Learning Objectives:

(what do I intend pupils to learn)

Talking about places in a town or city

There is/there are, any in questions and negative answers.

1. Students will be able to say 3-5 sentences about places in a city or town.

2. Students will be able to describe their village with there is/ are, any

3. Students will be able to write a list of favourite things in a city.

Class: 5

 

Date of Lesson:

Lesson Number  ­  of module  7/2

Theme: My dream town

Homework suggestions: AB p.22 1-4

Extension Activity

In groups ask to find any similarities between dream town and their own town and to report their findings

Resources:

(what will I use )

Hot spot 1 Macmillan Colin Granger

Activity 1   pictures and CD

Activity 2    reading the text

Activity 3    true or false sentences

Activity 4    a piece of paper

Starter (5-10 minutes) Divide into groups and cast roles , check your home work Observations and questions from starter

Assess each group understanding of places in a city.

Record any pupil who is very good at this activity

If struggling work in pairs

Warm up (5-minutes) Copy on blackboard symbols from activity 1: cinema, park, shop, supermarket. Ask students to guess them.

Write names of the places in mixed order.

Ask to match to the symbols.

Observations and questions from starter

Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)

Main Activities (25-30 minutes)

Each group to work on activity1.seaching places in dream town, writing into dictionaries.

Read the text and find places in dream town.-9

Find true or false sentences:1,2,3-t,4,5-f.

Write about favourite place in a dream town.

Teacher Role and Strategies

For this activity teacher will focus on each group writing new words in a dictionaries, reading the text and finding them in a town. Check understanding by true or false sentences (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)

Organization

(how groups will be formed)

Ability groups by cards of places in town

 

 

Assessment for Learning

(How will this be achieved: self review in plenary, teacher peer observation etc)

In starter focus on 1 group

In main activity on 2 group  through observation .

Look at methods used by Group 1 and 2 (check their recordings)

In plenary get them to self-assess

Plenary (5 – 10 minutes)

Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.)

Lesson Evaluation

(Were learning objectives met?)

Targets for next lesson based on pupil learning

 

Reflection of teaching and learning

(What worked what didn’t work?)

 

Критерии оценивания:

 

А.1. Я знаю новые слова .-1

  1. Я знаю оборот there is/ there are.-2
  2. B. 1. Я слушаю и читаю текст-2

С. Я могу найти слова на картинке- 5

С. Я могу определить верное и неверное предложение – 5

  1. D. Я выполнил домашнее задание- 5

Общее: 20

               17-20-“5” 

                12-16- “4”

                5-11- “3”      

                0-4- “2»

 

 

 

 

 

Learning Objectives:

(what do I intend pupils to learn)

Introducing yourself. Finding out what things are. Saying hello and goodbye.

1. Students will be able to introduce yourself.

2. Students will be able to find out what things are.

3. Students will be able to say hello and goodbye.

Class: 5

Date of Lesson:

Lesson Number  ­1

Theme: My name is Omar.

The Alphabet

Homework suggestions: SB p.4 1-3

Resources:

(what will I use )

English. Ayapova T., Abildaeva Z.

New Round-Up. Virginia Evans, Jenny Dooley.

Organization

(how groups will be formed)

Ability groups by cards

 

Activity 1   picture search

Activity 2   presentation

Activity 3    Grammar spot Grammar practice

Starter (5-10 minutes) Divide into groups and cast roles Observations and questions from starter

 Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)

Warm up (5-minutes) Invite students stand in a circle. Greet them by waving your hand and saying Hello. Point to yourself and say: My name is… Throw a ball and encourage them to say: Hello, my name is… Observations and questions from warm up

Assess each group understanding introducing themselves.

Record any pupil who is very good at this activity

If struggling work in pairs

Main Activities (25-30 minutes)

Students listen to CD and match the word and the picture.  Listen and read. Focus attention on the year. Refer to Real English. Now listen and repeat. Read twice changing roles. Grammar spot. Read sentences and explain that we use short forms in speaking and informal writing to save time and space, and an apostrophe replaces omitted letters.

Ex.3 p.7 Grammar practice. Complete with name’s, What’s or It’s.

