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

Критерии оценивания:

А.1. Я знаю новые слова .-1

2. Я знаю оборот there is/ there are.-2

B. 1. Я слушаю и читаю текст-2

С. Я могу найти слова на картинке- 5

С. Я могу определить верное и неверное предложение – 5

D. Я выполнил домашнее задание- 5

Общее: 20

17-20-“5”

12-16- “4”

5-11- “3”

0-4- “2»

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(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?)

(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?)

(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?)

(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?)

(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?)

(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?)

(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?)

(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?)

(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?)

(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?)

(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?)

(what do I intend pupils to learn)

To develop cross- cultural skills

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

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

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

Class: 5

Date of Lesson:

Lesson Number 15

Theme: How many stamps have you got?

This/These-That/Those

Homework suggestions: SB p.14 3

Resources:

(what will I use )

English. Ayapova T., Abildaeva Z.

New Round-Up. Virginia Evans, Jenny Dooley.

Organization

(how groups will be formed)

Ability groups by cards of different kind of possessions.

Activity 3 speaking

Activity 4 writing

Starter (5-10 minutes) Divide into groups and cast roles

Observations and questions from starter

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

Warm up (5-minutes) Dictate the following words: Rob, April, England, Robert, London, Park school, eleven, apples. Then say the categories: Name, Nickname, age, birthday month, country, city, name of school, favourite food. Children should match

Observations and questions from warm up

Assess each group name the categories.

Record any pupil who is very good at this activity

If struggling work in pairs

Main Activities (25-30 minutes)

Students focus attention on the form. Explain singer by giving examples. Play CD. Ask and answer the questions with a classmate. Complete the form with your classmate’s answers. Go over categories write short answers about themselves. Write a text about themselves, use notes. Put attention on writing tips

Teacher Role and Strategies

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

Extension Activity Fun Spot. Explain the categories and answers are in the cloud; Green, Lisbon, Tokyo; Ice cream, spaghetti, pizza; August, June, September, March; India, South Africa, Canada, Portugal, Japan; Skateboarding, basketball, football, skiing, cycling, swimming; bored, angry, tired, hungry, thirty, worried, hot.

Assessment for Learning

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

In starter focus on 1 group

In main activity on 2 group through observation .

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

In plenary get them to self-assess

Plenary (5 – 10 minutes)

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

Lesson Evaluation

(Were learning objectives met?)

Targets for next lesson based on pupil learning

Reflection of teaching and learning

(What worked what didn’t work?)

(what do I intend pupils to learn)

Revision of grammar material.

1. Students will be to use question words.

2. Students will be able to write all the feelings

3. Students will be able to ask and answer questions about other people.

Class: 5

Date of Lesson:

Lesson Number 16

Theme: Whose T- shirt is this?

This/These-That/Those

Homework suggestions: SB p.15

Resources:

(what will I use )

English. Ayapova T., Abildaeva Z.

New Round-Up. Virginia Evans, Jenny Dooley.

Organization

(how groups will be formed)

Ability groups by cards of feelings.

Activity 1-9.

Starter (5-10 minutes) Divide into groups and cast roles

Observations and questions from starter

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

Warm up (5-minutes) Direct students to Grammar Summary and Lexical sets

Observations and questions from warm up

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

Main Activities (25-30 minutes)

Students match words in a with words in B. Answer the questions about you. Make sentences with 10 adjectives. Complete with he, she, we, you, they: she, we they, you, he, you. Complete the conversation: are, ‘m not, ‘m, are, ‘m not, are, am. Complete the questions. Answer the questions. Say the months in correct order. Give information about yourself. Find names of ten countries. Write sentences about Zola.

Teacher Role and Strategies

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

Extension Activity

Play Mime and draw.

Assessment for Learning

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

In starter focus on 1 group

In main activity on 2 group through observation .

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

In plenary get them to self-assess

Plenary (5 – 10 minutes)

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

Lesson Evaluation

(Were learning objectives met?)

Targets for next lesson based on pupil learning

Reflection of teaching and learning

(What worked what didn’t work?)

(what do I intend pupils to learn)

Control test.

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

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

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

.

Class: 5

Date of Lesson:

Lesson Number 18

Theme: Control test

Homework suggestions: Mini project

Organization

(how groups will be formed)

Resources:

(what will I use )

English. Ayapova T., Abildaeva Z.

