answers.
• Learn and practise using prepositions of place.
• Further practice describing towns and shops.
Value links
Patience – A person who has patience as a core personal value is going to
prioritize giving their time to others. They will sit down and be calm while
waiting for others. This is a great trait for a teacher.
Plan
Stages /
Time
Teachers’ actions
Students’ actions
Assessment
criteria
Beginnin
g of the
lesson
5 min
Organization moment
1.Greeting.
Ask about the weather.
The teacher sets the lesson objectives,
letting students know what to
anticipate from the lesson.
Warm-up
The aim: To develop pupils
speaking skills and create
friendly atmosphere
Efficiency: By telling the
wishes they show their
appreciations .
At the
organization
moment teacher
tries to award
active pupils.
«The praise»
method is used to
evaluate pupils
with phrases like:
“Good job!
Well done!”
Students of the class are
listed.
students wish each other by holding a
wishes lamp
Lead – In
• Books closed. Remind students
about the shopping centre in Dubai
from page 26 and ask them to work
in pairs to briefly discuss whether
they would prefer to go shopping in
a big shopping centre or in small
shops in a town.
• After about 2 minutes, stop the
students and get some feedback
from a few pairs.
Students' attention is
drawn to the lesson.
Pictures
Formative
Assessment
Students analyze the given
pictures in pairs.
Student’s
book
Determines the topic and
purpose of the lesson
Students say different
words from the picture
Resources
Good job!
Middle
of the
lesson
Presenta
tion
part.
35 min
Ex: 1 P: 31
• Explain the task. In a stronger
class, ask students to complete the
task individually. In a weaker class,
students complete the task in pairs.
• Ask the students how they can
make the question form of there is
and there are and elicit that we
invert the verb be and there. Point
out that with How many we put the
verb be and there at the end of the
question.
LANGUAGE NOTE
We almost always use any in
negative and questions forms. An
exception to this is when we make
an offer or a request, e.g. Would
you like some coffee? Could I have
some bread, please?
Ex: 2 P:31
• Refer students to the questions
and explain the task. They
complete the activity individually.
• Point out that students should
check carefully whether they are
talking about a singular or plural
noun before they choose their
answers.
Ex: 3 P:31
• Refer students to the dialogue
and ask them to read it quickly,
ignoring the gaps.
Ask the class what Lucy and Jared
are
talking about and elicit that they
are talking about shops in their
town
• Students complete the task
individually, though in a weaker
class you could ask students to do
the activity in pairs.
End of
the
lesson
5 min
Ex: 4 P:31
• Refer students to the words in the
box and explain that these are
prepositions (students already met the
prepositions on and at on page 15).
• Focus the student on the six pictures
and ask them what they think these
prepositions are being used for. Elicit
that they are used to describe where
something is and that they are
prepositions of place
FEEDBACK
Learners provide feedback on what
they have learned at the lesson.
The exit ticket
This is a way for students to self-reflect
on their progress in the lesson.
Home task:
Ex: 2 P: 21 WB
Assessment
Students complete the criteria
questions in the table with - Learn how to use
words from exercise 5 there is and there
are in questions and
page 30
short answers.
ANSWERS:
Cards
1 Is
2 Are
3 are there
Students choose the
correct words. Then write
short amswers.
ANSWERS:
1 Is
2 Is
3 Are
4 are
5 Is
6 Is
7 Is
8 are
Descriptor:
- complete the
questions in the Worksheets
table
Assessment
criteria:
- Learn and practice
using prepositions
of place.
Students complete the
dialogue. Then listen and
check.
ANSWERS:
1 There are
2 there is
3 How many
4 There are
5 Is there
6 there isn’t
7 Are there
8 there are
Descriptor:
- study the
prepositions.
Then look at the
picture and
complete the
sentences
Students study the
prepositions. Then look at
the picture and complete
the sentences
ANSWERS:
Make CCQ
questions
Yes / No
1 in
2 on
3 under
4 next to
5 opposite
6 near 1 people / balls, sports
shop 2 boys, door 3 shoes 4
balls, bags 5 t-shirts 6 bag
Students use
their stickers to
show their
knowledge
according to the
lesson.
Poster
Short term plan : term 3
Unit of a long term plan: Unit 3 Fantasy world
Lesson 70
Teacher name:
Date:
Grade: 5
Number present:
absent:
Lesson title
Asking about places in a town
Learning objectives
5.2.6.1 deduce meaning from context in short, supported talk on an increasing range
of general and curricular topics;
5.4.2.1 understand with little support specific information and detail in short, simple
texts on a limited range of general and curricular topics
5.3.6.1 communicate meaning clearly at sentence level during, pair, group and whole
class exchanges
Learners will be able to:
• Practise asking for information about places.
• Learn and practise phrases for asking for information.
Lesson objectives
Value links
Open-Mindedness – An open-minded person is someone who is always willing
to hear new points of view and even change their own point of view if new
arguments are highly convincing. It’s the opposite of stubbornness.
Plan
Stages /
Time
Teachers’ actions
Students’ actions
Assessment
criteria
Beginnin
g of the
lesson
5 min
Organization moment
1.Greeting.
Ask about the weather.
The teacher sets the lesson objectives,
letting students know what to
anticipate from the lesson.
Warm-up
The aim: To develop pupils
speaking skills and create
friendly atmosphere
Efficiency: By telling the
wishes they show their
appreciations .
At the
organization
moment teacher
tries to award
active pupils.