Teacher Role and Strategies

For this activity teacher will focus on each group writing new words in a dictionaries, reading the text and play it out. Check understanding full form and short form. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)

Extension Activity

Photocopiable activity p. 180

Assessment for Learning

(How will this be achieved: self review in plenary, teacher peer observation etc)

In starter focus on 1 group

In main activity on 2 group  through observation .

Look at methods used by Group 1 and 2 (check their recordings)

In plenary get them to self-assess

Plenary (5 – 10 minutes)

Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.)

Lesson Evaluation

(Were learning objectives met?)

Targets for next lesson based on pupil learning

 

Reflection of teaching and learning

(What worked what didn’t work?)

 

 

 

Learning Objectives:

(what do I intend pupils to learn)

Introducing yourselves. Finding out what things are. Saying hello and goodbye.

1. Students will be able to introduce yourself.

2. Students will be able to find out what things are.

3. Students will be able to say hello and goodbye.

Class: 5

Date of Lesson:

Lesson Number  ­2

Theme: Good morning!

A-An

Homework suggestions: SB p.5 4-6

Resources:

(what will I use )

English. Ayapova T., Abildaeva Z.

New Round-Up. Virginia Evans, Jenny Dooley.

Organization

(how groups will be formed)

Ability groups by cards of places in town

 

 

Activity 4  speaking Grammar spot

Activity 5 speaking

Activity 6 vocabulary

Activity 7 Check your English

Starter (5-10 minutes) Divide into groups and cast roles Observations and questions from starter

 Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)

Warm up (5-minutes) Draw a chair, a camera and house in different corners on the board. Stand next to the drawing and ask What’ this? Point from some distance to the drawing and ask What’ that? Observations and questions from warm up

Assess each group understanding introducing themselves.

Record any pupil who is very good at this activity

If struggling work in pairs

Main Activities (25-30 minutes)

Students listen to CD and match the word and the picture. Work with classmates, ask and answer questions. Ask teacher about things in a classroom. Listen and repeat the numbers. Complete the missing numbers. Check your  English by choosing the correct words.

 

Teacher Role and Strategies

For this activity teacher will focus on each group ask and answer questions. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)

Extension Activity

Students time each other in pairs on how many times they can count down from 10 to 1 within one minutes.

Assessment for Learning

(How will this be achieved: self review in plenary, teacher peer observation etc)

In starter focus on 1 group

In main activity on 2 group  through observation .

Look at methods used by Group 1 and 2 (check their recordings)

In plenary get them to self-assess

Plenary (5 – 10 minutes)

Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.)

Lesson Evaluation

(Were learning objectives met?)

Targets for next lesson based on pupil learning

 

Reflection of teaching and learning

(What worked what didn’t work?)

 

 

 

 

 

 

 

Learning Objectives:

(what do I intend pupils to learn)

Giving information about yourself. Spelling your name.

1. Students will be able to give information about yourself.

2. Students will be able to spell their names.

3. Students will be able to listen and write names

Class: 5

Date of Lesson:

Lesson Number  ­3

Theme: Where are you from?

Progress Check 1

Homework suggestions: SB p.6 1-6

Resources:

(what will I use )

English. Ayapova T., Abildaeva Z.

New Round-Up. Virginia Evans, Jenny Dooley.

Organization

(how groups will be formed)

Ability groups by cards of places in town

 

Activity 1   presentation

Activity 2   comprehension

Activity 3    The alphabet

Activity 4 Pronunciation

Starter (5-10 minutes) Divide into groups and cast roles Observations and questions from starter

 Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)

Warm up (5-minutes) Introduction: Write the following abbreviations on the board: SMS, DVD, KFC, NBA, MTV, DJ, OK. Students read them correctly and explain that we are going to study English alphabet. Observations and questions from warm up

Assess each group understanding introducing themselves.

Record any pupil who is very good at this activity

If struggling work in pairs

Main Activities (25-30 minutes)

Students listen to CD and match the word and the picture: chair-4, hello-2, camera-5, house-3, good bye-6, time machine-1,2  Listen and read. Focus attention on the year. Refer to Real English. Now listen and repeat. Read twice changing roles. Grammar spot. Read sentences and explain that we use short forms in speaking and informal writing to save time and space, and an apostrophe replaces omitted letters.

