English Plus 5 2-Тоқсан

Lesson Plan 1
Theme of the lesson:.
Unit:3 Values
Teacher’s name:
Date:
Grade: 5 Number present: absent:
Theme of the lesson: Family relationships1
Talking about family members and relationships and reading and
writing about a grandparent.
Learning objectives(s) that 5.L1understand a sequence of supported classroom instructions
this lesson is contributing to: 5. 5.S4 respond with limited flexibility at sentence level to
unexpected comments on an increasing range of general and curricular
topics
5.W4 write with support a sequence of extended sentences in a
paragraph to give basic personal information
Lesson objectives: All learners will be able to: distinguish the main idea of the topic
Most learners will be able to: complete sentence correctly in
curricular topics
Some learners will be able to: compose short essay on the proposed
topic
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources

lesson/Time
Beginning Organization moment : “Speking time” method At the https://
of the lesson 1.Greeting. Ss tell about their family organization youtu.be/
Warming-up 2. Organization moment. members about half or 2 moment T NzMEgEYG5
5 мин. Ask students who is in minutes. supports Ss to kA
their family. The aim:To learn express their
students present content speech clearly
Tell students that many clearly and develop Ss using .«The
different people may be in speaking skills praise»
their families, from Efficiency: Ss interested method to
grandparents to parents to in talking about their evaluate Ss.
cousins family and tried to give like:
Tell me about one member the best information “Good job!
of your family? Well done!”
Try to tell personal
information.
In differentiation part
Using «Question time» Ss
take ideas from the
question, there are 6
questions, but Ss answer
not for all questions, only
some of them can cover the
topic.
Pre- T asks students to Questions: Descriptor: Whiteboard
learning complete the 1.«Who is Mark? Looks -answer the
«Questions “Family tree”. at the family tree and 1st-question Cards
» method find the answer. - answer the 2
Team work Differentiation: 2. Clare is Sue’s ….? nd-question. Pupils
5 min. 3. Who is Ann? - answer the 3 Book
After that T introduces the 4.Helen Sue’s ….? She is rd-question. Page 33
aim and theme of the …. Exercise 2
lesson. 5.John is Sam’s ….? He Total: 1point https://
is … . youtu.be/
Then T shows video about Encourage Ss foptl0BeXnY
Family. Aim:express the family who can name
members correctly and family
define their relationships members right
Efficiency:Ss learn new and that is
words before starting connected with
new theme. new lesson.
Middle of «Black box» method. Ask the students make Descriptor: Whiteboard
the lesson T explains grammar sentences using the -can Pupils Book
Presentation materials and gives some grammar. E.g. Teacher: understand the Poster
part. examples. What’s the plural and question
Who’s John? He is Sue’s singular noun? -can answer
Team work. brother. Each group students: the questions
7 min. Whose uncle is Mark? gives examples. He is a -compose
Mark is girls’ uncle. student. They are sentence using
Teacher explains when we students. new grammar
use Who and Whose.
Total: 1point
Team work Exercise 1: Debate. Each team students tries Descriptor: Whiteboard
12 min. T gives cards Ss. And asks to answer this questions. -recognize the Pupils Book
what are these in our And expresses ideas each words Poster
language? Which of them other. -listen and Page 33 ex 1.
better to use? And says if they agree or point at them
Aim: learn to respect disagree with this points. -pronounce the
others opinion and learn to words
work in groups. correctly.
Efficiency:
Ss develop their speaking Total: 1point
and listening skills
Differentiation:«Debate»
method is used to identify
the speakers between Ss.
Individual “Quiz time” Ss reviews all words of Descriptor: Whiteboard
work Teacher asks students write new lesson and write to -can write Pupils Book
5 min. new words that they copybook. correct words. copybook
remember from today’s -can write
lesson. maximum 15
Aim:Develop their words
vocabulary -knows the
Efficiency: translations
Develop their memory and
speaking skills. Total: 1point
Differentiation: “Quiz”
method is used to assess Ss
comprehension.
Work in “Complete” method. Ss work in pairs and Descriptor: Whiteboard
pairs. Teacher gives students complete the sentence. -write without
6 min cards. And present it to class. mistakes- Cards
They complete the missing I have … brother. . 1point.
Writing task words. My mom works at …. . -complete
They always give us sentences
Aim:develop writing skills presents when they come correctly-
and work with spelling. home, they are my … . 1point.
Efficiency: -can present
Ss write the words them-1point.
correctly and work with
translation.
Differentiation:«Libraria
n» method is used to
develop thei vocabulary
knowledge.
End of the “Comments” method is Ss use their stickers to Whiteboard
lesson. used to find out was the write about today’s Pupils Book
lesson clear or not. Use the lesson. Commentaries, stickers
Reflection stickers. wishes.
Aim:To know how many

Ss got the theme.
Individual
Efficiency:learn to
work:
comment somebody
2 min.
using simple sentence.
Differentiation:«Conclu
sion» method is used to
finish the lesson.
Lesson Plan 2
Theme of the lesson:
Unit:3 Values
Teacher’s name:
Date:
Learning objectives(s) that 5.L2 understand an increasing range of unsupported basic questions
this lesson is contributing to: which ask for personal information
5.S4 respond with limited flexibility at sentence level to unexpected
comments on an increasing range of general and curricular topics
5.R3 understand the detail of an argument on a limited range of
familiar general and curricular topics
Lessonobjectives: All learners will be able to: understand the personal information
Most learners will be able to: choose the correct answers of general
and curricular topics.
Some learners will be able to: analyze the given questions to whole
class
Value links: Respect family friends
Plan:

lesson/Time
Beginning of the Organization moment: Ss should continue After doing Envelop with
lesson 1.Greeting. saying good words, the actions T shapes
Warming-up 2. Organization moment. wishes to each tries to award
Whole class Teacher gives strings other passing the active
5 мин. students to say warm string. Ss.«The
words to each other. Be happy praise»
Be healthy method is
Save your family used to
The aim: develop evaluate Ss
students speaking with phrases
skills and helps to like:
break down their “Good job!
shy habits. Well done!”
Efficiency:By
passing the string
Ss feel good
atmosphere.
Pre-learning T gives Ss to define how Ss list the words Feedback: Whiteboard
«Brainstorming» many words do they that they know and “The praise”
method know? say to class. method PPT (With
Whole class Housework-үй жұмысы Aim:check Ss if “Good job! words)
5 min. Dark-қараңғы they remember the Well done!” Excel
Noisy-шулы previous lesson’s Pupils
Funny-күлкілі,қызықты themes. Book page34
Stone-тас Efficiency:Ss
Bowling-боулинг refresh their
Golf-голф vocabulary strength
Billiards-бильярд
Serious-салмақты
Angry-ашулы
A bit-аздап
Lazy-жалқау
Vacuum cleaner-шаң
сорғыш
Cute-әдемі, сүйкімді
Baseball-бейсбол
Clever-ақылды
Pet-үй жануары
Bark-үру
Fair-әділ
Quiet-тыныш
Silly-ақымақ
Drums-барабан
Polite-сыпайы
Calm-сабырлы
Club-клуб
Strong-күшті
Middle of the Teacher divides Ss for Exercise 1: Descriptor: Whiteboard
lesson 3 groups. Ss write what do - read the text Pupils Book
“Jigsaw” 1. The Flintstones they know about -find the PPT
Method 2. The Rubbles the Flintstones. answer to the Page 34
Team work 3. Questionaire And give the questions
Each group should listen answer to the
the story and write down question “If they
15 min. about own family ordinary family or Total: 1point
information not?”.
They listen then
read to find out the
answer.
Questionaire
students prepare
questions to whole
group.
Team work T prepares a lot Ss tries quickly Descriptor: Whiteboard
7 min. sentences on the board. find correct -recognize Excel
3 groups should find answers. the story Student’s
“True/false/ correct answers. Aim:Ss remember -say correctly Book
doesn’t say” T gives only 1 mins. the story better than the answer Poster
Then the game will stop. reading whole text -define the
Efficiency: doesn’t say
Ss learn to think sentences.
quickly
Differentiation: Total: 1point
All students tries
answer the
questions, some of
them say the
mistakes at all.
Individual work T asks Ss answer the Ss write down the Descriptor: Whiteboard
3min. questions on page 34, answers in 5 mins. -answer 5 Excel
Writing ex.2 Who haven’t questions Student’s
Aim: review the story enough time, they -answer Book
Efficiency: give orally answers. 8questions
Some of them helps to
find their mistakes Total: 1point
Differentiation:Ss gives
short answers, some of
them give full answer.
End of the lesson. “I know/want to Students complete Feedback: Cards
5 min. know/knew” method. the table what they “I
Reflection T gives cards. know and want to know/want
And explains the know, knew. to
instructions. Aim:Ss define what know/knew”
they have learnt method.
from today’s
lesson.
Efficiency:
Helps to analyze
about their
understanding
Lesson Plan 3
Unit:3 Values
Teacher’s name:
Date:
Listening and writing about a favourite family day and writing about
why families are important
Learning objectives(s) that 5.L1understand a sequence of supported classroom instructions
this lesson is contributing to: 5.W7 use with some support appropriate layout at text level for a
limited range of written genres on familiar general topics and some
curricular topics
5.C2 use speaking and listening skills to provide sensitive feedback to
peers
Lessonobjectives: All learners will be able to: remember the classroom instructions
Most learners will be able to: define the types of family and complete
the sentences correctly
Some learners will be able to: respond the questions intelligibly
Value links: Knows what type family are they
Plan:

lesson/Time
Beginning of Organization Ss sing a song Feedback: Cd 5R2
the lesson moment: together. T shows thumbs up to
Warming-up 1.Greeting. Ss look at their book Ss.
Whole class 2. Organization the text of the song. It means that they can
2 мин. moment. The aim: helps to sing very good! And
Sing a song “A feel the importance motivate Ss to study a
family” of having family . new theme.
T shows the video of Efficiency:when
the song. they sing a song
some words
remembers easily in
their mind.
Pre-learning Before starting the Ss make sentences Feedback: Whiteboard
«Vocabulary» lesson T explains Ss using new words. “The praise” method
method the meaning of the Aim: make them to “Good job! PPT (With
Whole class new words. When compile good, Well done!” words)
5 min. and how to use them. meaningful
And asks Ss to sentences. Excel
compile sentences. Efficiency:Ss Student’s
refresh their Book
vocabulary strength . page42
Middle of the Teacher divides Ss Exercise 1: Descriptor:
lesson for 3 groups. Ss takes flip charts - read the text Whiteboard
“Describe and 1. Single – and draw a picture of -draws the picture Excel
draw” parent family a given family. - present to class Student’s
Method 2. Extended Prepare a Book
Team work family presentation and
3. Nuclear questions to involve Total: 1point PPT
family whole class. Page 34
15 min. Each group should
read the poem. And
looking at picture
gets ideas to present
whole class.
Individual work Ex 1, page 43. Ss tries quickly Descriptor: Whiteboard