New Round-Up. Virginia Evans, Jenny Dooley.

Test

Starter (5-10 minutes) Explain students, that they are going to write a test.

Observations and questions from starter

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

Main Activities (25-30 minutes)

First students listen and choose the correct answers. Match the picture with the adjectives. Circle the odd one out. Complete the sentences with the correct word. Choose the correct words. Match the words to make questions.

Read the text and complete the table.

Writing. Look at the table and write a short text about Luisa.

Teacher Role and Strategies

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

Extension Activity:

Assessment for Learning

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

Plenary (5 – 10 minutes)

Lesson Evaluation

(Were learning objectives met?)

Targets for next lesson based on pupil learning

Reflection of teaching and learning

(What worked what didn’t work?)

(what do I intend pupils to learn)

Talking about places in a town or city

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

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

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

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

Class: 5

Date of Lesson: 13.11.14г.

Lesson Number 19

Theme: Unit 4 What time is it?

Have/Have got

Homework suggestions: SB p.23 5-7

Resources:

(what will I use )

English. Ayapova T., Abildaeva Z.

New Round-Up. Virginia Evans, Jenny Dooley.

Extension Activity

Before the lesson make a simple sketch of your dream town/ Never show to your students. In teams students take it in turns to guess the places in your drawing by asking.

Activity 5 GR reference claster

Activity 6 draw a map of dream town

Activity 7 writing

Activity 8 true or false sentences

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

Observations and questions from starter

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

Warm p (5-10 minutes) Ask students to close their eyes and listen to the sentences, raise their hands if they are true and don’t move if they are false. 10 sentences: there is one door, there are 20 desks Open your eyes and check.

Observations and questions from warm up

Assess each group understanding there is / there are

Record any pupil who is very good at this activity

Main Activities (25-30 minutes)

Each group to work on Grammar reference, making a claster for questions and negatives. Then complete the sentences, and write answers to questions. In groups draw a map of their dream town. Then ask questions guessing the places in the map. Write a list of two favourite places in dream town. Then listen to Rosie and write a list of places in her town.

Write four sentences about the place where you live.

Teacher Role and Strategies

For this activity teacher will focus on each group working on Grammar reference, help to make a clаster. Check understanding by filling sentences and writing answers. For Activity 6 observe on making questions. In activity 7 check understanding by writing sentences. Activity 8 check listening

(Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)

Organization

(how groups will be formed)

Ability groups by cards of places in town

Assessment for Learning

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

In starter focus on 1 group

In main activity on 2 group through observation .

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

In plenary get them to self-assess

Plenary (5 – 10 minutes)

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

Lesson Evaluation

(Were learning objectives met?)

Targets for next lesson based on pupil learning

Reflection of teaching and learning

(What worked what didn’t work?)

Критерии оценивания:

А.1. Я знаю отрицательную и вопросительную форму оборота there is/ there are.-2

2. Я могу дополнить предложение оборотом there is/ there are.-2

B. 1. Я могу ответить на вопросы-2

С. Я могу задавать вопросы- 5

С. Я могу написать 4 предложения о своем городе – 4

D. Я выполнил домашнее задание- 5

Общее: 20

17-20-“5”

12-16- “4”

5-11- “3”

0-4- “2»

(what do I intend pupils to learn)

Talking about place, where they live

1. Students will be able to read the questionnaire

2. Students will be able to answer the questionnaire.

3. Students will be able to write a place where they live.

Class: 5

Date of Lesson: 17.11.14г.

Lesson Number 20

Theme: What colour is your cat?

“Have/Have got”

Homework suggestions: SB p.24 1-2

Resources:

(what will I use )

English. Ayapova T., Abildaeva Z.

New Round-Up. Virginia Evans, Jenny Dooley.

Extension Activity

Students work in pairs, acting out the dialogue between the interview and Teresa. All interviewer read the questions from questionnaire and Teresa give answers from their memory.

Activity 1 pictures and questionnaire

Activity 2 listening and choosing right answers

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

Observations and questions from starter

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

Warm up(5-10 minutes) Elicit from students interesting places of their home town. Write them on the board. Students in groups find which is least favourite. Compare with other groups.