Ex.3 p.7 Grammar practice. Complete with name’s, What’s or It’s.

Teacher Role and Strategies

For this activity teacher will focus on each group writing new words in a dictionaries, reading the text and play it out. Check understanding full form and short form. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)

Extension Activity

Photocopiable activity p. 180

Assessment for Learning

(How will this be achieved: self review in plenary, teacher peer observation etc)

In starter focus on 1 group

In main activity on 2 group  through observation .

Look at methods used by Group 1 and 2 (check their recordings)

In plenary get them to self-assess

Plenary (5 – 10 minutes)

Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.)

Lesson Evaluation

(Were learning objectives met?)

Targets for next lesson based on pupil learning

 

Reflection of teaching and learning

(What worked what didn’t work?)

 

 

 

 

 

 

Learning Objectives:

(what do I intend pupils to learn)

Giving information about yourself. Spelling your name.

1. Students will be able to give information about yourself.

2. Students will be able to spell their names.

3. Students will be able to listen and write names

Class: 5

Date of Lesson:

Lesson Number  ­4

Theme: How are you?

Numbers

Homework suggestions: SB p.7 5-7

Resources:

(what will I use )

English. Ayapova T., Abildaeva Z.

New Round-Up. Virginia Evans, Jenny Dooley.

Organization

(how groups will be formed)

Ability groups by cards of animals

 

Activity 5 vocabulary

Activity 6 Listening

Activity 7,8 speaking

Activity 9 Check your English

Starter (5-10 minutes) Divide into groups and cast roles Observations and questions from starter

 Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)

Warm up (5-minutes) On the half of the board draw a sick boy and a speech bubble: Maxwell, 10,  M-a-x-w-e-double l, 03682 751941, Jack. On the other half: What’s your first name? What’s your surname? How do you spell that? How old are you? What’s your telephone number? Match questions and read the dialogue. Observations and questions from warm up

Assess each group can say their telephone number.

Record any pupil who is very good at this activity

If struggling work in pairs

Main Activities (25-30 minutes)

Students listen and practice saying numbers

b. Answer the questions How old are you?  How old are they? Match young people to the ages, then listen and check their answers. Work on Grammar Sport. Explain “he and she” by pointing to picture and to students. Work with a classmate. Ask and answer about the young people in activity 6. Look at the dialogue in activity 1 again. Work with a classmate. Ask and answer. Check your English. Listen and write the names.

Teacher Role and Strategies

For this activity teacher will focus on each group making dialogue. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)

Extension Activity

Play the Chain Game with the numbers 1to 20.Say the next number.

Assessment for Learning

(How will this be achieved: self review in plenary, teacher peer observation etc)

In starter focus on 1 group

In main activity on 2 group  through observation .

Look at methods used by Group 1 and 2 (check their recordings)

In plenary get them to self-assess

Plenary (5 – 10 minutes)

Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.)

Lesson Evaluation

(Were learning objectives met?)

Targets for next lesson based on pupil learning Reflection of teaching and learning

(What worked what didn’t work?)

 

 

 

 

 

 

Learning Objectives:

(what do I intend pupils to learn)

Thanking someone.

1. Students will be able to ask for things in a plural forms.

2. Students will be able to thank someone.

3. Students will be able to write a dialogue.

Class: 5

Date of Lesson:

Lesson Number  ­5

Theme: How old are you?

Plurals

Homework suggestions: SB p.8 1-2

Resources:

(what will I use )

English. Ayapova T., Abildaeva Z.

New Round-Up. Virginia Evans, Jenny Dooley.

Organization

(how groups will be formed)

Ability groups by cards of food.

 

Activity 1 picture search

Activity 2 presentation

Activity 3 Grammar Spot Grammar practice

Activity 4 pronunciation

Starter (5-10 minutes) Divide into groups and cast roles Observations and questions from starter

 Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)

Warm up (5-minutes) Hold up a student’s bag and ask What’s this? Then write on the board a bag= one bag. Then hold up two students’ bags and say two bags. Then take another bag and say three bags, continue pointing to 1-4 desks and drawing 1-5 houses on the board. Observations and questions from warm up

Assess each group know plural .