5 min. Complete the text complete sentences -complete the sentence Pupils
with words from the correctly. And find -find new words Book
“e-mail to list. new words. -explain the meaning Ex 1, page
friend” Funny Translate the words 43
method Name and explains the Total: 1point
Free meaning to whole
Class class.
T gives 5 minutes. Aim:Ss know the
spelling of some
words
Efficiency:
Ss learn to think
quickly
Differentiation:
All students tries to
complete the
sentences correctly,
some of them say the
meaning of the new
words.
Individual work T asks Ss write the Ss reorder the Descriptor: Whiteboard
5min. sentences in the sentences and -reorder more than 5 Excel
Writing correct order. on present to class. sentences Student’s
“Reorder” page 43, ex.3 -reorder all 8sentences Book
Aim: makes them to
think and develops Total: 1point
thinking skills. Ex 3, page
Efficiency: 43
Remembers the story
by stage
Differentiation: “By
time managment”all
Ss reorder the text on
time, some of them in
a minute.
Pair work T asks students Ss think about their Descriptor: Excel
3 min answer the questions best friend and tries -work in pairs Student’s
about their best to give full -ask questions Book
friends. information. What
First Ss 1 – asks, then they like and doesn’t Ex 4, page
changes the role. like. 43
1. What is Aim: define their
his/her best friend
name? Efficiency:
2. How old is Get information
she/he? about classmates
3. How do you best friend
know Differentiation:
him/her? Stronger students
4. What is help weak students
he/she like? to ask questions and
5. What do you answers
like doing
together?
Pair work Use answer from Ex Ss use answers of ex Descriptor: Excel
4 min 4. o write an email 4, and write email. - Understand the Student’s
similar to the one in instruction Book
Ex 1. After writing the - Write email Ex 5, p 43.
Para:1 your best email to their friend,
friend’s name, age, they read to the
how you know class.
him/her. Teacher assess
Para 2: Ss with method
What he/she is like. “The praise”
What you like doing
together. ‘very good’
‘’excellent”
Teacher model the
class giving some
supports.
End of the “Think” method. As conclusion Ss T using this method Cards
lesson. T gives students complete the knows how many
1 min. which uncompleted sentence with 1 or 2 students understand the
Reflection written. words. new lesson.
They should Aim:Ss learn to
complete the describe whole text
sentence. with 1 or 2 words.
My family is Efficiency:
important to me Learn from each
because ______. other topic
vocabulary words.
Lesson Plan 4
Unit:3 Values
Teacher’s name:
Date:
Theme of the lesson: Family relationships 2
Learning objectives(s) that UE.9.1 use simple present and simple past regular and irregular forms
this lesson is contributing to: to describe routines, habits and states on a limited range of familiar
general and curricular topics
S.7.1 use appropriate subject-specific vocabulary and syntax to talk
about a limited range of general topics
C.6.1 organize and present information clearly to others
Lessonobjectives: All learners will be able to: Describe about daily routines .
Most learners will be able to: Relate subject-specific vocabulary to
talk about routines
Some learners will be able to: Compare daily routines of their family
members
Value links: Respect daily routine of each other
Plan:

lesson/Time
Beginning of Organization “Yes, No, Stand up” After doing the Envelop with
the lesson moment : method helps students to actions T tries shapes
Warming-up 1.Greeting. understand the new theme. to award active
Whole class 2. Organization The aim: develop students Ss.«The
3 мин. moment. speaking skills and helps praise» method
Show a different to break down their shy is used to
picture of actions that habits. evaluate Ss
repeats every day. Efficiency:By asking with phrases
Students will say the questions students know a like:
actions. lot information about their “Good job!
Watch the video. friends. Well done!”
Warm up “Yes, No,
Stand up”
1. Tell the
students that
answering
“Yes” means
“Stan up” and
answer “No”
means sit
down.
2. Do you like
chocolate?
Do you like to
run?
Is 2+2= ?
Then ask students do
they understand.
3. After students
understand ,
get a stronger
student to ask
questions.
Pre-learning To set lesson context Questions: Descriptor: Whiteboard
«Brainstormin and engage students Talk about what I do every -talk about
g» method My daily routine in day what they do PPT (With
Whole class the context of Present Aim:check Ss if they every day examples)
7 min. Simple Tense: -Talk understand that spend - Use correctly
about what I do every time correctly and Present Simple Pupils
day in an order eg. I compare with friends. form Book
wake up at 6.30 am/ I Efficiency:Ss refresh their - talk about Page 36, ex 3
have a shower/ I have vocabulary strength partners’
breakfast/ I brush my routine
teeth/ I put on my
clothes/ I leave my Total: 1point
house at 7.30/ I walk
to the metrobus stop Ss encourages
etc.. - Ask students to their
speak to their partners vocabulary
about their daily
routine and let some
of them talk about
their partners' routine.
Ss give their possible

answers. After that T
introduces the aim
and theme of the
lesson.
Middle of the «Get more» method. Exercise 1:Look at the Descriptor: Whiteboard
lesson Write some of the copy book and choose the -write the Excel
Presentation students' sentences suitable sentence for sentence from Student’s
part. from their profiles today’s lesson and rewrite previous lesson Book
which they have the sentence. -find the verb Ex 2, page 36.
written in the previous and make .
8 min. lesson and get them Present Simple
find the verb. Give a form..
sample sentence and
point out the verb first Total: 1point
and let them continue.
-Elicit the form of
present simple with
I,you,we,they,he,she,it
.
Team work Exercise 7: Let’s Ss listen to the dialogue Descriptor: Whiteboard
6 min. listen.Ss listen to the and look at the book. They -recognize the Excel
mini-dialogue in point the words that they objects Student’s
pupils book . hear in the task.. -listen and Book
Aim:Ss listen and point at them Page 37, ex 7.
recognize the objects -pronounce the
from the dialogue. words
Efficiency: correctly.
Ss develop their
listening and speaking Total: 1point
skills.
Differentiation:«Flas
h» method is used to
identify the quickest
Ss.
Individual Draw a table on the Ss look at the picture and Descriptor: Whiteboard
work board to show the try to remember the rules -can name Excel
8 min. rules of the Present of Present Simple. verbs correctly. Student’s
Simple Tense. -Point -can point out Book
out that after he,she,it, have and has Poster
we add -s to the verb. correctly Page 36, ex 1.
eg. I live in Istanbul /
She lives in Istanbul - Total: 1point
Also point out that
after he,she it, have
becomes has eg. I
have breakfast / She
has breakfast.
Aim:Develop their
grammar literacy
Efficiency:
Develop their memory
and speaking skills.
Differentiation:Ss
make tasks in
different way writing
and orally. Some of
them will say difficult
long sentences.
Group work. Get ss to work in Write down new words Descriptor: Whiteboard
5 min small groups -Give like: -write without
each group the daily 1. Get up at 7.00 mistakes- Poster.
Writing task routine flash cards - 2. Go to school 1point.
Allow them to make 3. Return from the scool -use grammar
sentences in their 4. Play with friends form correctly-
group according to the 5. Have a dinner with 1point.
nouns of the pictures family -can work with
Aim:develop writing content-1point.
skills and work with -make
spelling. sentences using
Efficiency: the given
Ss write the sentences phrasal
correctly and work verbs…….1poi
with content. nt.
Differentiation:«Writ
ing task» method is
used to develop their
vocabulary knowledge
and ideas .
End of the Traffic light method is Ss use their stickers to Descriptor: Stickers
lesson. used to find out was show their knowledge Can use the
the lesson clear or not. according to the lesson Present Simple
Reflection Use the stickers. Green- I understood form, describe
Yellow-I have some the routines
questions and give the
Red-I need a help. translation-
Individual
2points.
work:
Aim:To know how many
3 min.
Ss got the theme. Ss evaluate
Efficiency: each other and
Ss can use colors to show encourage
how much do they classmate with
remember. phrases like:
Differentiation:«Conclusi Well done!
on» method is used to Brilliant! Good
finish the lesson. job! I like it!
Lesson Plan 5
Unit:3 Values
Teacher’s name:
Date:
Theme of the lesson: Friendship 1
Describing and writing about friends
Learning objectives(s) that
this lesson is contributing to: 5.L1understand a sequence of supported classroom instructions
5.C6 organise and present information clearly to others
5.UE3 use a growing variety of adjectives and regular and irregular
comparative and superlative adjectives on a limited range of familiar
Lessonobjectives: All learners will be able to: define the opposites of character
adjectives
Most learners will be able to: select and act out the main information
to others
Some learners will be able to: deduce character of friends clearly
Value links: Respect characters of each other
Plan:
Part of the Teacher’s activity Student’s activity Assessme Resources

lesson/ nt
Time
Beginning Organization moment : Ss take the cards and writes After Envelop
of the 1.Greeting. how many character writing T with
lesson 2. Organization moment. adjective they know. tries to shapes
Warming- “Education tree” And to describe their friends answer all
up Teacher divides the tree in two write the characters that the
Whole parts. To the 1 part Ss should they want to know questions
class write what they know about new The aim: develop students and
3 мин. theme. And an another part they thinking skills appreciate
should write what they want to Efficiency: helps to know their work
know. how many adjectives they saying
know and motivate to know “well
more done”,
“Excellent
”.
Pre- Listen and repeat. Find the Ss listen and discuss each Descripto Whiteboar
learning opposites. Check with your adjectives meaning and r: d
«Listening partner. some of them try to -listen the
» method T gives clearly instructions compose sentence. adjectives PPT (With
Pair work how to work in pairs. Aim:check Ss listening -writes examples)
5 min. skills and their down what
comprehension. they listen
Efficiency: increase their -discuss in Pupils
vocabulary and define pairs Book
opposite character of Page 35,
adjectives. Total: ex 4
1point
Middle of T explains students the theory. Ss reorder the words and Descripto
the lesson Adjectives go before nouns, but present it to class. And r: Whiteboar
“Reorder” after the verb TO BE. explains why they put -reorder d
We can use very to give adjective and what it means. the words Pupils
emphasis to the adjective. -present to Book
6 min. Write in the correct order. class PPT
1. Very/is/Jane/funny Ex 8, page
2. Boy/he/very/a/is/quiet Total: 35.
3. They/noisy/are 1point
4. Student/is/Matt/a/clever
5. Are/Steve and Mary/
serious/very
Individual Complete the sentence. Ss understand the text and Descripto Whiteboar
work Teacher gives the words that complete the sentence with r: d
6 min. they will use. appropriate words. - Pupils
Rude understand Book
Weak the Page 35,
Clever sentence ex 5.
Quiet -put
Ugly correct
Hardworking adjective
Aim: learn and define the
meaning of the adjectives Total:
Efficiency: 1point
Helps them to choose the
suitable adjective according to
the meaning of the sentence,
learn them to be accuracy.
Differentiation: understand the
sentence and put appropriate
adjectives
Pair work “Find out” method. Ss listen the story and Descripto Whiteboar
8 min. T switches on the audio about define the people. And write r: d
Peter that talking about his down the like and dislike. - Answer Pupils
family. the Book
Who is each person below? question Poster
Becky, Laura, John, Mark. s Page 35,
Then T makes them to listen - Say ex 9.
again. What is each person like? like/
Aim:Develop their memory dislike.
Efficiency:
Hel[ps them to check their Total:
listening skills and memory 1point
Differentiation: some Ss try to
answer to all question orally, but
all Ss write the answers.
Group “Miming” method. Each group discuss the Descripto Whiteboar
work. Use the adjectives to make adjectives that they will r: d
7 min sentences about your family and mime. Try keeping the rule -mime the
friends. Mime the adjective. answer the questions. adjectives Pupil’s
Your partner finds the adjective. -find the book
Group 1: My dad is very … adjective Page 35,
(mimes “funny”) -keep the ex 6
Group 2: funny. rule
1 point
Aim: develop visual memory of
Ss.
Efficiency: one of the best way
to practice new words
Differentiation: all learners try
to find but some of them say the
correct answer.
End of the “Memory game” method. Ss have to write all new Feedback: Papers
lesson. Teacher gives Ss paper to check words that they have learnt. Smiles Smiles
their memory. Aim:To know how many Ss
Reflection Who will write more than 10 that got the theme.
will get excellent smile. Efficiency:
Ss can remember the
spelling of the adjective
Individual
Differentiation:«Conclusio
work:
n» method is used to finish
5 min.
the lesson.
Lesson Plan 6
Unit:3 Values
Teacher’s name:
Date:
Theme of the lesson: Friendship 1