«The praise»
method is used to
evaluate pupils
with phrases like:
“Good job!
Well done!”
Students of the class are
listed.
students wish each other by holding a
wishes lamp
Lead – In
• Books closed. Draw a rough map of a
few streets in the area of the school on
the board. Write school on the map to
show the students where they are.
• Draw a few empty boxes at different
places on the streets to represent
some of the shops or other buildings in
the area. Ask the students to tell you
what they are and write the names of
the places in the boxes
Students' attention is
drawn to the lesson.
Pictures
Formative
Assessment
Students analyze the given
pictures in pairs.
Student’s
book
Determines the topic and
purpose of the lesson
Students say different
words from the picture
Resources
Good job!
Middle
of the
lesson
Presenta
tion
part.
35 min
Ex: 1 P: 32
• Focus on the photo and discuss it
with the class. Ask the students what
they can see and elicit that there is girl
and a woman in the picture.
• They answer the questions in pairs.
Get feedback from a few pairs of
students
Assessment
Students look at the photo. criteria
Where are the people. Is - Practise asking
for information
the girl from this town?
about places.
ANSWERS:
The people are in a town.
The girl is not from the
town.
Differentiation:
«Verbal support» method is used to
help Students use new words in the
text.
Ex: 2 P:32
Draw students’ attention to the map at
the bottom of the page. Allow them a
minute or two to familiarize
themselves with it and ask them a
couple of questions to check they can
follow it properly. For example, ask: Is
there a restaurant? Are there any
shops? How many shops are there?
• Explain the task and play the
recording. Students complete the
dialogue and check answers in pairs.
Check answers as a class.
• For further practice, you could
divide students into pairs and allocate
each student the role of Rosa and the
woman. Ask the students to practise
the dialogue in pairs
Ex: 3 P:32
• Refer students to the key phrases
and explain the task. Point out the
arrows at the end of the phrases and
explain that we raise our intonation
when asking for something.
• Play the recording. Pause after each
phrase and ask the students to repeat.
Model the phrases yourself, making
sure to raise or lower your intonation
as appropriate. Exaggerate your
intonation a little so that the students
notice the difference
End of
the
lesson
5 min
FEEDBACK
Learners provide feedback on what
they have learned at the lesson.
The exit ticket
This is a way for students to self-reflect
on their progress in the lesson.
Home task:
Ex: 4 P: 21 WB
Students look at the map
and listen to the dialogue.
What are the missing
word?
ANSWERS:
1 sports shop
2 sports shop
Cards
Descriptor:
-look
at
the
photo. Where are
the people. Is the
Worksheets
girl from this
town?
Assessment
criteria:
- Learn and
practise phrases
for asking for
information.
Descriptor:
- look at the map
and listen to the
dialogue. What
are the missing
Students listen to the key word?
phrases and practise the
pronunciation.
ANSWERS:
Students’ own answers
Make CCQ
questions
Yes / No
Students use
their stickers to
show their
knowledge
according to the
lesson.
Poster
Short term plan : term 3
Unit of a long term plan: Unit 3 Fantasy world
Lesson 71
Teacher name:
Date:
Grade: 5
Number present:
absent:
Lesson title
A brochure about your town
Learning objectives
5.4.2.1 understand with little support specific information and detail in short, simple
texts on a limited range of general and curricular topics
5.3.6.1 communicate meaning clearly at sentence level during, pair, group and whole
class exchanges
5.5.8.1 spell most high-frequency words accurately for a limited range of general
topics;
Learners will be able to:
• Learn the structure of a brochure about a town or city.
• Learn and practise how to use be + also.
• Practise writing a brochure about a town.
Lesson objectives
Value links
Open-Mindedness – An open-minded person is someone who is always willing
to hear new points of view and even change their own point of view if new
arguments are highly convincing. It’s the opposite of stubbornness.
Plan
Stages /
Time
Teachers’ actions
Students’ actions
Assessment
criteria
Beginnin
g of the
lesson
5 min
Organization moment
1.Greeting.
Ask about the weather.
The teacher sets the lesson objectives,
letting students know what to
anticipate from the lesson.
Warm-up
The aim: To develop pupils
speaking skills and create
friendly atmosphere
Efficiency: By telling the
wishes they show their
appreciations .
At the
organization
moment teacher
tries to award
active pupils.
«The praise»
method is used to
evaluate pupils
with phrases like:
“Good job!
Well done!”
Students of the class are
listed.
students wish each other by holding a
wishes lamp
Lead – In
• Students work in pairs to think of
things to say in English about their
home town / city.
• After about 2 minutes, stop the
students and get some feedback from
each pair
Students' attention is
drawn to the lesson.
Pictures
Formative
Assessment
Students analyze the given
pictures in pairs.
Student’s
book
Determines the topic and
purpose of the lesson
Students say different
words from the picture
Resources
Good job!
Middle
of the
lesson
Presenta
tion
part.
35 min
Ex: 1 P: 33
• Focus on the photos and the flag and
ask students if they recognize the
country. Elicit that it is Canada. •
Explain the task and allow students
time to answer the questions based on
the text
Assessment
Students read the model criteria
text and answer the - Learn the
structure of a
questions.
brochure about a
ANSWERS:
town or city.
1 The capital of Canada is
Ottawa.
2 Ice hockey, skating and
American football are
Descriptor:
popular sports in Canada.