Observations and questions from Warm up

Assess each group understanding there is / there are

Record any pupil who is very good at this activity

Main Activities (25-30 minutes)

Each group to work on photos and read John’s answers to questionnaire. Then answer the questions about yourself. In groups listen to Teresa’s answers and choose the correct words.

Teacher Role and Strategies

For this activity teacher will focus on each group working on questionnaire. Check understanding by their answers to questionnaire.. For Activity 2 observe on their answers to questions.

Organisation

(how groups will be formed)

Ability groups by cards of places in town

Assessment for Learning

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

In starter focus on each group

In main activity on 2 group through observation .

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

In plenary get them to self-assess

Plenary (5 – 10 minutes)

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

Lesson Evaluation

(Were learning objectives met?)

Targets for next lesson based on pupil learning

Reflection of teaching and learning

(What worked what didn’t work?)

Criteria of assessment:

А. I can read the questionnaire.-2

B.I can answer the questionnaire -3

С. I can listen and find answers- 5

D. I did my homework- 5

Total: 15

13-15-“5”

9-12- “4”

5-8- “3”

0-4- “2»

(what do I intend pupils to learn)

Talking about they can do.

1. Students will be able to read the questionnaire

2. Students will be able to answer the questionnaire.

3. Students will be able to write about what they can do..

Class: 5

Date of Lesson: 20.11.14г.

Lesson Number 21

Theme: Can you play the guitar?

“Have/Have got”

Homework suggestions: SB p.24 3-4

Resources:

(what will I use )

English. Ayapova T., Abildaeva Z.

New Round-Up. Virginia Evans, Jenny Dooley.

Extension Activity

Students sit in a circle and play a long sentence game with there is /there are and the places in their town.

Activity 3 Speaking

Activity4 Writing

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

Observations and questions from starter

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

Warm up (5-10 minutes) . Bring pictures of hobbies and interesting? Musical instruments guitar, violin, flute, piano. Stick them on the wall.. Children should point to the picture. Then they should choose their.

Observations and questions from warm up

Assess each group understanding there is / there are

Record any pupil who is very good at this activity

Main Activities (25-30 minutes)

Work in pairs, ask and answer, using questionnaire then compare your answers. Then play a game: Beat the clock!

Teacher Role and Strategies

For this activity teacher focus on each pair speaking and writing, the playing a game. ( New approaches to teaching and learning: Dialogue teaching and learning.)

Organisation

(how groups will be formed)

Ability groups by cards of musical instruments.

Assessment for Learning

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

In starter focus on each group

In main activity on 2 group through observation .

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

In plenary get them to self-assess

Plenary (5 – 10 minutes)

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

Lesson Evaluation

(Were learning objectives met?)

Targets for next lesson based on pupil learning

Reflection of teaching and learning

(What worked what didn’t work?)

(what do I intend pupils to learn)

Talking about they can do.

1. Students will be able to read the questionnaire

2. Students will be able to answer the questionnaire.

3. Students will be able to write about what they can do..

Class: 5

Date of Lesson:

Lesson Number 22

Theme: Where is my bag?

Progress check

Homework suggestions: SB p.24 3-4

Resources:

(what will I use )

English. Ayapova T., Abildaeva Z.

New Round-Up. Virginia Evans, Jenny Dooley.

Extension Activity

Students sit in a circle and play a long sentence game with there is /there are and the places in their town.

Activity 3 Speaking

Activity4 Writing

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

Observations and questions from starter

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

Warm up (5-10 minutes) . Bring pictures of hobbies and interesting? Musical instruments guitar, violin, flute, piano. Stick them on the wall.. Children should point to the picture. Then they should choose their.

Observations and questions from warm up

Assess each group understanding there is / there are

Record any pupil who is very good at this activity

Main Activities (25-30 minutes)

Work in pairs, ask and answer, using questionnaire then compare your answers. Then play a game: Beat the clock!

Teacher Role and Strategies

For this activity teacher focus on each pair speaking and writing, the playing a game. ( New approaches to teaching and learning: Dialogue teaching and learning.)

Organisation

(how groups will be formed)

Ability groups by cards of musical instruments.

Assessment for Learning

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

In starter focus on each group

In main activity on 2 group through observation .

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

In plenary get them to self-assess

Plenary (5 – 10 minutes)

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

Lesson Evaluation

(Were learning objectives met?)

Targets for next lesson based on pupil learning

Reflection of teaching and learning

(What worked what didn’t work?)