Talking about things you have to do at home and completing a graph
Learning objectives(s) that 5.L2 understand an increasing range of unsupported basic questions
this lesson is contributing to: which ask for personal information
UE.9.1 use simple present and simple past regular and irregular forms
to describe routines, habits and states on a limited range of familiar
5.W3 write with support factual descriptions at text level which
describe people, places and objects
Lessonobjectives: All learners will be able to: recall the form of Present Simple.
Most learners will be able to: compare the typical day of friends
Some learners will be able to: write with support a short text about
typical day
Value links: Respect friend’s choice
Plan:

lesson/
Time
Beginning Organization Ss says: Feedback: White board
of the moment : Sad T prays Ss using Pictures
lesson 1.Greeting. Happy the method
Warming- 2. Organization Ugly person “Humburger”.
up moment. Angry “wishes
Whole Teacher shows Etc. Comments,
class students a lot of The aim: recall adjectives wishes”.
3 мин. picture with to understand the new
different faces. theme
Ss looking at the Efficiency: remember
picture describe their better the meaning of the
actions. adjectives
Pre- T shows video Ss listen and repeat the Feedback: Whiteboard
learning about like, love, rules. T evaluates Ss
«Listening hate + - ing. Then Ss define what are we showing thumbs https://youtu.be/
» method T gives examples going to learn. up, thumbs uS0UfFPPTy8
Pair work what is she likes to Aim: understand the down.
10 min. do at home and grammar clearly
hates. Efficiency: information
For example: understandable to use in
I like sing a song sentences.
when I clean home.
I hate when
somebody come
home without any
notice.
Negative
I/you don’t like fish.
He/she /it doesn’t
like fish.
We/you/they don’t
like fish.
Interrogative
Do you/like fish?
Does she/he/it like
fish?
Do we/you/they like
fish?
Short answers.
Yes, I/you do.
Yes she/he/it does.
Yes we/you/they do
Middle of Using different Ss shows smiles and say Descriptor: Whiteboard

the lesson smiles T asks Ss to like, doesn’t like and hate. -understand the Pupils Book
“Smiles” make a sentence instruction PPT
looking at smiles. -show the Ex 10 a, page 37.
For example: Aim: define the differences correct smiles
5 min. 1. Jane loves of like, doesn’t like and
swimming. (Ss hate. Total: 1point
will show smiles)
2. She likes playing Efficiency: this method
tennis. easy to understand the
3. She doesn’t grammar.
getting up early.
4. She hates
singing.
Individual Complete the Ss using their own ideas Descriptor: Whiteboard
work sentence. complete the sentences. -understand the Pupils Book
8 min. Teacher explains the Here top ideas to use: instruction Page 37, ex 10 b
words that they will Play computer games -complete the
use. Watch TV sentence
Ss have to complete Get up early
with own ideas. Go to the gym Total: 1point
Aim: learn and Tidy room
define the meaning Play baseball
of the actions Do housework
Efficiency: Play golf
Helps them to choose Make dinner
the suitable actions
according to the
meaning of the
sentence, learn them
to be accuracy.
Differentiation:
understand the
sentence and put
appropriate actions.
Individual Write a short text Ss write about 50-60 words. Descriptor: Whiteboard
work about your typical After finishing read to the - Write typical Pupils Book
Essay time weekday. Read to the class and find a daily weekday
10 min. class. routine that similar to - Write about Page 37, ex 11.
Teacher asks:Who in yours. 50-60 words
our class has got a - Read to the
similar daily routine? I get up early and … . class
Aim: learn to plan Total: 1point

their daily routine
correctly
Efficiency:
Learn to compare
with others and learn
find differences and
similarities.
Differentiation: all
students write an
essay and some of
them read to the
class.
End of the “About me” method. Ss have to say about Feedback: Whiteboard
lesson. T says them to say themselves choosing one of “Two stars, one
one sentence using them. wish”
Reflection like, doesn’t like, Aim:analyze their
hate, love understanding using this
4 min
method.
Efficiency:
Interest them to say about
themselves
Lesson Plan 7
Unit:3 Values
Teacher’s name:
Date:
Theme of the lesson: Friendship 2.

Listening and role-playing a story about friends.
Learning objectives(s) that 5.L8 understand supported narratives, including some extended talk,
this lesson is contributing to: on an increasing range of general and curricular top
5.R6 recognise the attitude or opinion of the writer in short texts on a
limited range of general and curricular topics
5.C9 use imagination to express thoughts, ideas, experiences and
feelings
Lessonobjectives: All learners will be able to: remember extended talk of general and
curricular topic
Most learners will be able to: understand opinion of the writer in
short texts
Some learners will be able to: express thoughts and act out a similar
feelings
Value links: Respect friend’s opinion
Plan:

lesson/
Time
Beginning of Organization moment : Ss respond if possible and After writing White
the lesson 1.Greeting. say the time. T tries to board
Whole class 2. Organization moment. Use the table and the answer all the Clock
5 мин. “Telling the time” clock faces to ask each questions and
T shows Ss a clock to ask other the time. appreciate
times. The aim: recall the time their work
- What is the time, to speak about friend’s saying “well
please? table time. done”,
- It’s … . Efficiency: Ss looking at “Excellent”.
Teacher shows video about clock remember the time
time. better .
Pre-learning T explains Ss how to ask Ss practice asking and Feedback: Whiteboard

“Explanation” time and how tell the time. telling the time. “Praise
method Works in pairs. Asks to word” PPT (With
Pair work Asking each other questions and examples)
5 min. *What’s the time, answers. And changes the “well done”, Excel
please? role. “Excellent” Student’s
*Have you got the time Book
please? What time do you get up? Page 40, ex
*What time is it, What time do you have 1
please? breakfast?
Telling What time does your
-it is five o’clock. lesson start?
-it’s half past two. Etc.
-it’s ten past three.
-it’a twenty to ten.
Then gives a time to

practice.
T support all students to
understand the theme.
Middle of the Teacher gives dialogues Ss will use sentences in Descriptor:
lesson about two friends. These their own dialogues. -understand Whiteboard
“Find out ” sentences are from a They work in pairs. And the Pupils
dialogue between two again changes pairs with instruction Book
friends. Ss should them in other students in class. -part in PPT
10 min. their language. dialogue Ex 2, page
And answer the question: Work in pairs 40.
“What is the dialogue
about?” Total: 1point
Are free this afternoon?
Is 4:30 ok with you.
Yes that is fine.
See you there.
What time does the court
open?
Individual T switches on the audio Ss Ss listen the dialogue and Descriptor: Whiteboard
work listen and read to find out. find the correct words. -understand Pupils
Listening T prepares key words: Listen again and answer the speech Book
10 min. Helen the questions. Read to -put correct Page 40, ex
Jenny class and work in pairs. words 2.
This afternoon -answer the
Practise basketball questions
The court -read out the
Seven o’clock dialogue
4:30 -work in pairs
Teacher asks them to read
again and answer these Total: 1point
questions. Then read out
the dialogue in pairs.
- What does Helen
want to do?
- When is the court
open?
- What time do they
decide to meet?
Pair work Teacher asks Ss to change Ss change the words and Descriptor: Whiteboard
“Act out” the words that they have work in pairs. - Changes Pupils
8 min. found from listening and They put words about the words Book
act out a similar dialogue yourselves that describes - Act out a Poster
about friends. they. similar Page 40, ex
Ex 2. dialogue 2.
Aim:Develop their memory
skills Total: 1point
Efficiency: supports them
to compile sentences.
Differentiation: all
students changes the words
and some of them act out to
the class adding another
information about
themselves.
End of the Teacher shows times Ss say the time and Feedback: Papers
lesson. 1.30 compile short sentences. Smiles Smiles
04.15. Aim: review the new
Reflection 10.10 theme
05.35 Efficiency:
18.45 Corrects themselves
20.00 listening others
Individual And asks them use these
work: times to make a suggestion
2 min. to meet with their friends.
Lesson Plan 8
Unit:3 Values
Teacher’s name:
Date:
Theme of the lesson: What we value 1.
Comparing the value of different things and listening to a story.
Learning objectives(s) that 5.S5 keep interaction going in basic exchanges on a growing range of
this lesson is contributing to: general and curricular topics
5.R2 understand with little support specific information and detail in
short, simple texts on a limited range of general and curricular topics
Lesson objectives: All learners will be able to: recall words that describes quality of a
friend
Most learners will be able to: choose specific information and detail
on a curricular topic
Some learners will be able to: categorize factual descriptions of their
best friend.
Value links: Respect friend’s good qualities
Plan:

lesson/
Time
Beginning of Organization moment : Ss repeat the qualities and Feedback: White
the lesson 1.Greeting. choose one of them to “Smiles” board
Whole class 2. Organization moment. describe themselves.
5 мин. Teacher shows pictures Ss The aim: explain them to
about qualities of people. respect each other by their
Fun good qualities
Kind Efficiency: Ss understand
Friendly whatever is it, respect each
Honest other.
Helpful
Loyal
And asks them, which
words describes them. Say
only one word.
Pre-learning Teacher asks them to look Ss check these words and Feedback: Whiteboard
“Checking” on page 38. There is a list asks each other the “Praise
method of new words. Ss should translation. And explains word” PPT (With
Pair work analyze words to each the meaning of the word words)
7 min. other. If they don’t know “well done”,
the words explains to each The aim: analyze the “Excellent” Pupils
other. words and remember the Book
Real translation Page 38.
Hang out Efficiency: Ss learn better
Exciting when they discuss the
Friendship meanings.
Same
Everybody
Tell the truth
Argue
Make up
Afterwards
Still
Say friends
Gossip
Keep a secret
Middle of T explains the instruction. Ss read the text and mark Descriptor:
the lesson Read and find out true/false and doesn’t say -read the text Whiteboard
“Find out ” true/false and doesn’t say sentences. -mark true Pupils
sentences. sentences Book
The aim: learn to analyze -mark false PPT
12 min. 1. Inkar has a lot of the text sentences Ex 2, page
friends on Facebook. Efficiency: Ss discuss the -mark doesn’t 38.
2. Inkar doesn’t like to answers and learn to make say sentences
share her problems. a decision.
3. Amir lives on the same
street as Nursultan. Differentiation: Total: 1point
4. Nursultan and Amir All students read the text,
never argue. most of them mark correct
5. Alina sometimes sentences, some of analyze
gossips about Darya correct answer.
6. Darya trusts Alina.
Individual Teacher tells students about Ss listen teachers story. Descriptor: Whiteboard
work her/his best friend. And ask In 3 mins they prepare a -understand Pupils
‘Talking them tell about their best short story about best the story Book
time’ friend like her/his. friend. And present to -use the Page 39, ex
10 min. My best friend’s name is … class. examples 4.
. -tells short
She/he is my best friend story
because … .
We like … . Total: 1point
Teacher gives 3 min to
think.
Individual Listen to Arsen talking Ss listen to Arsen talking Feedback: Excel
work about what he and his and match the people to the “The praise” Student’s
3 min friends like doing. Match activities Book
the people to the activities. Ex 6, p 39.
End of the Looking at example on Ss draw a picture and give Feedback: Papers
lesson. page 39 ex8, teacher asks each other in class. Smiles Smiles
Ss to draw a card for their Aim: feel good atmosphere
Reflection best friend. at the end of the lesson
Efficiency:
Chance to inform feelings
to their best friend.
Individual
work:
3 min.
Lesson Plan 9
Unit:3 Values
Teacher’s name:
Date:
Theme of the lesson: What we value 1