- look at the
3 Quebec is 275 kilometres examples. Is also
from Montreal.
before or after
4 Some of the shopping
the verb be? Find
Differentiation:
centres in Montreal are
another example
«Verbal support» method is used to under the streets
of also in the
help Students use new words in the
brochure about
text.
Students look at the
Montreal.
Ex: 2 P:33
examples. Is also before or
• Refer students to the example and after the verb be? Find
do the task together as a class. Point another example of also in
Assessment
out that we use also to give further the brochure about
criteria:
information about something. It helps Montreal.
- Practise writing
to link two things together and makes ANSWERS:
a brochure about
descriptions sound more natural.
Also is after the verb be. a town.
• Students find the other example of There are also interesting
also in the text
museums here
LANGUAGE NOTE
Descriptor:
While also comes after the verb be, it Students rewrite the blue - rewrite the blue
usually comes before all other verbs. sentences. Include also in sentences.
For example, I also like to play football each sentence.
Include also in
or She also eats a lot of chocolate.
each sentence.
ANSWERS:
1 There’s also a museum.
Ex: 3 P:33
2 There are also
• Refer students to the sentences and bookshops. 3 There are
also two parks.
explain the task. Students check
Make CCQ
4 There’s also a
answers in pairs.
questions
restaurant.
Yes / No
5 There’s also an airport.
Ex: 4 P:33
• Draw students’ attention to the key
phrases that can be used to describe a Students substitute words
town or a city. Read through them
in the box for the words in
with the class and check for
blue in the key phrases
understanding.
and change the names of
• Tell students to think about their
the places.
own town or city and explain the task.
ANSWERS:
Check answers as a class.
Cards
Worksheets
Students’ own answers
End of
the
lesson
5 min
FEEDBACK
Learners provide feedback on what
they have learned at the lesson.
The exit ticket
This is a way for students to self-reflect
on their progress in the lesson.
Home task:
Ex: 2 P: 22 WB
Students use
their stickers to
show their
knowledge
according to the
lesson.
Poster
Short term plan: term 3
Unit of a long term plan: Unit 3 Fantasy world
Lesson 72
Teacher name:
Date:
Grade: 5
Number present:
absent:
Lesson title
My country. My world
Summative assessment for the unit ”Fantasy world”
Learning objectives
5.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of
general topics;
5.2.6.1 deduce meaning from context in short, supported talk on an increasing range of general and
curricular topic;
5.4.1.1 Understand the main points in a limited range of short simple texts on general and
curricular topics;
5.5.4.1. Write with support a sequence of extended sentences in a paragraph to give basic
personal information.
Lesson objectives
Learners will be able to:
• Learn vocabulary for talking about geographical features.
• Read a text about geographical features in Kazakhstan.
Write short sentences on familiar topics with support
Connect sentences into a paragraph
Value links
Perseverance – People who value perseverance will work through adversity
and be determined to get a result. This is a great treat for employees and
entrepreneurs alike.
Plan
Stages /
Time
Teachers’ actions
Students’ actions
Assessment
criteria
Beginnin
g of the
lesson
5 min
Organization moment
1.Greeting.
Ask about the weather.
The teacher sets the lesson objectives,
letting students know what to
anticipate from the lesson.
Warm-up
The aim: To develop pupils
speaking skills and create
friendly atmosphere
Efficiency: By telling the
wishes they show their
appreciations .
At the
organization
moment teacher
tries to award
active pupils.
«The praise»
method is used to
evaluate pupils
with phrases like:
“Good job!
Well done!”
Students of the class are
listed.
students wish each other by holding a
wishes lamp
Lead – In
• Allow students about 2 minutes to
tell each other their favourite thing
about the countryside.
Students' attention is
drawn to the lesson.
Pictures
Formative
Assessment
Students analyze the given
pictures in pairs.
Student’s
book
Determines the topic and
purpose of the lesson
Students say different
words from the picture
Resources
Good job!
Middle
of the
lesson
Presenta
tion
part.
35 min
Ex: 1 P: 34
• Draw students’ attention to the
words in the box and to the pictures
1–6.
• Check answers as a class
Differentiation:
«Verbal support» method is used to
help Students use new words in the
text.
Ex: 2 P:34
• Focus students’ attention on the
map and the compass. Explain that
a compass tells you what direction
you are facing. Draw a compass on
the board and write the directions:
north, south, east, west, north-west,
north-east, south-west, and southeast. Ask students to find their
hometown on the map and say
whether it is in the north, northeast, west, etc.
Assessment
Students
check
the criteria
meaning of the words. - Learn vocabulary
Then match words with for talking about
geographical
pictures.
features.
ANSWERS:
Cards
1 forest
2 mountain
3 river
4 desert
Descriptor:
5 steppe
-check
the
6 lake
meaning
of
the Worksheets
Students look at the map
words.
Then
of Kazakhstan and choose
match words with
the correct word in the
pictures.
text. Then listen and
check.
ANSWERS:
1 forests
2 steppe
Assessment
3 desert
criteria:
4 rivers
- Write short
5 lake
sentences on
6 mountains
familiar topics
with support
Summative assessment for the
unit ”Fantasy world”
gives a full answer using
Writing
Task 1. Look at the map and linking words and basic
choose ONE of the buildings connectors
bellow and describe your route from writes with grammar
accuracy (allowed to
the shop to that building:
make 2 errors);
Reading
Task 2. Read the text and identify 1 Yes
the writer’s opinion and write Yes 2 Yes
or No next to the given statements 3 No
4 Yes
as in the example.