Criteria of assessment:

А. I can read the questionnaire.-2

B.I can answer the questionnaire -3

С. I can listen and find Teresa’s answers- 5

D. I did my homework- 5

Total: 15

13-15-“5”

9-12- “4”

5-8- “3”

0-4- “2»

(what do I intend pupils to learn)

Review

1. Students will be to answer question about family.

2. Students will be able to use the possessive adjectives.

3. Students will be able to use prepositions.

Class: 5

Date of Lesson:

Lesson Number

Theme: Review

Homework suggestions: Extra special Resources:

(what will I use )

English. Ayapova T., Abildaeva Z.

New Round-Up. Virginia Evans, Jenny Dooley.

Extension Activity:

Extra special

Observations and questions from warm up

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

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

Teacher Role and Strategies

For this activity teacher will focus on each group doing exercises. (To think critically. New approaches to teaching and learning: Dialogue teaching and learning.)

Warm up(5-10 minutes) Direct students to Grammar Summary and Lexical sets.

Assessment for Learning

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

In starter focus on each student, reading Gr.S

In main activity on each group through observation .

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

In plenary get them to self-assess

Main Activities (25-30 minutes)

First unscramble the words, then look at the Tom’s family tree and answer the questions. After that complete speech bubbles with my, your, his, her, its, our, your, their. In the next activity answer Molly’s questions with it is, they are in/on/under/next to. Point to the things in your classroom. Look at the map. Make sentences.

Complete the conversation. Make sentences.

Lesson Evaluation

(Were learning objectives met?)

Organization

(how groups will be formed)

Ability groups by cards of places in town

Targets for next lesson based on pupil learning

Plenary (5 – 10 minutes)

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

Reflection of teaching and learning

(What worked what didn’t work?)

Criteria of assessment:

A.I know possessive pronouns -1

I know prepositions- 1

I know places in town-1

B. I can answer the questions about family.-2

C.I can complete the conversation-5

D. I did my homework- 5

Total: 15

13-15-“5”

9-12- “4”

5-8- “3”

0-4- “2»

(what do I intend pupils to learn)

Control test.

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

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

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

Class: 5

Date of Lesson: 5а-17.12 5б-14.12 5в-17.12

Lesson Number 28

Theme: Control test

Homework suggestions: Mini project

Extension Activity:

Resources:

(what will I use )

Hot spot 1 Macmillan Colin Granger

test

Starter (5-10 minutes) Explain students, that they are going to write a test.

Observations and questions from starter

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

Main Activities (25-30 minutes)

1. Listening. Complete the sentences with words

2. Vocabulary. Complete the sentences with the missing letters.

3. Label the pictures to the words.

4. Grammar. Complete the sentences using the correct possessive adjectives.

5. Choose the correct word

6. Complete the questions and negative sentences with is there?/ Are there?/ There isn’t/ There aren’t.

7. Writing. Write about where you live.

8. Reading. Read the questionnaire. Are these sentences True or False?

Teacher Role and Strategies

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

Organization

(how groups will be formed)

Assessment for Learning

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

Plenary (5 – 10 minutes)

Lesson Evaluation

(Were learning objectives met?)

Targets for next lesson based on pupil learning

Reflection of teaching and learning

(What worked what didn’t work?)

(what do I intend pupils to learn)

1. Students will be able to listen and read

2. Students will be able to write activities in order

3. Students will be able to ask and answer about what her/his father do.

Class: 5

Date of Lesson:

Lesson Number 25

Theme: What does your father do?

There is/There are

Homework suggestions: SB p.26-27 1,4,5 Resources:

(what will I use )

English. Ayapova T., Abildaeva Z.

New Round-Up. Virginia Evans, Jenny Dooley.

Extension Activity

Activity 3.

Activity 1pictures and CD

Activity2 CD, reading, GR Reference

Activity 3 Writing

Activity 4 clocks

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

Observations and questions from starter

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

Warm up(5-10 minutes) All students stand in a circle. Whisper the word school to one of student. The last student should find the secret word.

Observations and questions from warm up

Assess each group understanding the secret word

Record any pupil who is very good at this activity

Main Activities (25-30 minutes)

First students listen and read new words, then match to the pictures. Then listen and read the text, with the help of pictures. Elicit ideas of the meaning “have got”.