Record any pupil who is very good at this activity

If struggling work in pairs

Main Activities (25-30 minutes)

Students match the words to the pictures.(Pronunciation of plural numbers). Then  listen and read. Find missing words. Listen and repeat. Then read with a classmate.

Refer to real English. Grammar practice. Make sentences. Pronunciation. Listen and repeat.

 

Teacher Role and Strategies

For this activity teacher will focus on each group making dialogue. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)

Extension Activity

Dialogue

Assessment for Learning

(How will this be achieved: self review in plenary, teacher peer observation etc)

In starter focus on 1 group

In main activity on 2 group  through observation .

Look at methods used by Group 1 and 2 (check their recordings)

In plenary get them to self-assess

Plenary (5 – 10 minutes)

Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.)

Lesson Evaluation

(Were learning objectives met?)

Targets for next lesson based on pupil learning Reflection of teaching and learning

(What worked what didn’t work?)

 

 

 

 

 

 

Learning Objectives:

(what do I intend pupils to learn)

Personal Pronouns. Thanking someone.

1. Students will be able to ask for things in plurals form.

2. Students will be able to thank someone.

3. Students will be able to write a dialogue.

Class: 5

Date of Lesson:

Lesson Number  ­7

Theme: What’s your address?

Personal Pronouns

Homework suggestions: SB p.9 3-4

Resources:

(what will I use )

English. Ayapova T., Abildaeva Z.

New Round-Up. Virginia Evans, Jenny Dooley.

Organization

(how groups will be formed)

Ability groups by cards of food.

 

Activity 5 speaking

Activity 6 vocabulary

Activity 7 Check your English

Starter (5-10 minutes) Divide into groups and cast roles Observations and questions from starter

 Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)

Warm up (5-minutes) Ask students to look at the first photo of the shop on p.10 for 30 seconds. Then tell them to close their books and write down as many items the shop sells as they can remember. Then compare their lists and check with a photo. Observations and questions from warm up

Assess each group write new words.

Record any pupil who is very good at this activity

If struggling work in pairs

Main Activities (25-30 minutes)

Students work with a classmate. Look at the school shop in Activity 1. Make a conversation

Vocabulary. A. Match the words with the colors. Listen and check. Ask and answer questions. Refer to Grammar Spot. Explain This/that these/ those

Teacher Role and Strategies

For this activity teacher will focus on each group making dialogue. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)

Extension Activity

Photocopiable activity p.185

 

Assessment for Learning

(How will this be achieved: self review in plenary, teacher peer observation etc)

In starter focus on 1 group

In main activity on 2 group  through observation .

Look at methods used by Group 1 and 2 (check their recordings)

In plenary get them to self-assess

Plenary (5 – 10 minutes)

Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.)

Lesson Evaluation

(Were learning objectives met?)

Targets for next lesson based on pupil learning Reflection of teaching and learning

(What worked what didn’t work?)

 

 

 

 

 

 

 

 

 

 

 

 

 

Learning Objectives:

(what do I intend pupils to learn)

Control test.

1. Students will be to listen the text and choose the correct answer.

2. Students will be able to complete the sentences with the correct words.

3. Students will be able to write a short text.

Class: 5

 

Date of Lesson:

Lesson Number  ­6

Theme: Control test

Homework suggestions: Mini project

Organization

(how groups will be formed)

Resources:

(what will I use )

English. Ayapova T., Abildaeva Z.

New Round-Up. Virginia Evans, Jenny Dooley.

Starter (5-10 minutes) Explain students, that they are going to write a test. Observations and questions from starter

Observe how students understand to use Grammar Summary and Lexical sets for work.

Main Activities (25-30 minutes)

Vocabulary.

1. Write the numbers: eleven, eight, fourteen, fifteen, six, seven, twenty.

2. Write the colours: grey, red, brown, green, orange, purple, yellow.

Grammar.