Task 3. Write Yes or No next to 5 No
the statements as in the example:
Example: Katie and Harry visit their grandpa.
End of
the
lesson
5 min
FEEDBACK
Learners provide feedback on what
they have learned at the lesson.
The exit ticket
This is a way for students to self-reflect
on their progress in the lesson.
Home task:
Ex: 1 P: 23 WB
Descriptor:
- writes with
grammar
accuracy
(allowed
to
make 2 errors);
Make CCQ
questions
Yes / No
Students use
their stickers to
show their
knowledge
according to the
lesson.
No___
Poster
Short term plan : term 3
Unit of a long term plan: Unit 3 Fantasy world
Lesson 73
Teacher name:
Date:
Grade: 5
Number present:
absent:
Lesson title
Shopping
Learning objectives
5.2.7.1 recognise the opinion of the speaker(s) in basic, supported talk on an
increasing range of general and curricular topics;
5.4.2.1 understand with little support specific information and detail in short, simple
texts on a limited range of general and curricular topics;
5.5.6.1 link, with some support, sentences into coherent paragraphs using basic
connectors on a limited range of familiar general topics
Lesson objectives
Learners will be able to:
• Learn how to use prices.
• Understand a conversation in a shop.
• Practise asking for prices and buying things.
Value links
Self-Discipline – If you value self-discipline, you might be a person who wakes
up early, exercises daily, and doesn’t get distracted by vices.
Plan
Stages /
Time
Teachers’ actions
Students’ actions
Assessment
criteria
Beginnin
g of the
lesson
5 min
Organization moment
1.Greeting.
Ask about the weather.
The teacher sets the lesson objectives,
letting students know what to
anticipate from the lesson.
Warm-up
The aim: To develop pupils
speaking skills and create
friendly atmosphere
Efficiency: By telling the
wishes they show their
appreciations .
At the
organization
moment teacher
tries to award
active pupils.
«The praise»
method is used to
evaluate pupils
with phrases like:
“Good job!
Well done!”
Students of the class are
listed.
students wish each other by holding a
wishes lamp
Lead – In
• Books closed. Tell students to
imagine they have €100 to spend
on anything they like.
• In pairs, students tell each other
what they would spend their money
on. Get some feedback from a few
pairs by asking students what their
partner would spend the money on.
Put their ideas on the board,
explaining any new vocabulary
Students' attention is
drawn to the lesson.
Pictures
Formative
Assessment
Students analyze the given
pictures in pairs.
Student’s
book
Determines the topic and
purpose of the lesson
Students say different
words from the picture
Resources
Good job!
Middle
of the
lesson
Presenta
tion
part.
35 min
Ex: 1 P: 35
• Focus students’ attention on the
two columns. Ask them what the
currency symbol £ represents and
elicit that it represents pounds, the
currency used in the UK. Point out
that there are 100 pence in one
pound. If you can, tell students how
much £1 is worth in their currency.
• Explain the task. Students
complete it individually and check
their answers in pairs. Check
answers as a class.
•
Model
the
prices
for
pronunciation and ask students to
repeat
Differentiation:
«Verbal support» method is used to
help Students use new words in the
text.
Assessment
Students match 1 – 6 with criteria
a – f. then listen and check. - Learn how to
use prices.
ANSWERS:
1c
2e
3a
Cards
Descriptor:
4f
- match 1 – 6 with
5b
a – f. then listen
6d
and check
Students listen and write
Worksheets
the prices you hear. Then
listen and repeat.
Assessment
ANSWERS:
criteria:
1 32p, thirty-two pence
2 75p, seventy-five - Understand a
conversation in
pence
3 £3.20, three pounds a shop.
twenty
4 £8, eight pounds
Ex: 2 P:35
5 £15, fifteen pounds
• Explain the task. Ask students to 6 £7.50, seven pounds Descriptor:
write the prices down in two ways fifty
- listen to a
(numbers and words).
conversation.
• Pause after each price to allow
Where is Jared?
students time to write it down.
• Students compare their prices in
pairs. Check answers as a class.
Make CCQ
• Play the recording again and
questions
pause after each price to allow
Yes / No
students time to repeat
Ex: 3 P:35
• Explain the task and draw students’
attention to the question. Check they
understand what the four different
places are by quickly eliciting from the
students some example of the
different things you can buy in each.
• Play the recording. Students check
their answers in pairs. Check answers
as a class.
End of
the
lesson
5 min
FEEDBACK
Learners provide feedback on what
they have learned at the lesson.
The exit ticket
This is a way for students to self-reflect
on their progress in the lesson.
Home task:
Ex: 1 P: 24 WB
Students listen to a
conversation. Where is
Jared?
ANSWERS:
Jared is in a souvenir
shop
Students use
their stickers to
show their
knowledge
according to the
lesson.
Poster
Short term plan: term 3
Unit of a long term plan: Unit 3 Fantasy world
Lesson 74
Teacher name:
Date: 06.03.23
Grade: 5
Number present:
absent:
Lesson title
Fantasy world
Learning objectives
5.4.6.1 recognize the attitude or opinion of the writer in short texts on a limited range of general
and curricular topics;
5.5.6.1 link, with some support, sentences into coherent paragraphs using basic connectors on a
limited range of familiar general topics
5.3.2.1 ask simple questions to get information about a limited range of general topic.
Lesson objectives
Learners will be able to:
• Read a Kazakh folk story.