Comparing the value of different things and listening to a story.
Learning objectives(s) that 5.R2 understand with little support specific information and detail in
this lesson is contributing to: short, simple texts on a limited range of general and curricular topics
5.L8 understand supported narratives, including some extended talk,
on an increasing range of general and curricular topics
Lesson objectives: All learners will be able to: define specific information of the text.
Most learners will be able to: memorize the meaning of the text to
check.
Some learners will be able to: collect information about own
countries values to express to class.
Value links: Respect own country values
Plan:

lesson/
Time
Beginning of Organization moment : Ss discuss the celebrations Feedback: White
the lesson 1.Greeting. and say the dates of the “Two stars, a board
Whole class 2. Organization moment. celebrations. wish”
5 мин. Teacher explains about The aim: to summarize
celebrations of countries. discussion to find the
Shows a lot of theme of the lesson
demonstrations to discuss in Efficiency: Ss brainstorm
class. about celebrities and dates.
Pre-learning Teacher writes in cards the Ss look for everywhere and Feedback: Whiteboard
“find the new words and hide them find the envelope. Open “Praise
envelope” under the desk. And asks and discuss the words. word” PPT (With
method students to fine the Ss define the theme of the words)
Pair work envelope. lesson “well done”,
7 min. “Excellent” Pupils
After finding and opening Book
the envelope teacher asks Page 41.
Ss: The aim: T wants to know
“What is theme for how many words they
today?” know.
Efficiency: Ss interests to
Teacher elicit students to seek and discuss, they will
find the theme of the predict the lesson and share
lesson. with different thoughts.
After defining the theme T

explains the aim of the
lesson and what about are
they learn today.
Middle of Teacher divides students Ss read the text, prepares Descriptor:

the lesson using “1,2” counting presentation, questions and -read the text Whiteboard
“Across method. tests. -do a Pupils
cultures ” Group 1: Women’s day Gr 1 will present first. presentation Book
Group work Group 2: Father’s day Gr 2 will present second. -answer the PPT
Gr 1. read the Women’s Asks questions and do questions Ex 1, page
day. tests. -make a test 41.
12 min. Gr 2. read the Father’s day The aim: dividing group
After reading Ss will and making presentation
prepare a presentation. breaks down barriers Total: 1point
Prepares question according between Ss.
to the text. Efficiency: Ss learn
And makes a short test. respect each other.
Differentiation:
All students read the text,
most of them answer the
questions, some of present
to class.
Individual After presenting the Ss mark true/false Descriptor: Whiteboard
work celebrations Teacher asks sentences -understand Pupils
‘True/false’ students to mark true/false Ss check each other and the story Book
4 min. sentences. evaluates each other. -mark true Page 41, ex
sentences 2.
Teacher asks them give the correctly
answers to their partners. -mark false
sentences
Teacher gives 3 min to correctly
think.
Total: 1point
Individual Teacher gives cards to each Students complete the Feedback: Whiteboard
work Ss. sentence about themselves. “Humburger” Pupils
7 min They should complete the method Book
sentence about themselves. Page 41, ex
1. I love my mum Descriptor: 3.
because … . -understand
2. My dad is very the instruction
special to me -complete the
because … . sentences
3. I love my
brother/sister
because … .
End of the “Question time” method Ss answer the questions. Feedback: Papers
lesson. Teacher asks question to Aim: reflect Ss knowledge Smiles Smiles
conclude the lesson. about celebrations.
Reflection 1. When we celebrate Efficiency:
women’s day? Ss revise the information
2. Do Kazakhstanis step by step.
celebrate this day?
Individual
3. Do Kazakhstanis
work:
celebrate Father’s
5 min.
day?
Lesson Plan 10
Unit:3 Values
Teacher’s name:
Date:
Theme of the lesson: Talking and writing about actions they value in friends and learning a
song about friends.
Learning objectives(s) that 5.UE5 use questions, including tag questions to seek agreement, and
this lesson is contributing to: clarify meaning on a limited range of familiar general and curricular
topics
5.S5 keep interaction going in basic exchanges on a growing range of
Lesson objectives: All learners will be able to: make clear questions to work in pairs
Most learners will be able to: understand and respond to the
questions on a curricular topic
Some learners will be able to: analyze the main idea of the topic.
Value links: Respect own country values
Plan:

lesson/
Time
Beginning of Organization moment : First Ss students answer Feedback: White board
the lesson 1.Greeting. the question and discuss “Humburger” Pupils Book
Whole class 2. Organization moment. in whole class. Give a lot Page 44,
5 мин. Song. Teacher asks students of correct variants. ex 6.
to read the theme of the song. After listening the song,
And asks them: Who might they discuss if the singer
say this sentence? Why? good or no.
Then T switches on the song The aim: learnt to
and Ss listen. predict the content
Efficiency: develop their
speaking skills
Pre-learning Grammar time. T explains Ss writes down to their Feedback: Whiteboard
Pair work what is the Tag question. copybook the rules. “Praise
12 min. A tag question is a special Gives a lot of examples, word” PPT (With
construction in English. It is and makes short explanations
a statement followed by a questions. “well done”, an exercise)
mini-question. We use tag “Excellent”
questions to ask for Rewrite the questions
confirmation. They mean and make tag questions. Descriptor:
something like: "Is that Mr McGuinness is from -understand
right?" or "Do you agree?" Ireland, ? the grammar
They are very common in The car isn't in the -give
English. garage, ? examples
The basic structure of a tag -make a tag
You are John, ?
question is: questions
Positive Negative She went to the library
statement tag yesterday, ? 1-point
He didn't recognize me, ?
Snow is isn’t it? Cars pollute the
white, environment, ?
Negative Positive Mr. Pritchard has been to
tag statement Scotland recently, ?
The trip is very
You don’t do you?
expensive, ?
like me,
The aim: T teach them

to identify the types of
questions.
Efficiency: Ss learn
make correct questions
Middle of Teacher describes true Ss write on the board a Descriptor:
the lesson friends. lot of descriptions. -give Whiteboard
“True “Mind map” method. Ss read Nurlan’s poster. examples Pupils
friends” And complete the -complete the Book
Individual Teacher writes on the board sentence below. sentence PPT
work “True friends”. To me, a true friend is -list good Ex 1, page
And asks Ss to describe true someone that …. . manners of 41.
friends. true friends
12 min. Ss make a list of good
And now Ss let’s read manners to be a true Total: 1point
Nurlan’s poster. friendship. And display
to the class.
Teacher asks Ss to create a The aim: discussing like
receipt for friendship with the this theme make students
title How to be a true friend. to be true in their life.
Efficiency: very good
way to educate Ss.
Differentiation:
All students give
examples, most of them
complete the sentence,
some of write list of true
friend’s descriptions and
present to class.
Individual Do the quiz. Ss answer the questions. Descriptor: Whiteboard
work Teacher asks Ss answer the -remember Pupils
‘Quiz’ questions. the text Book
7 min. 1. Who’s Fred Flintstone’s -answer the Page 44, ex
wife? questions 4.
2. Can Barney Rubble play
the piano? Total: 1point
3. What the word to your
mother’s member?
4. What is Pebbles
Flintstone’s pet?
5. What is a nuclear
family?
6. When do Canadians
celebrate Father’s day?
7. When is Women’s Day
in Kazakhstan?
End of the “What I know, knew, want to Ss complete the table Feedback: Papers
lesson. know” method Aim: reflect Ss Smiles Smiles
Teacher gives Ss cards. knowledge for whole
Reflection Teacher knows what they unit.
know about knew theme. Efficiency:
Individual
Ss revise the information
work:
step by step.
4 min.
Lesson Plan 11
Unit:4 The world of work

Teacher’s name:
Date:
Theme of the lesson: Professions 1
Finding out about jobs, talking and writing about jobs.
Learning objectives(s) that 5.L6 deduce meaning from context in short, supported talk on an
this lesson is contributing to: increasing range of general and curricular topics
5.S7 use appropriate subject-specific vocabulary and syntax to talk
5.R9 recognize the difference between fact and opinion in short, simple
texts on an increasing range of general and curricular topics
Lesson objectives: All learners will be able to: recognize the main parts of story in a
limited range of curricular topics
Most learners will be able to: use subject-specific vocabulary in their
talk
Some learners will be able to: memorize the essence of each story
and evaluate formal and informal registers in their talk.
Value links: A secular society with high spirituality
Plan:

lesson/
Time
Beginning Organization moment : First Ss will choose the Feedback: Cards with
of the 1.Greeting. cards then open the “The praise” group
lesson 2. Organization moment. cards. After teacher’s method is names..
Whole class Dividing into 3 groups by instruction they will sit used to
8 мин. professions. places where teacher motivate Ss.
An ecologist, a farmer, a prepared. “Well done,
geologist. The aim: make them to very well”
Warm up. Stay in a circle. imagine where they want
Name a virtual place on the to go.
Earth where you would like Efficiency: this method
to be (the mountain, the is quicker way to divide
forest, the sea….) in groups.
Who chose the mountain –
they are group “geologist”.
Who chose the sea – they are
group “ecologist”.
Who chose the forest – they
are group “farmer”.
Pre- Brain storming to lead-in Ss writes down to their Feedback: Whiteboard
learning the theme. A learner writes copybook the rules. “Two wish, a
Pair work one word from the theme Ss read the professions star” PPT (With
12 min. “Different types of in pairs and discuss and explanations
occupations” on a sheet of divide them into an exercise)
paper and sticks it on the 2groups. Descriptor:
board. Then they give answers -divide in 2
A farmer, a tractor driver to another pairs to check. groups
a combine driver After that all Ss make a -work in pairs
A miller,a baker, a seller general decision.
A driver, a police officer 1-point
a post man Writing the words and
A fisherman, a fire man phrases into vocabularies
a vet with their transcription
A horse trainer, a builder and definition.
a…….. The aim: breaks barriers
between students and
Dividing all the occupations makes friendship
in 2 types: atmosphere
Outdoor occupations Indoor Efficiency: effective
occupation way to remember.
Work with vocabulary.