3.Match the words to make sentences: 11e, 2c, 3f, 4d, 5b, 6a

4. Choose the correct words: She’s, what’s, an, how do, my, a, am, please, goodbye.

Teacher Role and Strategies

For this activity teacher will focus on each students , writing a test.

Extension Activity:

 

Assessment for Learning

(How will this be achieved: self review in plenary, teacher peer observation etc)

 

Plenary (5 – 10 minutes)

 

Lesson Evaluation

(Were learning objectives met?)

Targets for next lesson based on pupil learning

 

 

 

Reflection of teaching and learning

(What worked what didn’t work?)

 

 

 

 

 

 

 

 

 

 

 

Learning Objectives:

(what do I intend pupils to learn)

Giving information about yourself and other people.

1. Students will be able to give information about themselves and other people.

2. Students will be able to ask and answer questions.

3. Students will be able to write three sentences about the boy and the girl on the picture.

Class: 5

Date of Lesson:

Lesson Number  ­8

Theme:I’m Colin’s sister

Personal Pronouns

Homework suggestions: SB p.10 1-4

Resources:

(what will I use )

English. Ayapova T., Abildaeva Z.

New Round-Up. Virginia Evans, Jenny Dooley.

 

Organization

(how groups will be formed)

Ability groups by cards of different countries.

Activity 1 guessing

Activity 2 presentation

Activity 3 comprehension

Starter (5-10 minutes) Divide into groups and cast roles Observations and questions from starter

 Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)

Warm up (5-minutes) Hang the map of the world. Show Kazakhstan and flag. Ask What’s this? Where are you from? Practice asking and answering with a whole class and then with individual students Observations and questions from warm up

Assess each group know different families .

Record any pupil who is very good at this activity

If struggling work in pairs

Main Activities (25-30 minutes)

Students look at the picture. Match children with countries.  Practice saying the names of country. Presentation a. listen and read. Then listen and repeat. Then read with a classmate.  Refer to real English. Grammar Spot. Verb to be. Read the dialogue and say is it short or full form. Extra activity Make a dialogue about other students. Comprehension. Correct sentences.

Teacher Role and Strategies

For this activity teacher will focus on each group making dialogue. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)

Extension Activity

Extra activity Make a dialogue about other students  (Hello. My name’s SB. What’s your name?

My name’s Omar.

Where are you from? I’m from Kazakhstan.

Where is it? Is it in Africa or America? No, it isn’t/

It is in Asia.

How old are you? Are you eleven or ten?

I’m ten.)

 

Assessment for Learning

(How will this be achieved: self review in plenary, teacher peer observation etc)

In starter focus on 1 group

In main activity on 2 group  through observation .

Look at methods used by Group 1 and 2 (check their recordings)

In plenary get them to self-assess

Plenary (5 – 10 minutes)

Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.)

Lesson Evaluation

(Were learning objectives met?)

Targets for next lesson based on pupil learning Reflection of teaching and learning

(What worked what didn’t work?)

 

 

 

 

Learning Objectives:

(what do I intend pupils to learn)

Giving information about yourself and other people.

1. Students will be able to give information about themselves and other people.

2. Students will be able to ask and answer questions.

3. Students will be able to write three sentences about the boy and the girl on the picture.

Class: 5

Date of Lesson:

Lesson Number  ­9

Theme: This is my friend?

The verb “to be”

Homework suggestions: AB p.11 5-6

Resources:

(what will I use )

English. Ayapova T., Abildaeva Z.

New Round-Up. Virginia Evans, Jenny Dooley.

 

Organization

(how groups will be formed)

Ability groups by cards of different countries.

Activity 4 speaking

Activity 5 listening

Activity 6 grammar practice

Activity 7 speaking

Activity 8 writing

Starter (5-10 minutes) Divide into groups and cast roles Observations and questions from starter

 Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)

Warm up (5-minutes) Students play Hot Potato: in a circle they throw a ball or sheet of paper, asking questions about name, age, country of origin

 

Observations and questions from warm up

Assess each group know different countries .

