5 Grade 2 Term Excel

LESSON 29 School:
Unit 3: Values
Date: Teacher name:
Grade: 5 Number present: Number absent:
Theme of the lesson: Family relationships1
Learning objectives 5.R1 understand the main points in a limited range of short simple
texts on general and curricular topics
5.W3 write with support factual descriptions at text level which
describe people, places and objects
5.L1 understand a sequence of supported classroom instructions
5.UE5 use questions, including tag questions to seek agreement, and
clarify meaning on a limited range of familiar general and curricular
topics
Lesson objectives All learners will be able to:
Talk about special days and celebrations.
Say topical vocabulary
Most learners will be able to:
Talk about activities at different times of the year.
Present a poster about celebrations
Some learners will be able to:
Can write about special occasions.
Discuss the meaning of values and create their own list of values
Previous learning Living things
Plan
Planned Planned activities Learners’ activities Evaluation Resource
timings s
Beginnin WARM-UP Students work Individual PPT
g Write school holidays on the individually to avaluation slides
5 min board. calculate how
Explain that students in different many weeks of
countries have different school holidays they have
holidays. In the UK, for example, in a year.
students have 13 weeks of school
holidays per year (6 weeks of
summer holidays, 1 week for
Christmas, 1 week for Easter, 3
weeks of half term holidays, bank
holidays and 5 additional days).
Do they have more holidays than
students in the UK?
The students will
“Brainstorming” watch slideshow
The teacher shows the pictures and find the theme
about celebrations. of the lesson.
Middle READING Learners read and Verbal Student’s
30 min Read and complete the text with complete the text evaluation book
the verbs. Then listen and check. with the verbs.
go decorate make celebrate jump
WRITING. Ss do the task

Individual
The teacher will explain forms of
avaluation
the Present Simple
1 my mum / cook / special food
2 we / sing / songs
3 our grandfather / visit / our
house
4 my brother and sister / open /
presents
5 I / go / to the shop / with my
friends
6 my dog / play / outside
LISTENING Listen and read the Work

1 Where are Bob and Betty? story. Then answer Mutual book
2 What’s the name of Bob’s new the questions. avaluation
invention?
3 Which button does Betty press
first?
4 Which button does Betty press
next?
Listen to the story about Bob and Act out the story
Betty again. Then work in in the comic
groups. (activity “show
casing”)
End VAK feedback. Come back to the Self- PPT
5 min VAK- Visual, auditory, lesson objectives assessment
kinaesthetic. and summarize
What have you learnt with your with students if
eyes this lesson? they met the
What have you learnt with your lesson objectives.
ears? Ss give the VAK
What have you learnt with your feedback.
body?
Home task: do ex:4 at page 21
Complete the letters
Saying goodbye
LESSON 30 School:
Unit 3: Values
Date: Teacher name:
Theme of the lesson: Family relationships 2
Learning objectives 5.C6 organise and present information clearly to others

5 C2 use speaking and listening skills to provide sensitive feedback to
peers
5 S4 respond with limited flexibility at sentence level to unexpected
comments on an increasing range of general and curricular topics.
5 R2 understand with little support specific information and detail in
short , simple texts on a limited and curricular topics
Lesson objectives All students will be able to:
talk about their family
Most of the students will be able to:
Complete the sentences with ‘s, describe people using have got,
Some of the students will be able to:
Give feedback to their partners about their family and answer the
questions on “Family Puzzle”
Previous learning Family relationships
Plan
Planned Planned activities Learners’ activities Evaluation Resources

timings
Beginning Greeting & org . moment Learners listen and Verbal
5 min - What did we learn at answer evaluation
previous lesson ?
Teacher introduces pupils
with the theme, learning
objectives and assessment
criteria.
Middle Task 1. Odd one out. Learners make up Verbal New words
30 min Teacher shows some sentences with these evaluation on a
words on the board. words flipchart
Differentiation task.
Teacher asks: “Who wants
to make up sentences with
these words?”
Mother – cousin –
grandfather – uncle – star -
son – nephew –
grandmother – singer –
father – niece – aunt.
Task 2. Teacher gives
some new words
according to the topic and
asks students to use them.
Practice talking about Students try to describe