Phonetic drills
an ecologist, a pilot,
a shepherd,
a cosmonaut, a sailor
a cowboy
After that play “a memory

game” to learn the lexical
material by heart, by cleaning
out one word each time.
Middle of Teacher explains the Ss prepares and works in Descriptor:
the lesson instruction of the task. pairs. -choose the Whiteboard
Pair work Role – playing The aim: develop occupations Pupils
Learners are asked to show speaking skills and learn -ask Book
the given occupation on the to feel themselves questions PPT
10 min. card through the method comfortable between -answer page 45.
“Pantomime” friends questions Cards with
Efficiency: makes them -work in pairs occupations.
Make up and act out a to dream and imagine
dialogue in pairs about your their future profession Total: 1point
favorite occupation. Differentiation:
All students choose their
favorite occupations and
most of them asks and
some of them answers
correctly.
Pair work Exercise 1 b. Ss first scan and skim the Descriptor: Whiteboard
‘Matching’ In pairs, match the sentences task, then match the -remember Pupils
5 min. (1-8) to the pictures (A-H) sentences with pictures. the Book
professions Page 45, ex
-matches the 1b.
sentences
with pictures
Total: 1point
End of the Who works: Ss works in pairs and Feedback: Papers

lesson. 9-5? discuss about professions Stickers
Shifts? and their working times. A learner is
Reflection Long hours? Aim: reflect lesson using asked to show
Part-time? this method to check Ss his position
Pair work:
Full time? understanding. on the “Blob
5 min.
Looking at the picture and Efficiency: tree
times they say their working Ss revise the information “according to
times in pairs. and it helps them to the lesson.
remember better.
Lesson Plan 12

Teacher’s name:
Date:
Preparing to interview two workers, interviewing them and writing
about the interviews.
Learning objectives(s) that 5.UE1 use appropriate countable and uncountable nouns, including
this lesson is contributing to: common noun phrases describing times and location, on a limited
range of familiar general and curricular topics
5.W9 punctuate written work at text level on a limited range of familiar
general with some accuracy
5.S4 respond with limited flexibility at sentence level to unexpected
comments on an increasing range of general and curricular topics
Lesson objectives: All learners will be able to: recognize grammar to use in speech
Most learners will be able to: complete correctly the written work
with some accuracy
Some learners will be able to: compose a correct constructed
sentence on a curricular topic.
Value links: Be proud of own profession
Plan:

lesson/
Time
Beginning Organization moment : Ss recall the pronouns Feedback: White board
of the 1.Greeting. and find from text “The praise” Pupil’s book
lesson 2. Organization moment. object/subject pronouns. method is Page 48, ex
Group work Read the box. What are these The aim: recall the used to 1.
7 мин. words in our language? grammar to deduce a motivate Ss.
Subject pronoun: Object pr. conversation. “Well done,
I me Efficiency: Ss will very well”
You you remember the grammar
He/she/it him/her/it and will use without
We us mistakes during the
You you work.
They them
Then teacher divides Ss in 2
groups. By method
“Counting”
Find subject/object
pronoun in the text.
Hi! I am Bibigul. I’m 10
years old. This is my friend
Aiman. Look at her. She is
beautiful. She is 10, like me.
We are from Kazakhstan.
Pre- Ss will rewrite the text on Ss write a short topic Feedback: Whiteboard
learning page 48, ex 1b. about about themselves. “Thumbs up,
Pair work themselves. Thumbs Pupil’s book
“Role play” They tell each other down” Page 48, ex
5 min. A pair should retell to class about themselves and a 1.
their pairs work. pair retell to class. Descriptor:
The aim develop writing -rewrite the
skill. They learn to topic
compose a short topic -work in pairs
Efficiency: this method -present to
helps to weak students to class
compile sentences.
1-point
Middle of Teacher explains Question Ss read the box and write Descriptor:
the lesson words. Exercise 3. the questions. -read the Whiteboard
Individual Read the box. Say the The aim: learn to make question Pupils
work highlighted words in your a question and develop words Book
language. grammar skills -write the PPT
Efficiency: define where questions page 48, ex3,
10 min. Exercise 4. Read the use the question words. 4.
answers. Write the questions. Differentiation:
For example: Doing individual work T Total: 1point
can see how many
My name is Ulan. students understand the
instruction.
What is your name? so on
Individual T asks Ss look at the job Ss look at the pictures Descriptor: Whiteboard
work adverts (A,B). and discuss with -discuss with Pupils
‘Interview’ What are the jobs? classmates. classmates Book
8 min. What qualities do you need Ss look at the exercise 2 -read the Page 52, ex
to do these jobs? on page 52. And read the dialogue 1,2,3.
(Ss and T discuss) dialogue. In pairs -complete the
complete the dialogue dialogue
Then t asks them to look at with Question words. correctly
the dialogue. Which of the
jobs in the adverts is it Total: 1point
about? Read through and
check.
Fill in the gaps with: how,
what, where, when.
Exercise 2,3.
Work in Take roles and read the Ss read the dialogue Feedback: Pupil’s book
pairs dialogue aloud in pairs. changing their role. “The Praise” Page 52,
“Role play” Aim: develop reading exercise 2.
5 min skills Good job,
Efficiency: learn new Very good!
phrases from reading the
dialogue
Differentiation:
Defines Ss reading
abilities. T can correct
pronunciation of all
students. Some Ss read
accurately and clearly.
Pair work Now look at the other job Ss work in pairs, act out Feedback: Pupil’s book
“Act out” advert. Act out a dialogue for a role choosing another “Humburgers” Page 52,
3 min this job, similar to the one in type of jobs. exercise 5.
Ex 2.
T works on Pronunciation
End of the Teacher gives 3 sentences. Ss try to write without Feedback: Papers
lesson. They should rewrite object mistakes. “Three facts” Cards
Reflection and subject pronouns. Aim: compose all method
1. Linda is 12 years thoughts and develop
2 min.
old. memory skills
2. Jim and I from Efficiency:
London. Ss learn think quickly
3. Look at Steve? and recall the grammar.
Lesson Plan 13

Teacher’s name:
Date:
5.C8 develop intercultural awareness through reading and discussion
5.S6 communicate meaning clearly at sentence level during, pair,
group and whole class exchanges
5.R9 recognize the difference between fact and opinion in short, simple
texts on an increasing range of general and curricular topics
Lesson objectives: All learners will be able to: tell the meaning from context in short,
supported talk on a curricular topics.
Most learners will be able to: paraphrase the linking words from the
text
Some learners will be able to: relate meaning clearly and classify
fact and opinion in short texts.
Plan:

lesson/
Time
Beginning of Organization moment : After playing the game Feedback: White board
the lesson 1.Greeting. Ss will share their “The praise”
Group work 2. Organization moment. impressions how do they method is
7 мин. Teacher shows a lot of fun feel themselves. used to
professions on board. And The aim: develop Ss motivate Ss.
prepared a special costume ideas and creative. “Well done,
to play a role. Efficiency: act out very well”
1. Clown method helps them to be
2. Circus actor proud about their parents
3. Santa clause profession. Ss will
First teacher counts to 5. understand that to be a
Who is 5, that person will professional they must
play a role clown. So on. study a lot.
Pre-learning Look at the picture and the Ss say and discuss in Feedback: Whiteboard
Pair work headings. What is each class. “Thumbs
“Discussing” person’s job? After watching the up, Thumbs PPT (With
5 min. answer they work on down” pictures)
Teacher shows a lot of mistakes.
picture on the board. The aim Discussion is a
After 2 min teacher shows very common Descriptor:
them correct answer. phenomenon both in -define the
everyday life settings jobs
Teachers says to work on and in the more formal -work in pairs
their mistakes. or regulated contexts of, -work on
for instance, classrooms. mistakes
In order to establish
what distinguishes 1-point
discussion from other
forms of verbal
interaction, it is useful to
look into the pragmatics
of discussion.
Efficiency: A common
motive to start a
discussion is because we
disagree with our
interlocutor. Discussion
method helps to make a
correct decision.
Middle of Teacher explains the Ss read the text Descriptor:
the lesson instruction of the task. carefully. -read the text Whiteboard
Individual Listen and read to find out. Discuss each other. -answer Pupils
work Exercise 1. Find the answer and tell questions Book
“My fun job” to class. PPT
Answer the questions: The aim: Exposing page 46, ex
10 min. 1. Do they love their job? them to some vocabulary Total: 1point 1.
2. What do they do? items they are
Ss should find the answer to responsible for in the
these questions. exam
through reading text.
Efficiency: reading
helps take from the
specific information and
to get an overall idea of
the text.
Differentiation:
All students read the text
and most of them answer
the questions, some of
them express ideas of the
text.
Individual Before doing this task Ss check the words and Descriptor: Whiteboard
work students check the list of write down new words -read the text Pupils
‘Completing’ words. to their copybook. -complete the Book
8 min. If there is new words they Ss complete the sentences Page 46, ex
write to their copybook. sentences. 2.
Total: 1point
Read the text again and
complete the sentences.
Exercise 2.
Work in pairs Which job would you Ss tell their pairs about Feedback: Pupil’s book
“Think” like/not like to do? their like/dislike “The Praise” Page 46,
5 min Why? professions. exercise 2b.
Tell your partner. Aim: develop speking Good job,
skills and thinking skills Very good!
of students
Efficiency: they will
understand why they
like/dislike that job
asking question “Why”.
Differentiation:
Method “Think” helps to
see Ss abilities. We have
different students and
teacher can support to
weak students.
Pair work Teacher says Ss to share Ss work in pairs, Fededback: White board
“Story time” with their parents’ job. according to the criterias Smiles T writes the
3 min Do they like/dislike their try to give all criterias on
job? information. the board
Criterias
1. About profession of
parents
2. Like/dislike
3. What about you
End of the T hung up the definition of Ss work in pairs. Feedback: Papers
lesson. new words, Ss should find Try to find the words. “Thumbs up, Cards
Reflection the word. Aim: develop their down”
memory skills method
2 min.
Efficiency:
Ss revise the words and
learn their descriptions
Lesson Plan 14

Teacher’s name:
Date:
Theme of the lesson: Outdoor, factory and service jobs 1

Finding out about and writing about farmers and fisherman and
locating where they work in Kazakhstan.
Learning objectives(s) that 5S7 use appropriate subject –specific vocabulary and syntax to talk
this lesson is contributing to: about limited range of general topics
5.W6 link, with support ,sentences into coherent paragraphs using
basis connectors on a limited range of familiar general topics
5C4 evaluate and respond constructively to feedback from others
Lesson objectives: All learners will be able to: know the name of the profession;
Most learners will be able to: use topical vocabulary and make short
sentences;
Some learners will be able to: make up and create a quiz test about
the profession;
Plan:

lesson/
Time
Beginning Organization moment : Ss sit on their group. Feedback: Cards
of the 1.Greeting. Reorder the topic. “The praise” White board
lesson 2. Organization moment. And answer the method is used with
Group work T divides students into 3 questions. to motivate Ss. questions
8 мин. groups by method The aim: interest in “Well done,
“Mosaic”. learning some new very well”
1. Friends topics
2. Professions Efficiency: brainstorm Descriptor:
3. Jobs their knowledge. - Reorder the
text
Teacher cuts the text. Ss - Read the text
should reorder the topic. - Answer the
Then answer the questions. questions
Farmer.
A farmer lives in a village.
1 point
He grow crops and keeps
animals. He works very
hard. He gets up early
morning and begins to work
in the field. He takes his
plough and a pair of oxen
with him. He continues to
work from morning to
evening. For him, rain, cold
or sun do not matter much.
A farmer leads a very
simple life. A farmer grows
food, grains, vegetables and
fruits.
1. Where are lives the
farmers?
2. How does he work?
3. What they grow up?
Pre- T take out the text and gives Ss complete the Feedback: Whiteboard
learning another task. sentence using specific “Thumbs up,
Individually vocabulary. Thumbs down” Cards
work Complete the sentences
using specific vocabulary. The aim check students Descriptor:
5 min. Village, oxen, fruit, memory and develop -use specific
vegetables, field, food, thinking skills vocabulary
grain. Efficiency: this method -complete the
1. A farmer lives in a learn Ss to know new sentence
__________. phrases
1-point
2. He gets up early morning
and begins to work in
the__________.
3. He takes his plough and
pair of __________ with
him.
4. A farmer grow ______,
______ , ______ and
_______.
Middle of Ss make a mind map Descriptor:

the lesson Look at the pictures and about qualities of ants. -make mind Whiteboard
Individual read the title. Why do you Read the text and find map Pupils
work think ants are amazing? out. -read the text Book
Ss make mind map about The aim: brainstorm PPT
“Mind map” qualities of ants. Ss mind before reading page 54, ex1.
10 min. the text Total: 1point
Listen and read the text to Efficiency: develop
find out. vocabulary skills.
Differentiation:
Mind map revise their
brain to describe ants.
Ss express the words
clearly some of them
need support of teacher
Individual Read again and replace the Ss read the text again Descriptor: Whiteboard
work words in bold with: queen and replace the words -read the text Pupils
ant, worker ant, soldier ant, in bold -replace the Book
3 min. drone. words Page 54, ex
Total: 1point 2.
Individual Write down three facts from Ss skim and scan the Feedback: Pupil’s book
work the text that you find text again. And write “The Praise” Page 54,
“Three interesting. down three facts that exercise 3.
facts” Tell the class. interested them. Good job,
5 min Tell the class. Very good!
Aim: develop Ss
scanning and skimming
skills
Efficiency: learn to
define their interests
Differentiation:
According to their
understanding and
writing skills Ss do this
task.
Pair work In groups collect more Ss collect more Descriptor: Pupil’s book
“T/F quiz” information about ants and information from the -collect Page 54,
5 min prepare a short true/false text or teacher allow information exercise 4.
quiz about them. them to use internet -prepared quiz
research.
Ss prepare T/F quiz test 1-point
End of the Teacher use the T/F quiz Ss do the quiz and after Feedback: Papers
lesson. test to reflect the lesson. finishing evaluate the “selfassessment Cards
Reflection Ss swap quizzes with another group. ”
another group and do the Aim: develop thinking Method
4 min.
quiz. skills Thumbs up,
Efficiency: thumbs down
Learn evaluate each
other.
Lesson Plan 15

Teacher’s name:
Date:

Learning objectives(s) that 5.S2 ask simple questions to get information about a limited range of
this lesson is contributing to: general topics
5.L5 understand most specific information and detail of short,
supported talk on a wide range of familiar topics
5.W8 spell most high-frequency words accurately for a limited range
of general topics
Lesson objectives: All learners will be able to: answer the general questions with support
and match jobs to the places.
Most learners will be able to: answer the general questions without
support, shows the jobs with the actions
Some learners will be able to: explain and reasoning dimensions
about what they want to become in the future using demonstrative
pronouns
Plan:

lesson/
Time
Beginning of Organization moment : Ss will guess the Feedback: Cards
the lesson 1.Greeting. professions. “Thumbs up, White board
Group work 2. Organization moment. And complete the Thumbs with
3 мин. Crossword crossword. down” questions
Now children you must The aim: improve Ss method is
guess what profession is it? mental health when fill used to
1. Someone who drives a the white squares with motivate Ss.
plane letters, forming words or
2. Someone who drives a phrases, by solving Descriptor:
car clues, which lead to the - Define the
3. Someone who works and answers. profession
builds houses Efficiency can improve - Complete
4. Someone who teaches vocabulary mastery of the
students the students and crossword
5. Someone who sing a important role for the
song study in their field of
6. Someone who treats a study. 1 point
patient
7. Someone who dances
Look at the blackboard.

T: Somebody’s father works
as a policeman, somebody’s
mother works as a secretary,
somebody works as shop
assistant, somebody works
as a cook, etc. How do you
think, what theme of the
lesson will be today? The
theme of our lesson is
“……”
Pre-learning Venn Diagram Ss read the professions Feedback: Whiteboard
Group work Divide these jobs into and categories them into “Two stars,
categories (outdoor, factory 3 groups. a wish” Cards
8 min. and services). Share your Discuss in a class.
ideas in a group and agree on The aim identify the Descriptor:
common categories, explain types of jobs and -categories
why you choose them improve outlook of Ss. the
Efficiency: will work professions
Hunter, school designers, together and save time -share ideas
policy advisors, farmer, and shares ideas in a class
expansionists, optimizers,
shepherd, theorists, 1-point
philosophers, switchboard
operator, teacher, doctor,
horse trainer
Middle of Discussion Ss work in groups and Descriptor:

the lesson Teacher asks students to do their tasks. -understand Whiteboard
Group work work in groups discussing Present it to class. the task Cards
the following questions: The aim: develop -draw a Posters
“Project What do you want to be interaction between picture
time” when you grow up? students -make a
10 min. Giving tasks: Efficiency: share ideas dialogue
and can involve at all -present to
1 group – to draw a picture different ability Ss. class
of your future profession Differentiation:
then talk about it; Ss draw a picture, make
a sentence and present to Total: 1point
2 group – to make a dialogue class by their
about your future profession; possibilities.
Learners evaluate each other
Individual Now 1st group should match Each group Ss try to Descriptor: Whiteboard
work jobs to the places. (What do answer the questions as -match the Papers
they do?) possible. jobs
8 min. 2nd group should match -answer
jobs with activities. (Where questions
do they work?) correctly
For example: 1) Doctors Total: 1point

work in a hospital
1) Doctors look after
people’s health
1. Bakers
2. Cookers
3. Dentists
4. Nurses
5. Teachers
6. Doctors
7. Vets
8. dentists
Pair work Choose a job from this list, Ss choose the jobs and Feedback: White board
“Pantomime” but don’t tell your partner, mime to class. “Two stars, a
ok? Show the jobs with the Aim: develop thinking wish”
5 min
actions without saying any skills and improve ideas.
Efficiency: Students Descriptor
words. recognize the elements
of performance in their -mime the job
Actions! No words! own and others’ -guess the
Your partner should guess performances. jobs
your job that is all. Differentiation:
Ss can perform the
profession and most of
them define the task,
some of them act out as
a real actors.
Individual Listen to Bob talking about Ss listen to the audio and Descriptor: Excel
work his family members and match them to their jobs. -listen the Pupil’s book
“Matching” match them to their jobs. talking Page 51,
3 min -match exercise 8.
correctly
1-point
End of the Teacher puts cards with a Ss choose the apples and Tree Papers
lesson. blue apples, yellow apples stick to the tree assessment Cards
Reflection and red apples. Aim: develop self
Blue apple – I
assessment skills
3 min. Ss have to choose one of learned a lot
Efficiency:
them and stick to the tree. today
Easy way to define Ss
understanding the theme. Yellow apple
– I like/ I
don’t like
Red apple – I
still have
questions
Lesson Plan 16

Teacher’s name:
Date:
Linking outdoor jobs with factory jobs and service jobs and finding out
about jobs in Kazakhstan
Learning objectives(s) that 5.UE9 use simple present and simple past regular and irregular forms
this lesson is contributing to: to describe routines, habits and states on a limited range of familiar
5.S2 ask simple questions to get information about a limited range of
general topics
Lesson objectives: All learners will be able to: produce simple sentences using have
to/doesn’t have to
Most learners will be able to: describe people jobs with support
factual descriptions
Some learners will be able to: respond simple questions to say
information of general topics
Plan:

lesson/
Time
Beginning of Organization moment : Ss listen and repeat the Feedback: Excel
the lesson 1.Greeting. qualities and give “The Praise” Pupil’s book
Individual 2. Organization moment. examples. method is Ex 3, page
work Listen and repeat. The aim: know the jobs used to 47
3 мин. Exercise 3. characteristics motivate Ss.
describing them “Very good’
Look at the pictures. Efficiency can improve “Very well”
Can you describe jobs by vocabulary mastery of
their qualities? the students .
Use these words:
Friendly
Brave
Enthusiastic
Hardworking
Fit
Careful
Polite
Calm
Patient
Creative
Pre-learning Have to/don’t have to Ss read the table and say Feedback: Excel
Individual (rules) examples in our “Two stars, Pupil’s book
work Read the table. Say the language. a wish” Ex 7, page
examples in your language. The aim explain 49
8 min. Ex 7 grammar Ss to use the Descriptor:
Teacher explains the rules correctly during the
grammar. lesson. -read the
Efficiency: improve table
possibilities of speaking - make
and literate Ss. sentences
1 point
Middle of Max and Amy got new jobs. Ss fill the gaps with Descriptor:
the lesson Look at what they have/has to and doesn’t -understand Excel
Group work have/don’t have to do. Fill have to. the task Pupil’s book
in. have to, has to or doesn’t The aim: learn to make -fill the gaps Ex 8, page
“Fill in” have to time table to their future 49
8 min. profession
Max: baker /Amy police Efficiency: know the Total: 1point
officer jobs time tables and their
works
Ex 8. Differentiation:
Ss fill the gaps in groups
and use have to/has to in
their task. Most of them
understand the grammar
how to use, some of
them give another
examples of using.
Individual Read the list of rules for a Ss read the list of rules Descriptor: Excel
work pizza delivery boy and then And write what Mark -read the list Pupil’s book
write what Mark has to do, doesn’t have rules Ex 10, page
10 min. Has to do to do. -write what 49
Doesn’t have to do he has to do
List of rules: Total: 1point

Be on time for work
Have his own
Transport
Be polite
Wear a suit and tie
Work 9-5
Example:
Mark has to be on time for
work.
Individual Complete the exchanges as Ss complete exchanges Feedback: Excel

work in the example. as in the example and “Two stars, a Pupil’s book
“Completing” read to a class to check wish” Page 49,
8 min A: does she have to start at themselves. exercise 9.
9;00 am? Aim: develop literacy Descriptor
B: Yes, she does skills and improve
grammar skills. -complete the
Teacher asks them to read Efficiency: measure the sentences
the task. grammar skills and view -read to class
points of Ss
Differentiation:
This method define
grammar literacy of
students
Individual Teacher asks Ss say what Ss say about themselves Descriptor: Excel
work they have to do/has to do to class. -understand Pupil’s book
2 min during the lesson. the
Example: instruction
I have to get up at 7.00. -say about
I don’t have to run in the themselves
morning.
1-point
End of the Teacher puts cards with a Ss choose the apples and Tree Papers
lesson. blue apples, yellow apples stick to the tree assessment Cards
Reflection and red apples. Aim: develop self
Blue apple – I
assessment skills
1 min. Ss have to choose one of learned a lot
Efficiency:
them and stick to the tree. today
Easy way to define Ss
understanding the theme. Yellow apple
– I like/ I
don’t like
Red apple – I
still have
questions
Lesson Plan 17