Record any pupil who is very good at this activity

If struggling work in pairs

Main Activities (25-30 minutes)

Students look at the dialogue in Activity 2 again. Work with a classmate. Choose to be one of the children in the picture. Ask and answer. Look at the picture in activity 2. Listen. What are the missing words? Listen and repeat. Then read with a classmate. Grammar Practice. Verb to be. Copy and complete with ‘m, ‘re, ‘s. See Grammar page 104. Speaking Work with a classmate. Choose someone on the picture in activity 2. Ask and answer three questions. Refer to Grammar spot. Write about a boy and a girl in the picture from activity 2.

b) Now write about you with…

Teacher Role and Strategies

For this activity teacher will focus on each group making dialogue. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)

Extension Activity

Activity 9 Check your English

Extra activity. Write the following sentences about Zola.

 

Assessment for Learning

(How will this be achieved: self review in plenary, teacher peer observation etc)

In starter focus on 1 group

In main activity on 2 group  through observation .

Look at methods used by Group 1 and 2 (check their recordings)

In plenary get them to self-assess

Plenary (5 – 10 minutes)

Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.)

Lesson Evaluation

(Were learning objectives met?)

Targets for next lesson based on pupil learn Reflection of teaching and learning

(What worked what didn’t work?)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Learning Objectives:

(what do I intend pupils to learn)

Talking about how you feel.

1. Students will be able to make 3-5 sentences about how they feel.

2. Students will be able to ask questions.

3. Students will be able to make true sentences with new words.

Class: 5

Date of Lesson:

Lesson Number  ­10

Theme: How do you spell your name?

The verb “to be”

Homework suggestions: SB p.11 1-4

Resources:

(what will I use )

English. Ayapova T., Abildaeva Z.

New Round-Up. Virginia Evans, Jenny Dooley.

Organization

(how groups will be formed)

Ability groups by cards of different states of mood.

Activity 1 vocabulary

Activity 2 presentation

Activity 3 comprehension

Starter (5-10 minutes) Divide into groups and cast roles Observations and questions from starter

Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)

Warm up (5-minutes) Hold up a photo of a smiling person and say he’s/She’s happy. Then point to a photo of a sad person and say She’s sad. Smile widely looking at mobile and elicit happy, then look at the empty wallet and elicit sad. Observations and questions from warm up

Assess each group understand feelings .

Record any pupil who is very good at this activity

If struggling work in pairs

Main Activities (25-30 minutes)

Students match the words with pictures. Introduce the characters, listen and read. What are the missing words? Listen and repeat. Then read with a classmate. Refer to real English. Comprehension. Look at the pictures in Activity 2. Choose the correct words

Teacher Role and Strategies

For this activity teacher will focus on each group making dialogue. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)

Extension Activity

Teach: How are you? I’m fine, thank you.

 

Assessment for Learning

(How will this be achieved: self review in plenary, teacher peer observation etc)

In starter focus on 1 group

In main activity on 2 group  through observation .

Look at methods used by Group 1 and 2 (check their recordings)

In plenary get them to self-assess

Plenary (5 – 10 minutes)

Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.)

Lesson Evaluation

(Were learning objectives met?)

Targets for next lesson based on pupil learning Reflection of teaching and learning

(What worked what didn’t work?)

 

 

 

 

 

 

 

 

Learning Objectives:

(what do I intend pupils to learn)

Talking about how you feel.

1. Students will be able to make 3-5 sentences about how they feel.

2. Students will be able to ask questions.

3. Students will be able to make true sentences with new words.

Class: 5

Date of Lesson:

Lesson Number  ­11

Theme: He is from Kazakhstan

The verb “to be”

Homework suggestions: SB p.12 5-8

Resources:

(what will I use )

English. Ayapova T., Abildaeva Z.

New Round-Up. Virginia Evans, Jenny Dooley.

Organization

(how groups will be formed)

Ability groups by cards of different states of mood.

Activity 4 listening

Activity 5 grammar practice

Activity 6 Game.

Activity 7 Check your English

Starter (5-10 minutes) Divide into groups and cast roles Observations and questions from starter

Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)

Warm up (5-minutes) Mime the feeling adjectives and elicit the words onto the board. Ask students to guess how the most students are feeling now. Ask students to write on a slip of paper, collect papers and count. Rite the result on the board. Find the who guessed correctly Observations and questions from warm up

Assess each group know feelings.