• Write a story and make a poster
Value links
Humility – You might highly value humility if you find yourself disgusted by
people who are arrogant or braggadocious, and instead find yourself
gravitating to people who are always expressing their gratefulness for the
blessings in their life.
Plan
Stages
/ Time
Teachers’ actions
Students’ actions
Beginni
ng of
the
lesson
5 min
Organization moment
1.Greeting.
Ask about the weather.
The teacher sets the lesson
objectives, letting students know
what to anticipate from the lesson.
Warm-up
Method speaking phone was used to
develop speaking skills.
The aim: To develop
pupils speaking skills
and create friendly
atmosphere
Efficiency: By telling
the wishes they show
their appreciations .
Students of the class
are listed.
Students' attention is
drawn to the lesson.
Lead – In
• Books closed. Write folk story
on the board. Explain or elicit that
a folk story is a traditional story
from a particular country or place
that was originally passed on to
people in a spoken form.
• Ask students if they know any
folk stories from Kazakhstan or
from other countries. Ask if they
enjoy reading folk stories and
why.
• Get feedback from the class and
elicit the titles of some popular
folk stories.
A student with
special
educational
needs
A pupil greets.
Assessment
criteria
Resourc
es
At the
organization
moment teacher
tries to award
active pupils.
«The praise»
method is used to
evaluate pupils
with phrases like:
“Good job!
Well done!”
Formative
Assessment
Pictures
Students analyze the
given pictures in pairs.
Determines the topic
and purpose of the
lesson
Good job!
Students say different
words from the picture
Student’
s book
Middle
of the
lesson
Present
ation
part.
35 min
End of
the
lesson
5 min
Ex: 1 P: 36
• Focus students’ attention on the
names in the box and ask them what
they know about these people. Elicit
any information you can from the
students by asking them some
questions, e.g. Why is this person
famous? What did they do? When
did they live? Have you read any
stories about them?
• Ask students what their favourite
folk story is. Elicit some ideas and
encourage students to give reasons
for their answers.
Differentiation:
«Verbal support» method is used to
help Students use new words in the
text.
Ex: 2 P:36
• Refer students to the text and ask
them to read the paragraphs quickly
and say which of the people in
exercise 1 is the main character in
the story
• Students work in pairs to put the
paragraphs in the correct order.
• Check answers as a class.
Ex: 3 P:36
Read through the instructions
together and make sure students
understand what they have to do.
• Give students a few minutes to
identify the main events in the
story. In a stronger class, ask
students to summarize each
event in one sentence, e.g.
• Students work in pairs to
complete the task. Monitor as
they retell the story and remind
them to use the past simple tense
FEEDBACK
Learners provide feedback on what
they have learned at the lesson.
The exit ticket
This is a way for students to selfreflect on their progress in the
lesson.
Home task:
Ex: 3 P: 56 WB
Students answer the
questions. Who are
these people? Do you
know any stories
about them? Which
story
is
your
favourite?
ANSWERS:
Students’ own answer.
Students read the
paragraphs and put
them in the correct
order to make a story.
ANSWERS:
A4
B1
C3
D5
E2
The story is about
Aldar Kose
Students work in pairs.
Make a list of the main
events in the story.
Draw a picture to
illustrate each event.
Then retell the story
using the pictures
ANSWERS:
Students’ own
answers
Aldar Kose was cold
and unhappy because
his coat had holes in it
and his horse was
slow. When he saw
the bai in the distance,
he took off his coat
and his hat and started
singing
cheerfully.
When the bai heard
about Aldar Kose’s
magic coat, he wanted
to buy it. He gave
Aldar his fur coat, his
beautiful white horse,
and a bag of gold.
Aldar Kose jumped on
the horse and rode off
as quickly as he could.
Assessment
criteria
- Read a Kazakh
folk story.
Cards
Descriptor:
- answer
questions
• In a weaker
class, pre-teach
the following
words and
phrases: ride,
fur coat, holes,
in the distance,
recognize.
• In a weaker
class,
This task
differentiated by
the students
abilities. Less
able students
define words
with the help of
prompt cards
which written
the new words.
the
Assessment
criteria:
- Write a story
and make a
poster
Descriptor:
- Make a list of
the main events
in the story
-Write a story
about one of the
people
Make CCQ
questions
Yes / No
Poster
Worksh
eets
Short term plan: term 3
Unit of a long term plan: Unit 3 Fantasy world
Lesson 75
Teacher name:
Date:
Grade: 5
Number present:
absent:
Lesson title
Vocabulary puzzles: People and places. shops
Learning objectives
5.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited
range of general topics;
5.5.6.1 link, with some support, sentences into coherent paragraphs using basic
connectors on a limited range of familiar general topics;
Lesson objectives
Learners will be able to:
• Use and practise basic vocabulary
• Use vocabulary to describe different shops.
• Write the affirmative and negative forms of there is,
Value links
Kindness – If you value kindness, you’ll likely always be respectful of people
around you, be gentle with criticism, and always willing to welcome people
with open arms.
Plan
Stages /
Time
Teachers’ actions
Students’ actions
Beginni
ng of
the
lesson
5 min
Organization moment
1.Greeting.
Ask about the weather.
The teacher sets the lesson
objectives, letting students know
what to anticipate from the lesson.
Warm-up
Method speaking phone was used to
develop speaking skills.
The aim: To develop
pupils speaking skills
and create friendly
atmosphere
Efficiency: By telling
the wishes they show
their appreciations .
Students of the class
are listed.
Students' attention is
drawn to the lesson.