Teacher’s name:
Date:
5.W7 use with some support appropriate layout at text level for a
limited range of written genres on familiar general topics and some
curricular topics
Lesson objectives: All learners will be able to: describe the people in short, supported
talk on an increasing range of general topics
Most learners will be able to: analyze opinion of the writer in short
texts on a limited range of general topics
Some learners will be able to: create with some support appropriate
layout at text level for a limited familiar curricular topics.
Plan:

lesson/
Time
Beginning Organization moment : Ss listen to the teacher Feedback: Cards
of the 1.Greeting. instruction. And play the “Smiles”
lesson 2. Organization moment. game following the method is
Individual If I were … instruction. used to
work Teacher puts middle of the The aim: improve motivate Ss.
3 мин. desks a lot of cards with speaking skills and say “Very good’
short uncompleted really opinions about “Very well”
sentences. their wishes.
Efficiency remember
If I am a doctor what I do … and know what people
Ss should continue. need from some
For example: professions .
If I am a doctor I help to old
people.
Pre- Look at the pictures. Who Ss looking at the picture Feedback: Excel
learning is the man in the pictures? answer questions as “Two stars, Pupil’s book
Individual What is he famous for? possible. a wish” Ex 1, page 50
work Ex 1. And read the first and
last sentence of Descriptor:
8 min. Teacher asks Ss to read the paragraph.
title and the first and last The aim develop Ss -answer the
“Predicting’ sentence in each paragraph . critical thinking skills questions
Efficiency: the best way - predict the
“What is the theme for for prediction. Ss learn to theme
today?” work on their intuition.
1 point
Middle of Listen, read and check. Ex 2. Each group read and Descriptor:
the lesson Teacher divides students into present to class and make -read the text Excel
Group 2 groups. questions, answer the -answer the Pupil’s book
work 1 group: beginner questions. questions Ex 2, page 50
“Jigsaw” 2 group: the end The aim: increase the
12 min. “1.2 count” method time and improve
speaking skills Total: 1point
Teacher cuts the topic in 2 Efficiency: chance to
parts. catch all information in a
For group “Beginners” gives short time.
the 1 part. Differentiation:
The group “ The end” gives This method helps weak
the 2 part. Ss to understand the
They read the text and whole text in a short
present to class. time.
Group “end” will ask Stronger Ss discuss and
question. make questions. And
Then swap roles. analyze the text.
Individual Read the text again and mark Ss read the text again. Descriptor: Excel
work the sentences True/ False and Mark true/false and -read the text Pupil’s book
“True/false, doesn’t say. doesn’t say. - mark Ex 3, page 50
DS” Exercise 3. true/false and
5 min. Read to a class. doesn’t say.
Total: 1point
Individual What does each person do at Using phrases Ss write Feedback: Excel
work work? short sentences to each “Humburger” Pupil’s book
Group work Use the phrases to write or description. Page 51,
5 min say sentences. And read the sentences. Descriptor exercise 6 b.
Aim: practice to use
Do people’s hair phrases on their speech -write
Look after sick animals Efficiency: expand their sentences
Take photographs ideas to compose the -read to class
Repair cars sentences and in
Fly planes speaking time
Look after sick people Differentiation:
Play football This method special for
Type letters practicing. Ss express
Teach children their thoughts and feeling
during the task. Ss can
For example: involve the task, but
A hairdresser does people’s some of them add extra
hair. words in their speech.
Individual Complete the e-mail below to Ss complete the letter Descriptor: Excel
work your English-speaking pen- and read to a class. -understand Pupil’s book
5 min friend about your family. the Ex9, p 51
Ex 9. instruction
-complete the
e-mail
1-point
End of the T asks questions. Ss answer the questions. Feedback: White board
lesson. Aim: develop speaking PPT
What does your mum do? “Thumbs
Reflection skills.
up”
Efficiency:
2 min.
Recall the phrases that “Thumbs
used during the tasks. down”
Lesson Plan 18

Teacher’s name:
Date:
Theme of the lesson: Work past and future1
Finding out and writing about jobs and working lives in the past.
Learning objectives(s) that 5.W3 write with support factual descriptions at text level which
this lesson is contributing to: describe people, places and objects
5.UE9 use simple present and simple past regular and irregular forms
to describe routines, habits and states on a limited range of familiar
Lesson objectives: All learners will be able to: find out about jobs and working lives in
the past
Most learners will be able to: write about people’s jobs and working
who lives in the past without support
Some learners will be able to: Talk about your future professions
Plan:
Part of Teacher’s activity Student’s activity Assessment Resources

the lesson/
Time
Beginning Organization moment : Ss sing a song chorally Feedback: Cards
of the 1.Greeting. “The praise” https://
lesson 2. Organization moment. The aim: develop method is used www.youtube.
3 мин. awareness of and mental to motivate Ss. com/watch?
Warm-up focus. “Very good’ v=MIty9FtAgd
(W)Listen and repeat a Efficiency: one of the “Very well” 0
song “It’s my job” effective way to learn new “Good job”
vocabulary “Excellent”
Pre- (W)Brainstorming Ss answer the questions and Feedback: White board

learning define the theme of the “Two stars, a PPT
Pair work Say: What kind of jobs lesson. wish”
do you know? Looking at the pictures say
5 min. What do you know about the past and present jobs Descriptor:
grandparents jobs? and about their parent’s
“Predictin jobs. -look at the
g’ What do you know about The aim: use simple picture
parents jobs? present and simple past - tell the past
How do you think what about job. jobs
our todays new theme? Efficiency: know about -tell the
past jobs and see present jobs
(G) (FA) Task 1 Find differences with nowadays..
out pictures about jobs 1 point
in the past
(Teacher shows pictures
on the board)
Middle of - T shows the PPT about Ss check words . Descriptor:
the lesson unknown vocabulary. - Read the text. -read the text White board
Individual Pass out the copies of the Answer the questions. -say the verbs
work texts. - The SS underline Express their thoughts abou -say the tense PPT
all the verbs they see in Ss read the text about job. cards
10 min. the text. – T elicits some And analyze the verbs.
verbs they underlined Total: 1point
- Model and drill these I want to become a doctor.
verbs individually and I like this profession and I Feedback:
chorally. am eager to get a medical
- T asks the question: education and work at a “The Praise”
"What is the last letter of
hospital. It is a good
these verbs?" - give tradition in our family. My “Well done”
example first." for
mother is a doctor, my “Excellent”
example the verb,
grandfather is a doctor and “Good”
comes. -c is the first I want to be a doctor, too. “Try again”
letter and -s is the lastWhen I was a little boy my
letter. grandfather worked at a Monitor the
- T elicits the other verbs
hospital and I spent some SS. - Check
and last letters
time at the hospital with their
nominating some
him. He is a surgeon and understanding
students. works in a surgical about 3rd
- Ask Ss: " Is this textdepartment. singular form
talking about
The aim: define present of the verbs in
past/present? –T elicits and past simples and the simple
some answers. - model practice present tense. -
and drill the verbs. - The
Efficiency: to provide a Make
SS write the verbs in thecontrolled listening practice modeling and
correct places
and correct pronunciation. drilling if they
individually. Differentiation: have problem
- Set the SS in pairs and
When Ss read they get with
check each other's
information a lot, and pronunciation.
answers analyzing the text it is more
effective way to build
attentiveness. Ss answer
teachers question according
to their grammar literacy.
Individual - T writes down a Simple Ss read the text again and Descriptor: White board
work present tense sentence say the rule of present -read the text with the text
5 min from the text on the tense. -say present
board. " He is a surgeon simple tense
and works in a surgical
department." - Ask
about the -s comes after 1 point
the verb. - Elicit some
answers. - ıntroduce the
SS that these verbs are
simple present tense
third person singular. -
Ask for more examples
from the text.
Watch the video. Then Ss watch the video. And Descriptor: Excel
Individual write a short text about complete the text using -watch the Pupil’s book
work working as a basketball supported exercise. video Ex 7, page 47
mascot. Read your text Tell the text to the class. -write short
7 min. to the class. text
The aim: improve writing
skills and literacy skills of Total: 1point
students
Efficiency: using supported
exercise help them quickly
construct their ideas.
Differentiation:
Nor all students can do this
task. This task need
grammar literacy, that is
why only some students
will achieve the goal. Most
of them do by support of
teacher. But all of them
understand the main idea of
the text.
8 min Set the SS in pairs and Ss work in pairs. Fill the Feedback: Cards
give them the charts chart to the pairs. And
“Thumbs up”
about job. check their answers.
“Thumbs
-Each partner has a
down”
different part of the
chart.
- The SS tries to ask
some simple questions in
simple present tense to
fill the chart to the pairs.
- Pairs fill the chart and
check their answers.
- T monitors the class.
End of the Teacher at the end of Ss show their fingers. Feedback: White board
lesson. lesson asks Ss do they Aim: teach to assess
understand the lesson? themselves. “Five fingers”
Reflection
Efficiency: students will thumb- It was
2 min. Ss show their fingers.
really assess themselves meaningful
And teacher knows their and interesting
level of understanding. for Ss…
Index finger –
Today I have
realized …
Middle finger
– It was
difficult for
me to …
Ring finger –
my assessment
is … because
…
Little finger –
I would like to
know …
Lesson Plan 19

Teacher’s name:
Date:
Theme of the lesson: Listening and making a questionnaire about jobs and talking about jobs
they want to do in the future.
Learning objectives(s) that 5.S2 ask simple questions to get information about a limited range of
this lesson is contributing to: general topics
5.W8 spell most high-frequency words accurately for a limited range
of general topics
Lesson objectives: All learners will be able to: respond to the questions accuracy and
clearly
Most learners will be able to: write constructively and accurately
sentence for a limited topics
Some learners will be able to: express opinions clearly during group
work
Value links: Be proud of each profession
Plan:

the lesson/
Time
Beginning Organization moment : Ss answer chorally. Feedback: Cards
of the 1.Greeting. Singer. “The praise” White board
lesson 2. Organization moment. Ss write down the words. method is used
3 мин. Teacher shows words The aim: develop to motivate Ss.
according to the theme. vocabulary skills “Very good’
Voice Efficiency: one of the “Very well”
Music effective way to learn new “Good job”
Different vocabulary “Excellent”
Language
Film
And ask Ss what
profession are we going
to read?
And explain the
translation of words.
Pre- Song: what is your daily Ss answer the 1st question Feedback: White board
learning routine like? and listen to the music. “The praise” Pupil’s book
Pair work Then compare with their method is used Ex 4, p 56.
Is it the same as the daily routine. to motivate Ss.
5 min. singer? The aim: use simple “Very good’
Listen and read to find present and simple past “Very well”
“Predictin out. about job. “Good job”
g’ Efficiency: develop “Excellent”
Ex 4. listening skills and learn
correct pronunciation of Descriptor:
some words in the text..
-answer the
question
- compare the
daily routine
-tell the
difference
1 point
Middle of Exercise 1. Ss read the text. Descriptor:
the lesson Look at the text. What is And answer the questions -read the text White board
Individual it? The aim: know about -say the Pupil’s book
work An email? A blog? internet resources better answers Ex1, p55.
What is about? and know importance of
10 min. Listen, read and check. apps.
(Naulan’s blog) Efficiency: develop
technical skills of students. Total: 1point
Monitor the SS. - Check Differentiation:
their understanding All students understand the Feedback:
about apps. text, most of them tell the
Make modeling and importance, but some of “The Praise”
drilling if they have them show how to use an
problem with email and a blog. “Well done”
pronunciation. “Excellent”
“Good”
“Try again”
Individual Read the email and Ss read the text again and Descriptor: White board
work answer the questions. answer the questions. -read the text Pupil’s book
5 min Exercise 2. -answer the Ex 2, p 55.
questions
1 point
Write the sentence in the Ss write the sentences and Descriptor: Excel
Individual correct order. read to the class. -understand Pupil’s book
work the task Ex 3, page 55.
“Find the Teacher monitor students The aim: develop their -write in the
place” and support where they grammar literacy skills and order
8 min. need explanation. learn construction of the
sentence. Total: 1point
Efficiency: practice the
construction of the
sentence.
Differentiation:
All Ss put the words in the
correct order, most of them
read to class, some of them
check the task.
Group Teacher divides Ss into Ss work in groups, collect Feedback: Excel
work 2 groups. information according to Pupil’s book
“Thumbs up”
“Presenti the given questions and Ex4, p 55.
Method “Singer and
ng” present to class. “Thumbs
Music”
8 min down”
Collect information Whose birthday date
about your favorite beginning of the month,
singer. Answer the that student will present.
questions.
Reflection
Index finger –
Today I have
realized …
Middle finger
– It was
difficult for
me to …
Ring finger –
my assessment
is … because
…
Little finger –
I would like to
know …
Lesson Plan 20