Teacher Role and Strategies

For this activity teacher will focus on each student understands school subjects and the verb have got. Check understanding in activity 3. In activity 4 look if they can say time. (Using ICT in teaching and Learning to think critically)

Organization

(how groups will be formed)

Ability groups by cards of subjects.

Assessment for Learning

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

In starter focus on each group

In main activity on 2 group through observation .

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

In plenary get them to self-assess

Plenary (5 – 10 minutes)

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

Lesson Evaluation

(Were learning objectives met?)

Targets for next lesson based on pupil learning

Reflection of teaching and learning

(What worked what didn’t work?)

Criteria of assessment:

А. I know school subjects.-2

B.I can read and match the pictures -3

С. I can ask and answer about the time- 5

D. I did my homework- 5

Total: 15

13-15-“5”

9-12- “4”

5-8- “3”

0-4- “2»

(what do I intend pupils to learn)

Telling the time, talking about professions.

1. Students will be able to listen and read

2. Students will be able to ask and answer

3. Students will be able to say about professons.

Class: 5

Date of Lesson:

Lesson Number 26

Theme: What do you want to be?

There is/ there are

Homework suggestions: SB p.26-27 2,3,6

Extension Activity

In pairs students compare professions with their own.

Resources:

(what will I use )

English. Ayapova T., Abildaeva Z.

New Round-Up. Virginia Evans, Jenny Dooley.

Activity6 CD

Activity 7

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

Observations and questions from starter

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

Warm up (5-10 minutes) Divide students into groups and give them cards with written times, they should show on clock. Other groups should guess the time.

Observations and questions from warm up

Assess each group understanding the time

Record any pupil who is very good at this activity

Main Activities (25-30 minutes)

First students listen and repeat new words, then listen to Rosie’s timetable and read it. Then ask an answer about Rosie’s time table. Then work at pronunciation. Then draw clocks with the definite time and describe one day’ timetable.

Teacher Role and Strategies

For this activity teacher will focus on each student understands school subjects and time. Check understanding in activity 5 by asking and answering questions. In activity 7 look if they can draw time. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)

Organization

(how groups will be formed)

Ability groups by cards of subjects.

Assessment for Learning

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

In starter focus on each group

In main activity on 2 group through observation .

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

In plenary get them to self-assess

Plenary (5 – 10 minutes)

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

Lesson Evaluation

(Were learning objectives met?)

Targets for next lesson based on pupil learning

Reflection of teaching and learning

(What worked what didn’t work?)

Criteria of assessment:

А. I know school subjects.-2

B.I can read time table -3

С. I can ask and answer about the time table- 5

D. I did my homework- 5

Total: 15

13-15-“5”

9-12- “4”

5-8- “3”

0-4- “2»

(what do I intend pupils to learn)

Talking about things you have got. Talking about quantity.

1. Students will be able to talk about things they have got.

2. Students will be able to talk about quantity.

3. Students will be able to write three sentences with “have got”.

Class: 5

Date of Lesson:

Lesson Number 36

Theme: Do you want some Pepsy?

The Imperative

Homework suggestions: SB p.57 1-4

Extension Activity

Write these words: You/have/ got/ a hairbrush on a large cards. Ask five volunteers to stand in a row to show a positive sentence. Then to make a question.

Resources:

(what will I use )

English. Ayapova T., Abildaeva Z.

New Round-Up. Virginia Evans, Jenny Dooley.

Activity 1words and pictures, CD

Activity2 CD

Activity 3 Grammar spot

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

Observations and questions from starter

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

Warm up (5-10 minutes) Hold up and ask students to name the following words in English: mobile phone, keys, money, tissues, a purse. Explain that students often bring these objects to school. Make a survey what is there in their bags?

Observations and questions from warm up

Assess each group understanding the time

Record any pupil who is very good at this activity

Main Activities (25-30 minutes)

First students match the words to the pictures in pairs, then check by listening CD. After that listen to questions and think about your answers. Then listen again and vote. Write the results of voting on the board. Refer to Grammar , check understanding by doing exercise 3. Then work in pairs by asking and answering questions.

Teacher Role and Strategies

For this activity teacher will focus on each student understands objects in a school bag. Check understanding in activity 3 and by asking and answering questions. (Using ICT in teaching and Learning to think critically. New approaches to teaching and learning: Dialogue teaching and learning.)