A student with
special
educational
needs
A pupil greets.
Assessment
criteria
Resourc
es
At the
organization
moment teacher
tries to award
active pupils.
«The praise»
method is used to
evaluate pupils
with phrases like:
“Good job!
Well done!”
Formative
Assessment
Pictures
Students analyze the
given pictures in pairs.
Lead – In
• Books closed. Ask students to
work in pairs and think about the
last thing they bought and to tell
their partners about it – what it
was and where they bought it
from.
• Get some feedback from the
class by asking a few students to
describe what their partner last
bought
Determines the topic
and purpose of the
lesson
Good job!
Students say different
words from the picture
Student’
s book
Middle
of the
lesson
Present
ation
part.
35 min
Ex: 1 P: 37
• Focus students’ attention on the
words in the puzzle. If you have
done the warm-up activity, they
will already be familiar with
country, town, city and village.
Find ten words for people and
places.
• In a stronger class, encourage
students to complete the lists by
themselves.
Differentiation:
«Verbal support» method is used to
help Students use new words in the
text.
Students find ten
words for people
and places. Use the
green letters to spell
a place.
ANSWERS:
Country
Person
People
City
Students complete the
puzzle with the shops
ANSWERS:
1 bookshop
2 chemist’s
Ex: 2 P:37
3 pet shop
• Draw students’ attention to the 4 supermarket
five pictures. Explain the task.
5 shoe shop
• Tell students to match the
pictures with the shops that they The
spot
the
recognize first, and encourage difference. Look at
them to try to guess the others.
the two pictures of
Tinford town centre.
Ex: 3 P:37
Write the shops that
• Focus the student on the two are
different
in
pictures and ask them what they picture
2.
What
think these there is, there are are shops
are
the
being used for. Elicit that they are same?
used to describe two differences ANSWERS:
pictures of Tinford town centre.
End of
the
lesson
5 min
FEEDBACK
Learners provide feedback on what
they have learned at the lesson.
The exit ticket
This is a way for students to selfreflect on their progress in the
lesson.
Home task:
Ex: 3 P: 56 WB
• In a weaker
class,
ask
students
to
work in pairs,
Assessment
criteria
- Read a Kazakh
folk story.
Cards
Descriptor:
- answer
questions
• In a weaker
class, pre-teach
the following
words and
phrases:
bookshop,
supermarket
the
Assessment
criteria:
- Write a story
and make a
poster
Descriptor:
- Make a list of
the main events
in the story
-Write a story
about one of the
people
Make CCQ
questions
Yes / No
Poster
Worksh
eets
Short term plan: term 3
Unit of a long term plan: Unit 3 Fantasy world
Lesson 76
Teacher name:
Date:
Grade: 5
Number present:
absent:
Lesson title
Review. Unit-3
Learning objectives
5.4.1.1 understand the main points in a limited range of short simple texts (a poem) on
general and curricular topics;
5.3.1.1 provide basic information about themselves and others at sentence level on an
increasing range of general topics;
Lesson objectives
Learners will be able to:
- talk about people and places.
- understand an article about a shopping centre.
- ask for information about places in a town
Value links
Gratitude – You value gratitude if you find yourself respecting people who say
please and thank you. If you’re a religious person who values gratitude, you
may always insist on praying before eating your dinner.
Plan
Stages /
Time
Teachers’ actions
Students’ actions
Beginni
ng of
the
lesson
5 min
Organization moment
1.Greeting.
Ask about the weather.
The teacher sets the lesson
objectives, letting students know
what to anticipate from the lesson.
Warm-up
Method speaking phone was used to
develop speaking skills.
The aim: To develop
pupils speaking skills
and create friendly
atmosphere
Efficiency: By telling
the wishes they show
their appreciations .
Students of the class
are listed.
Students' attention is
drawn to the lesson.
A student with
special
educational
needs
A pupil greets.
Assessment
criteria
Resourc
es
At the
organization
moment teacher
tries to award
active pupils.
«The praise»
method is used to
evaluate pupils
with phrases like:
“Good job!
Well done!”
Formative
Assessment
Pictures
Students analyze the
given pictures in pairs.
Lead – In
• Books closed. Write the
following words on the board in
random order: country, village,
city, town. Tell students to work in
pairs to put these places in order
of size, starting with the largest.
Ask them to think of an example
of each place from their own
country
Determines the topic
and purpose of the
lesson
Good job!
Students say different
words from the picture
Student’
s book
Middle
of the
lesson
Present
ation
part.
35 min
End of
the
lesson
5 min
Ex: 1 P: 38
• Read through the instructions
together and make sure students
understand what they have to do.
• Check answers as a class.
Students
complete
the sentences with
the singular or plural
forms of the words in
the box.
ANSWERS:
Differentiation:
1 cities
«Verbal support» method is used to 2 people
help Students use new words in the 3 baby
4 children
text.
5 women
6 countries
Ex: 2 P:38
• Focus students’ attention on the
two columns. There is one shop
Students match
you don’t need.
• Explain the task. Students objects with shops.
complete it individually and check There is one shop you
their answers in pairs. Check don’t need.
answers as a class.
ANSWERS:
1f
Ex: 3 P:37
2e
• Refer students to the questions 3 b
and explain the task. They 4 a
complete the activity individually.
5d
• Point out that students should 6 c
check carefully whether they are
talking about a singular or plural Students choose the
noun before they choose their correct words
answers.