Teacher’s name:
Date:
Learning objectives(s) that 5.L7recognise the opinion of the speaker(s) in basic, supported talk on
this lesson is contributing to: an increasing range of general and curricular topics
5.UE17use if clauses (in zero conditionals); use where clauses
use before/after clauses (with past reference);
5.S2 ask simple questions to get information about a limited range of
general topics
Lesson objectives: All learners will be able to: memorize the speaker’s talk in a limited
curricular topic.
Most learners will be able to: practice grammar vocabulary in
conversation
Some learners will be able to: convert simple questions to get
information .
Value links: Respect friendly atmosphere
Plan:

the lesson/
Time
Beginning Organization moment : Ss answer questions as Feedback: Cards
of the 1.Greeting. possible. “The praise” White board
lesson 2. Organization moment. The aim: this method method is used
5 мин. T stands middle of the improve Ss self-confidence to motivate Ss.
class and says: “If I go to in front of people. “Very good’
market, I will bye a Efficiency: ss practice the “Very well”
chocolate” if clauses before beginning “Good job”
My dears, can you say the lesson. “Excellent”
me, “If you go to Astana,
where will you visit?”
Pre- We can make a zero After explanation Ss Feedback: White board
learning conditional sentence practise 0 conditional. “I noticed” Cards
Pair work with two present If I. (wake up) late, I. (be) late
simple verbs: for work. ...
5 min. If + present simple, .... If my husband. (cook) , he. ... Make an effort
present simple. If Julie. (not/wear) a hat, to notice a
“Predictin This conditional is used she. ... student’s
g’ when the result will If children. (not/eat) well, behavior or
always happen. So, if they. ... effort at a
If you. (mix) water and
water reaches 100 task.
electricity, you. ...
degrees, it always boils.
If people. (eat) too many
It's a fact. I'm talking in sweets, they. ...
general, not about one If you. (smoke) , you. ...
particular situation. The If children. (play) outside,
result of the 'if clause' is they.
always the main clause.
The aim: to enable
Teacher explains the students to carry out their
grammar. communication purposes
Efficiency: grammar is a
key of communication.
This method helps students
understand language
Middle of Exercise 1. Ss read the text. Descriptor:
the lesson Look at the text. What is And answer the questions -read the text White board
Individual it? The aim: know about -say the Pupil’s book
work An email? A blog? internet resources better answers Ex1, p55.
What is about? and know importance of
10 min. Listen, read and check. apps.
(Naulan’s blog) Efficiency: develop
technical skills of students. Total: 1point
Monitor the SS. - Check Differentiation:
their understanding All students understand the Feedback:
about apps. text, most of them tell the
Make modeling and importance, but some of “The Praise”
drilling if they have them show how to use an
problem with email and a blog. “Well done”
pronunciation. “Excellent”
“Good”
“Try again”
Individual Read the text and find If Ss read the text find the If Descriptor: White board
work clauses. Explain clause. Explain it to the -read the text Cards
7 min meaning of the class. -find the If
sentence. clause
More than one person The aim: -explain to
has told me that becoming Ss learn define 0 class
an English teacher was a conditional clause.
bad career choice. There Efficiency: helps Ss to 1 point
are too many English
understand the grammar
teachers looking for work
today, they explained.
clearly.
However, my decision to
become an English teacher
was not based on the job
market but rather on where
I think I best fit in the
grand scheme of things. If
language is at the heart of
everything we do, then I
want to be in the middle of
the action, helping others
learn to use language well.
Students write a list of Ss write the professions and Descriptor: Cards
Individual professions. read to the class. -choose the
work And mix them. Ss write sentences using 0 profession
“If All students will choose conditional. -write a
clause” one card and open. If I go to hospital, I see a sentence
8 min. What profession will doctor.
take, will write a The aim: develop their Total: 1point
sentence using If clause. grammar literacy skills and
learn construction of the If
clauses
Efficiency: practice the 0
conditional this method
better to involve Ss.
Differentiation:
All Ss put the words in the
correct order, most of them
read to class, some of them
check the task.
End of the “Three facts” Ss try quickly find the Feedback: White board
lesson. missing words Cards
If ….. the plants die. “Two stars, a
Reflection Aim: reflect Ss knowledge
When I get sick I go to about grammar. wish”
5 min.
the …. . Efficiency: students will
If it snows the …. is start correctly use grammar
fresh.
Lesson Plan 21

Teacher’s name:
Date:
Learning objectives(s) that 5.C8 develop intercultural awareness through reading and discussion
this lesson is contributing to: 5.L1understand a sequence of supported classroom instructions
5.S7 use appropriate subject-specific vocabulary and syntax to talk
Lesson objectives: All learners will be able to: make a report clearly to express in front
of the class
Most learners will be able to: memorize some elements of
conversation talking about jobs
Some learners will be able to: create a poster to make a discussion
about advantages and disadvantages of professions.
Value links: Respect friendly atmosphere
Plan:

the lesson/
Time
Beginning Organization moment : Ss play following the Feedback: Cards
of the 1.Greeting. instruction. “The praise” White board
lesson 2. Organization moment. Head to head method is used
Warn up “Body to body” method Ears to ears to motivate Ss.
5 мин. Ss stand in a circle. The aim: fairness way to “Very good’
Count from 1 to 7. divide Ss and give good “Very well”
Number 1. They are one atmosphere to work. “Good job”
pair. Efficiency: energizes Ss to “Excellent”
Number 2. They are one begin the lesson with good
pair. So on mood.
First T explain the
instruction.
Ss should follow the
instruction
Pre- Ss say and discuss in class. Feedback: White board
learning Look at the picture and After watching the answer “I noticed” Cards
Pair work the headings. What is they work on mistakes.
each person’s job? The aim Discussion is a
5 min. very common phenomenon Make an effort
Teacher shows a lot of both in everyday life to notice a
“Predictin picture on the board. settings and in the more student’s
g’ After 2 min teacher formal or regulated behavior or
shows them correct contexts of, for instance, effort at a
answer. classrooms. In order to task.
establish what distinguishes
Teachers says to work discussion from other forms
on their mistakes. of verbal interaction, it is
useful to look into the
pragmatics of discussion.
Efficiency: A common
motive to start a discussion
is because we disagree with
our interlocutor. Discussion
method helps to make a
correct decision.
Middle of Take your phones. Ss follow the instruction. Descriptor:
the lesson Today you may use Find their group and find -find email White board
Individual phone. Teacher divides the email of famous people adress Cards
work into 3 groups. and send them email. -write email Phone
Method “Singer” The aim: know about Internet
10 min. “Doctor”, “Teacher” internet resources better resourse
and know importance of
Teacher cuts the words. apps. Total: 1point
Students take one piece Efficiency: develop
of paper and construct technical skills of students. Feedback:
them. Then find their Differentiation:
groups. All students understand the “The Praise”
text, most of them tell the
Today Ss will write importance, but some of “Well done”
email to famous person. them show how to use an “Excellent”
email and a blog. “Good”
“Try again”
Individual T asks to collect Ss prepare a lot of Descriptor: White board
work information about that information about that -find Cards
15 min famous person. And famous person and make a information
make a poster poster. -present to
The aim: class
Develop speaking skills and -ask questions.
critical thinking skills
Efficiency: helps Ss to 1 point
break shy habits.
Reflection
Index finger –
Then solve problems Today I have
who doesn’t understand realized …
the lesson.
Middle finger
– It was
difficult for
me to …
Ring finger –
my assessment
is … because
…
Little finger –
I would like to
know …

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Lesson Plan 1

Theme of the lesson:.

Part of the Teacher’s activity Student’s activity Assessment Resources

Aim:To know how many

Part of the Teacher’s activity Student’s activity Assessment Resources

Part of the Teacher’s activity Student’s activity Assessment Resources

Individual work Ex 1, page 43. Ss tries quickly Descriptor: Whiteboard

Part of the Teacher’s activity Student’s activity Assessment Resources

Ss give their possible

Value links: Respect characters of each other

Part of the Teacher’s activity Student’s activity Assessme Resources

Theme of the lesson: Friendship 1

Part of the Teacher’s activity Student’s activity Assessment Resources

Middle of Using different Ss shows smiles and say Descriptor: Whiteboard

Aim: learn to plan Total: 1point

Theme of the lesson: Friendship 2.

Part of the Teacher’s activity Student’s activity Assessment Resources

Pre-learning T explains Ss how to ask Ss practice asking and Feedback: Whiteboard

Then gives a time to

Part of the Teacher’s activity Student’s activity Assessment Resources

Theme of the lesson: What we value 1

Part of the Teacher’s activity Student’s activity Assessment Resources

After defining the theme T

Middle of Teacher divides students Ss read the text, prepares Descriptor:

Part of the Teacher’s activity Student’s activity Assessment Resources

The aim: T teach them

Unit:4 The world of work

Part of the Teacher’s activity Student’s activity Assessment Resources

Work with vocabulary.

After that play “a memory

End of the Who works: Ss works in pairs and Feedback: Papers

Unit:4 The world of work

Part of the Teacher’s activity Student’s activity Assessment Resources

Unit:4 The world of work

Part of the Teacher’s activity Student’s activity Assessment Resources

Unit:4 The world of work

Theme of the lesson: Outdoor, factory and service jobs 1

Part of the Teacher’s activity Student’s activity Assessment Resources

Middle of Ss make a mind map Descriptor:

Unit:4 The world of work

Theme of the lesson: Outdoor, factory and service jobs 1

Part of the Teacher’s activity Student’s activity Assessment Resources

Look at the blackboard.

Middle of Discussion Ss work in groups and Descriptor:

Learners evaluate each other

For example: 1) Doctors Total: 1point

Unit:4 The world of work

Part of the Teacher’s activity Student’s activity Assessment Resources

List of rules: Total: 1point

Individual Complete the exchanges as Ss complete exchanges Feedback: Excel

Unit:4 The world of work

Part of the Teacher’s activity Student’s activity Assessment Resources

Unit:4 The world of work

Part of Teacher’s activity Student’s activity Assessment Resources

Pre- (W)Brainstorming Ss answer the questions and Feedback: White board

Unit:4 The world of work

Part of Teacher’s activity Student’s activity Assessment Resources

Unit:4 The world of work

Part of Teacher’s activity Student’s activity Assessment Resources

Unit:4 The world of work

Part of Teacher’s activity Student’s activity Assessment Resources

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