Organization

(how groups will be formed)

Ability groups by cards of objects.

Assessment for Learning

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

In starter focus on each group

In main activity on 2 group through observation .

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

In plenary get them to self-assess

Plenary (5 – 10 minutes)

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

Lesson Evaluation

(Were learning objectives met?)

Targets for next lesson based on pupil learning

Reflection of teaching and learning

(What worked what didn’t work?)

(what do I intend pupils to learn)

To develop cross- cultural skills

1. Students will be able to make sentences about their school orally.

2. Students will be able to answer questions

3. Students will be able to write about their school.

Class: 5

Date of Lesson:

Lesson Number 33

Theme: Is there a swimming pool?

Possessives

Homework suggestions: SB p.56 1-2

Extension Activity

Photocopiable activity p 197

Resources:

(what will I use )

English. Ayapova T., Abildaeva Z.

New Round-Up. Virginia Evans, Jenny Dooley.

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

Observations and questions from starter

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

Warm up( 5 min) Ask students How many pens have I got? Close their eyes and answer the questions about the things in the class. How many boys, girls, lamps, windows etc.

Assess each group know some names of objects in class. Learning to think critically.

Record any pupil who is very good at this activity

Main Activities (25-30 minutes)

First students listen to CD and read the text, then make sentences about school. Then listen to CD again and answer the questions about school in Cameroon.

Teacher Role and Strategies

For this activity1 teacher will focus on each student listen and read, then use information to speak about their school (Using ICT in teaching and Learning to think critically). In activity 2 -(Using ICT in teaching and Learning to think critically). In plenary- Assessment for and of learning.

Organization

(how groups will be formed)

Ability groups by cards of classroom objects.

Assessment for Learning

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

In starter focus on each group

In main activity on 2 group through observation .

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

In plenary get them to self-assess

Plenary (5 – 10 minutes)

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

Lesson Evaluation

(Were learning objectives met?)

Targets for next lesson based on pupil learning

Reflection of teaching and learning

(What worked what didn’t work?)

(what do I intend pupils to learn)

To develop cross- cultural skills

1. Students will be able to make sentences about their school orally.

2. Students will be able to answer questions

3. Students will be able to write about their school.

Class: 5

Date of Lesson:

Lesson Number 34

Theme: How many boys are there in your class?

Possessives

Homework suggestions: SB p.57 3

Extension Activity

Play a memory game with the class. Choose eight types of food and mime eating them. But do not let students say anything aloud. They should guess and after you finish they should ask and answer in pairs trying to recall and write down all eight food: an apple, a banana, a chocolate bar, salad, a sandwich, a yogurt, an orange, a biscuit.

Resources:

(what will I use )

English. Ayapova T., Abildaeva Z.

New Round-Up. Virginia Evans, Jenny Dooley

Starter (5 min)

Divide into groups and cast roles , check your home work

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

Warm up (5 minutes) Ask students to sit in a circle, hold up a ball and say a sentence true or false. Guess is the sentences true or false. Pass the ball to next student, who makes a sentence. The game continues until the last student makes a sentence.

Observations and questions from starter

Assess each group know some names of objects in class. (Learning to think critically.)

Record any pupil who is very good at this activity

Main Activities (25-30 minutes)

First students match answers to the questions, and then listen to CD and check. Then in pairs ask and answer the questions with a classmate. Then write about your school, use activity 1 as a model

Teacher Role and Strategies

For this activity1 teacher will focus on each group listen and read, then use information to speak about their school (Using ICT in teaching and Learning to think critically). In activity 2 – group work. In plenary- Assessment for and of learning.

Organization

(how groups will be formed)

Ability groups by cards of classroom objects.

Assessment for Learning

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

In starter focus on each group

In main activity on 2 group through observation .

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

In plenary get them to self-assess

Plenary (5 – 10 minutes)

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

Lesson Evaluation

(Were learning objectives met?)

Targets for next lesson based on pupil learning

Reflection of teaching and learning

(What worked what didn’t work?)