ANSWERS:
• Students check answers in 1 ’s
pairs. Check answers as a class
2 aren’t
3 isn’t
4 ’s
5 any
6 some
FEEDBACK
Learners provide feedback on what
they have learned at the lesson.
The exit ticket
This is a way for students to selfreflect on their progress in the
lesson.
Home task:
Ex: 3 P: 56 WB
In a weaker
class, revise
the rules for
forming plural
nouns.
• In a weaker
class, pre-teach
the following
words and
phrases:
Computer
shop
Sport shop
Aspirin
Assessment
criteria
- talk about people
and places.
Cards
Descriptor:
- complete the
Worksh
sentences with
the singular or eets
plural forms of
the words in the
box.
Assessment
criteria:
- ask for information
about places in a
town
Descriptor:
match objects
with shops. There
is one shop you
don’t need.
Make CCQ
questions
Yes / No
Poster
Short term plan: term 3
Unit of a long term plan: Unit 3 Fantasy world
Lesson 77
Teacher name:
Date:
Grade: 5
Number present:
absent:
Lesson title
People and places
Learning objectives
5.3.5.1 keep interaction going in basic exchanges on a growing range of general and
curricular topics;
5.6.6.1 use plural form of nouns talking about people and places;
5.6.5.1 use numbers to complete the fact file of a country;
Lesson objectives
Learners will be able to:
• Use and practise basic vocabulary.
• Use and practise the affirmative and negative forms of there is, there are, some and any
Value links
Gratitude – You value gratitude if you find yourself respecting people who say
please and thank you. If you’re a religious person who values gratitude, you
may always insist on praying before eating your dinner.
Plan
Stages /
Time
Teachers’ actions
Beginning
of the
lesson
5 min
Organization moment
1.Greeting.
Ask about the weather.
The teacher sets the lesson
objectives, letting students know
what to anticipate from the lesson.
Warm-up
Students’ actions
Assessment
criteria
Students' attention is
drawn to the lesson.
Formative
Assessment
Pictures
Students discuss the
pictures in pairs.
Determines the topic
and aim of the lesson
Fasten your seat belts and get
ready for the all-round race
Lead – In
• Books closed. Write the following
words on the board in random
order: country, village, city, town.
Tell students to work in pairs to put
these places in order of size,
starting with the largest. Ask them
to think of an example of each
place from their own country.
• After about 1 minute, stop the
students. Get feedback from each
pair.
Resources
Students say different
words from the picture
Good job!
Assessment
criteria

Support
a talk on
a given
general
topic
Student’s
book
Middle of
the lesson
Presentati
on part.
35 min
Ex: 1 P:38
• Read through the instructions
together and make sure students
understand what they have to do.
In a weaker class, revise the rules
for forming plural nouns.
• Check answers as a class.
Ex: 2 P:38
• Focus on the table and on the
words in the left-hand column.
Read through them with the class,
checking for understanding.
• Students do the task in pairs.
Encourage students to match the
words they recognize first
Ex: 3 P:38
• Tell students to work in pairs to
choose the correct words. Check
answers as a class.
• Students complete the rest of the
task individually, though you could
ask students to do it in pairs in a
weaker class. Check answers as a
class.
Students complete the
sentences with the
singular or plural form
of the words in the box
Descriptor:
-finds out the right
place.
-use singular or plural
form
(1 cities 2 people 3
baby 4 children
women 6 countries)
-remember
simple words
- can complete
sentence
- know
vocabulary
Cards
Total: 2 point
5
Worksheets
Differentiation:
«Verbal
support»
method is used to help
Students use new
words in the text.
Students match objects
with shops. There is
one shop you don’t
need
Descriptor:
- Match objects
-can match
- Use topic
-know
vocabulary
vocabulary
(1 f 2 e 3 b 4 a 5 d 6 c)
Total: 2 point
Differentiation by
support
Less motivated learners
will be given prompts
to find the correct
location of the text()
paragraphs
Students choose the
correct words
Descriptor:
- Do the sentence
- Choose the
-can complete
correct words
Conclusion during the lesson
the sentences
some tasks differentiated by Differentiation by
Total: 2 point
outcomes of the students and by support
their abilities.
Less motivated learners
will be given prompts
to find the correct
location of the text()
paragraphs
Students evaluate Poster
End of
FEEDBACK
each other and
the lesson Learners provide feedback on what
encourage
5 min
they have learned at the lesson.
classmate
with
phrases like:
Well
done!
Brilliant! Good job!
I like it! .
Short term plan: term 3
Unit of a long term plan: Unit 3 Fantasy world
Lesson 80
Teacher name:
Date:
Grade: 5
Number present:
absent:
Lesson title
Summative control work for the 3rd term
Learning objectives
5.2.4.1 Understand the main points of supported extended talk on a range of
general and curricular topics.
5.4.2.1 Understand with little support specific information and detail in short, simple texts on a
limited range of general and curricular topics.
5.5.6.1 Link, with some support, sentences into coherent paragraphs using basic
connectors on a limited range of familiar general topics.
5.3.1.1 Provide basic information about themselves and others at sentence level
on an increasing range of general topics.
Lesson objectives
Learners will be able to:
- summarize the main idea with the limited support of details they hear or write down
-identify the details of a text
- use simple transitional phrases (firstly, secondly…, in conclusion, then, but)
-convey ideas and basic information (age, hobbies, interests, family and educational background)
Plan
Stages /
Time
Teachers’ actions
Beginning
of the
lesson
5 min
Organization moment
1.Greeting.