Record any pupil who is very good at this activity

If struggling work in pairs

Main Activities (25-30 minutes)

Students look at the pictures and match the children with the words from the box. Listen to questions and answer with: Yes, he/she is. Work on grammar spot – find out how to make questions. Make true sentences and question with the words in Activity 4. Play a game: mime one of new words. Complete sentences with the verb to be.

Teacher Role and Strategies

For this activity teacher will focus on each group making questions. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)

Extension Activity

Phtocopiable activity p 187

Assessment for Learning

(How will this be achieved: self review in plenary, teacher peer observation etc)

In starter focus on 1 group

In main activity on 2 group  through observation .

Look at methods used by Group 1 and 2 (check their recordings)

In plenary get them to self-assess

Plenary (5 – 10 minutes)

Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.)

Lesson Evaluation

(Were learning objectives met?)

Targets for next lesson based on pupil learning Reflection of teaching and learning

(What worked what didn’t work?)

 

 

 

 

 

 

 

 

 

 

 

 

Learning Objectives:

(what do I intend pupils to learn)

Giving information about yourself and other people. Talking about your favourite people and things.

1. Students will be able to make 3-5 sentences, giving information about themselves and other people.

2. Students will be able to ask questions with question words.

3. Students will be able to write 8 sentences about their classmate.

Class: 5

Date of Lesson:

Lesson Number  ­12

Theme: Test.

Progress Check.

Homework suggestions: SB p.12 5-8

Resources:

(what will I use )

English. Ayapova T., Abildaeva Z.

New Round-Up. Virginia Evans, Jenny Dooley.

 

Organization

(how groups will be formed)

Ability groups by cards of different kind of sport.

Activity 1 vocabulary

Activity 2 presentation

Activity 3 comprehension

Activity 4 Grammar practice

Starter (5-10 minutes) Divide into groups and cast roles Observations and questions from starter

Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)

Warm up (5-minutes) Tell the students to work in small groups to make a list of sport they know. Time limited 2 min. Then open books and check if there are any sport they mentioned. Observations and questions from warm up

Assess each group know different kind of sport.

Record any pupil who is very good at this activity

If struggling work in pairs

Main Activities (25-30 minutes)

Students listen and read the words in the box and see if they can match them with the pictures. Vote for the favourite sport: give them a shit of paper and they should write their favourite sport. Explain that the photos show important things in Rick’s life. Listen and read the questions. Ask how do they understand words: home, eyes, favourite, film star, food?

Play CD and check their answers Read examples with a volunteer. In pairs ask and answer the questions about Rick. Grammar Practice. Students should complete the answers individually: 1c, 2 d, 3 e, 4 b, 5 a.

Teacher Role and Strategies

For this activity teacher will focus on each group making questions. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)

Extension Activity

Phtocopiable activity p 188

Assessment for Learning

(How will this be achieved: self review in plenary, teacher peer observation etc)

In starter focus on 1 group

In main activity on 2 group  through observation .

Look at methods used by Group 1 and 2 (check their recordings)

In plenary get them to self-assess

Plenary (5 – 10 minutes)

Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.)

Lesson Evaluation

(Were learning objectives met?)

Targets for next lesson based on pupil learning Reflection of teaching and learning

(What worked what didn’t work?)

 

 

Learning Objectives:

(what do I intend pupils to learn)

Giving information about yourself and other people. Talking about your favourite people and things.

1. Students will be able to make 3-5 sentences, giving information about themselves and other people.

2. Students will be able to ask questions with question words.

3. Students will be able to write 8 sentences about their classmate.

 

Class: 5

Date of Lesson:

Lesson Number  ­13

Theme: Unit 3 What is this?

This/These-That/Those

Homework suggestions: SB p.13 5-7

Resources:

(what will I use )

English. Ayapova T., Abildaeva Z.

New Round-Up. Virginia Evans, Jenny Dooley.

 

Organization

(how groups will be formed)

Ability groups by cards of different kind of sport.