(what do I intend pupils to learn)

Review

1. Students will be to answer question about time, timetable, and school subjects.

2. Students will be able to use the, a/an, some, any.

3. Students will be able to make questions with have got.

Class: 5

Date of Lesson:

Lesson Number 37 of module 3

Theme: Review

Homework suggestions: Extra special

Resources:

(what will I use )

Hot spot 1 Macmillan Colin Granger

Organization

(how groups will be formed)

Ability groups by cards of classroom objects

Activity 1matching

Activity 2,3,6 vocabulary

Activity4 speaking

Activity5,7,8,9 writing

Starter (5-10 minutes) Direct students to Grammar Summary and Lexical sets.

Observations and questions from starter

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

Main Activities (25-30 minutes)

In groups they should match times with the pictures and ask and answer about the time. After that name the school subjects, say the days of the weeks. Then they speak about their school timetable and complete the dialogue.

Then make questions and true sentences with have got, write a sentence.

Teacher Role and Strategies

For this activity teacher will focus on each group doing exercises. ( Use module “Learning to think critically” and New approaches to teaching and learning: Dialogue teaching and learning. )

Extension Activity:

Extra special

Assessment for Learning

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

In starter focus on each student, reading Gr.S

In main activity on each group through observation .

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

In plenary get them to self-assess

Plenary (5 – 10 minutes)

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

Lesson Evaluation

(Were learning objectives met?)

Targets for next lesson based on pupil learning

Reflection of teaching and learning

(What worked what didn’t work?)

(what do I intend pupils to learn)

Control test.

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

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

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

Class: 5 в,г,д

Date of Lesson: 10.03.2014

Lesson Number 50

Theme: Control test

Homework suggestions: Mini project

Resources:

(what will I use )

English. Ayapova T., Abildaeva Z.

New Round-Up. Virginia Evans, Jenny Dooley

Organization

(how groups will be formed)

Individual work

test

Starter (5-10 minutes) Explain students, that they are going to write a test.

Observations and questions from starter

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

Main Activities (25-30 minutes)

1. Listening. Choose the correct answers. 2. Vocabulary. Choose the correct words.

3. Circle the odd one out. 4. Grammar. Put the words in order. 5. Complete the sentences with a, an, some or any. 6. Choose the correct word

7. Writing. Write a short text about your school. 8. Reading. Read the interview with Megan. Are sentences true or false?

Teacher Role and Strategies

For this activity teacher will focus on each student , listening and understanding text (Using ICT in teaching ) and writing a test.

Extension Activity:

Assessment for Learning

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

Plenary (5 – 10 minutes)

Lesson Evaluation

(Were learning objectives met?)

Targets for next lesson based on pupil learning

Reflection of teaching and learning

(What worked what didn’t work?)

(what do I intend pupils to learn)

Talking about your flat.

1. Students will be able to make sentences about your flat.

2. Students will be able to make questions and negative sentences in Present Continuous.

3. Students will be able to write two sentences about your flat.

Class: 5

Date of Lesson:

Lesson Number 39

Theme: My flat

Present Continuous

Homework suggestions: SB p.66 1- 3

Resources:

English. Ayapova T., Abildaeva Z.

New Round-Up. Virginia Evans, Jenny Dooley

Organization

(how groups will be formed)

Ability groups by cards of classroom objects

Activity 1picture search CD

Activity 2 presentation CD

Activity 3 comprehension

Starter (5 min) Divide into groups and cast roles , check your home work

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

Warm up (5 minutes) On the board write topics: colour, months, school subjects, food, sports. Point to the topic and throw a ball. Students should say what colour they like or don’t like and throw a ball to you

Observations and questions from warm up

Assess each group know words on topics. (Learning to think critically.)

Record any pupil who is very good at this activity

Main Activities (25-30 minutes)

First students match words to the pictures, and then listen to CD and say what he likes. Then match the sentences to the pictures. Then write true sentences with I Present Continuous.

Teacher Role and Strategies

For this activity1 teacher will focus on each group listen and make sentences.(Using ICT in teaching and Learning to think critically). In plenary- Assessment for and of learning.

Extension Activity

Do a class poll on students favourite and least favourite school subjects, food, sports. Students write one sentence they like and one they don’t like. Then listen to them and vote.

Assessment for Learning

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

In starter focus on each group

In main activity on 2 group through observation .

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

In plenary get them to self-assess

Plenary (5 – 10 minutes)

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

Lesson Evaluation

(Were learning objectives met?)

Targets for next lesson based on pupil learning

Reflection of teaching and learning

(What worked what didn’t work?)