Ask about the weather.
The teacher sets the lesson
objectives, letting students know
what to anticipate from the lesson.
Warm-up
Students’ actions
Assessment
criteria
Students' attention is
drawn to the lesson.
Formative
Assessment
Pictures
Students discuss the
pictures in pairs.
Determines the topic
and aim of the lesson
Fasten your seat belts and get
ready for the all-round race
Lead – In
• Books closed. Write the following
words on the board in random
order: country, village, city, town.
Tell students to work in pairs to put
these places in order of size,
starting with the largest. Ask them
to think of an example of each
place from their own country.
• After about 1 minute, stop the
students. Get feedback from each
pair.
Resources
Students say different
words from the picture
Good job!
Assessment
criteria

Support
a talk on
a given
general
topic
Student’s
book
Middle of
the lesson
Presentati
on part.
35 min
Tasks for the Summative
Assessment for the term 3
Listening
Task. Listen to the recording and
write the name of each room in the
correct place on the Floor plan.
You will listen to the recording
twice.
CD3. Tapescript 3.
Reading
Students listen to the
recording and write the
name of each room
Descriptor:
- write the names of
each room.
Differentiation:
«Verbal
support»
method is used to help
Students use new
words in the text.
- can write the
names of each
room.
Total: 5 point
Cards
Worksheets
-can read the
Students Read the text
Task. Read the text and complete
text
and
complete
the
the sentences using the words from
sentences using the Total: 5 point
the box in the correct form
words from the box
Descriptor:
-read the text
-complete
the
Writing
sentences
-can describe
Task. Think about imaginary place Students describe the
the places
you would like to live. Describe it. places and write using
the following
The following
Total: 5 point
questions.
questions will help you.
Descriptor:
What place is it?
- describe the places
Why would you like to live there?
What is the weather there?
What does this place have?
Differentiation by
What can you there?
support
What can you do there?
Less motivated learners
will be given prompts
to find the correct
Speaking
location of the text()
paragraphs
Task. Choose ONE card, speak
about the topic and answer the
-can speak using
Students choose one
questions.
card to speak about the questions
Total: 5 point
topic
Descriptor:
Conclusion during the lesson - speak using questions
some tasks differentiated by Differentiation by
outcomes of the students and by support
their abilities.
Less motivated learners
will be given prompts
to find the correct
location of the text()
paragraphs
Students evaluate Poster
End of
FEEDBACK
each other and
the lesson Learners provide feedback on what
encourage
5 min
they have learned at the lesson.
classmate
with
phrases like:
Well
done!
Brilliant! Good job!
I like it! .
Short term plan: term 3
Unit of a long term plan: Unit 3 Fantasy world
Lesson 81
Teacher name:
Date:
Grade: 5
Number present:
absent:
Lesson title
Revision
Learning objectives
5.2.4.1 Understand the main points of supported extended talk on a range of
general and curricular topics.
5.4.2.1 Understand with little support specific information and detail in short, simple texts on a
limited range of general and curricular topics.
Lesson objectives
Learners will be able to:
- summarize the main idea with the limited support of details they hear or write down
-identify the details of a text
Patience – A person who has patience as a core personal value is going to
prioritize giving their time to others. They will sit down and be calm while
waiting for others. This is a great trait for a teacher.
Value links
Plan
Stages /
Time
Teachers’ actions
Beginning
of the
lesson
5 min
Organization moment
1.Greeting.
Ask about the weather.
The teacher sets the lesson
objectives, letting students know
what to anticipate from the lesson.
Warm-up
Students’ actions
Assessment
criteria
Students' attention is
drawn to the lesson.
Formative
Assessment
Pictures
Students discuss the
pictures in pairs.
Determines the topic
and aim of the lesson
Fasten your seat belts and get
ready for the all-round race
Lead – In
• Books closed. Write the following
words on the board in random
order: country, village, city, town.
Tell students to work in pairs to put
these places in order of size,
starting with the largest. Ask them
to think of an example of each
place from their own country.
• After about 1 minute, stop the
students. Get feedback from each
pair.
Resources
Students say different
words from the picture
Good job!
Assessment
criteria
Use the
information to
write sentences
which describe
people, places
and objects
Student’s
book
Middle of
the lesson
Presentati Conclusion during the lesson
some tasks differentiated by
on part.
outcomes of the students and by
35 min
their abilities.
Students listen to the
recording and write the
name of each room
Descriptor:
- write the names of
each room.
Differentiation:
«Verbal
support»
method is used to help
Students use new
words in the text.
- can write the
names of each
room.
Total: 5 point
-can read the
Students Read the text
text
and
complete
the
sentences using the Total: 5 point
words from the box
Descriptor:
-read the text
-complete
the
sentences
-can describe
Students describe the
the places
places and write using
the following
Total: 5 point
questions.
Descriptor:
- describe the places
Cards
Worksheets
Differentiation by
support
Less motivated learners
will be given prompts
to find the correct
location of the text()
paragraphs
-can speak using
Students choose one
card to speak about the questions
Total: 5 point
topic
Descriptor:
- speak using questions
Differentiation by
support
Less motivated learners
will be given prompts
to find the correct
location of the text()
paragraphs
End of
FEEDBACK
the lesson Learners provide feedback on what
5 min
they have learned at the lesson.
Students evaluate
each other and
encourage
classmate
with
phrases like:
Well
done!
Brilliant! Good job!
I like it! .
Poster