Activity 5 vocabulary

Activity 6 speaking

Activity 7 writing

Activity 8 song

Activity 9 Check your English

Starter (5-10 minutes) Divide into groups and cast roles Observations and questions from starter

Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)

Warm up (5-minutes) Divide students into pairs. One is standing with his back to the blackboard; the second will mime the sport you have written on the blackboard. Then change them. Observations and questions from warm up

Assess each group know different kind of sport.

Record any pupil who is very good at this activity. If struggling work in pairs

Main Activities (25-30 minutes)

Students listen and practice the names of the months.  Ask questions to several students.

Complete the first question as a whole class. Rest they do individually: how, when, where, where, what, who, what, what. Model the activity with a volunteer. Write notes of your classmate answers. Write eight sentences about your classmate.                                                                                          Writing tips and Remember. Fast students can add more information. Song Find song on page 98. Listen to the song and complete the chart about Polly. Sing a song as a class. Make sure students know they need to make questions with you/ your.

Teacher Role and Strategies

For this activity teacher will focus on each group making questions. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)

Extension Activity

Games: Make the students a line-up from the oldest to the youngest.

Name the months in circle; the first tell January, the second – January, February, the third- January, February, March and so on.

 

Assessment for Learning

(How will this be achieved: self review in plenary, teacher peer observation etc)

In starter focus on 1 group

In main activity on 2 group  through observation .

Look at methods used by Group 1 and 2 (check their recordings)

In plenary get them to self-assess

Plenary (5 – 10 minutes)

Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.)

Lesson Evaluation

(Were learning objectives met?)

Targets for next lesson based on pupil learning Reflection of teaching and learning

(What worked what didn’t work?)

 

 

 

 

Learning Objectives:

(what do I intend pupils to learn)

To develop cross- cultural skills

1. Students will be able to make 3-5 sentences, giving information about themselves and other people.

2. Students will be able to fill in a questionnaire.

3. Students will be able to write a text about themselves.

 

Class: 5

Date of Lesson:

Lesson Number  ­14

Theme: Have you got a camera?

This/These-That/Those

Homework suggestions: SB p.13 1-2

Resources:

(what will I use )

English. Ayapova T., Abildaeva Z.

New Round-Up. Virginia Evans, Jenny Dooley.

 

Organization

(how groups will be formed)

Ability groups by cards of different kind of possessions.

Activity 1 reading

Activity 2 listening

Starter (5-10 minutes) Divide into groups and cast roles Observations and questions from starter

Self assessment, then leader put marks into list of assessment. (Assessment for and of learning.)

Warm up (5-minutes) On the board write halves of the names of the following countries in random order: In / dia, Cu /ba, Jap /an. Encourage students to match them. Today we are going to read about children from these countries. Observations and questions from warm up

Assess each group know countries.

Record any pupil who is very good at this activity

If struggling work in pairs

Main Activities (25-30 minutes)

Students focus attention on the form. Read and find information to fill in the form. Individual. Limit of time. Check with a whole class. Children live in the capital of their countries. Guess the word Focus attention on photo.

Where is he from? How old is he? What’s his favourite food? Point to the understanding the headings. Point to the box and work in pairs.

Teacher Role and Strategies

For this activity teacher will focus on each group find information. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)

Extension Activity

Fast finishers close their book and say what they remember about children.

Assessment for Learning

(How will this be achieved: self review in plenary, teacher peer observation etc)

In starter focus on 1 group

In main activity on 2 group  through observation .

Look at methods used by Group 1 and 2 (check their recordings)

In plenary get them to self-assess

Plenary (5 – 10 minutes)

Ask for self-assessment – what did you find difficult, easy, what did you learn from this activity? (Assessment for and of learning.)

Lesson Evaluation

(Were learning objectives met?)

Targets for next lesson based on pupil learning Reflection of teaching and learning

(What worked what didn’t work?)

 

 

 

 

JOSPARIK.KZ Күнтізбелік жоспар, сабақ жоспары, ОМЖ, ҚМЖ. Поурочные планы, план-конспект. ОМЖ, КМЖ.

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