family. Teacher gets the about their family or the Mutual
students thinking about the last family party using avaluation
theme of family, asks new vocabulary.
them to think about the
last family party or special
attention they attended and
to tell their partners about
it.
Task 3. Learn and Students look at the

practice using possessive examples and complete Individual
adjectives the rules with singular avaluation
Teacher draws the and plural, write the
students’ attention to the sentences about the
table and elicit the people in the Mitchell
meaning of possessives family, use the
and the affirmative form possessive s, describe
of “have got”. their family using “have
got”.
Rules Ss write the sentences
We use ‘s for possession with about the people in the
___ words
Mitchell family, use the
We uses “for possession with
____ words possessive s.
Descriptors: Describe their family
Complete the rules with using “have got”.
singular and plural.
Task 4 Students read “Family

Working with the text Puzzle: who’s who?”,
Teacher focuses students complete the sentences
on the text. and answer the questions.
End Reflection Students identify two Self-
Two stars and a wish positive aspects of the assessment
5 min 'I want to give you a star work of a peer and then
for the start of your story express a wish about
and a star for the way you what the peer might do
described the house. I next time in order to
wish that you will tell us improve another aspect
more about Billy.' of the work.
Home task: to draw their
“Family Tree”
Saying goodbye
LESSON 31 School:
Unit 3: Values
Date: Teacher name:
Theme of the lesson: Family relationships 2
Learning objectives 5.L2 understand an increasing range of unsupported basic questions

which ask for personal information
5.S6 communicate meaning clearly at sentence level during, pair,
group and whole class exchanges
5.C9 use imagination to express thoughts, ideas, experiences and
feelings
develop listening skills through watching a story about “Lion and
mouse”
improve speaking skills by working in pairs, groups and whole class
express their ideas including emotions and senses
portray various characters as roleplaying a story with a help of the text
give their thoughts using the new vocabulary
portray various characters as roleplaying a story with a help of key
phrases from the text
portray various characters as roleplaying a story without the text
Previous learning Friendship 1
Plan
Planned Planned activities Learners’ activities Evaluation Resources
timings
Beginning Class organisation Learners are organized Individual PPT
5 min Warm-up and lesson into the circle to write avaluation
objectives presentation two things about
Warm-up (W, I) Truth themselves, one is true
telling and the other is false.
Teacher introduces the Other students have to
lesson objectives. guess the author of the
paper.
Middle Lead-in Learners answer Verbal PPT
30 min Pre - listening evaluation
Teacher asks students if a Handout 1
lion and a mouse can be https://
friends. Why yes or no? learnenglis
Vocabulary hkids.britis
Teacher asks learners to Learners put the words hcouncil.or
Individual
put the words into correct into correct group and g/ru/short-
avaluation
group and check as a check as a whole class
whole class. stories/the-
lion-and-
While - listening Learners listen to the Mutual
the-mouse
Task 1. Listen to the story story and choose the right avaluation
and choose the right answers. Then write
answers. answers
Task 2. Write your
answers to the questions.
Post- listening Learners in 3 (narrator, Handout 2

Learners think of a think is lion, mouse) role-play the
the moral of the story story.
(give arguments)
Role play
Differentiation
Less able students are let
to read the roles from the
text (tapescript).
Read and check. Learners read an email

• funny • name • free • And fill the missing
class words
Hi Anna,
I want to tell you about my
best friend. Her
1) ................... is Sofia.
She’s 11 years old and
we’re in the same
2) ................... at school.
Sofia is very clever. She’s
also a very 3) ...................
person. She always makes
me laugh. In our
4) ................... time, we
love watching films
together. Comedies are our
favourites. How about
you? Have you got a best
friend? Write back soon.
End Reflection Students identify two Self- PPT
5 min Two stars and a wish positive aspects of the assessment Handout 3
'I want to give you a star work of a peer and then
for the start of your story express a wish about
and a star for the way you what the peer might do
described the house. I next time in order to
wish that you will tell us improve another aspect
more about Billy.' of the work.
Home task: write the letter
to your best friend
Saying goodbye
LESSON 32 School:
Unit 3: Values
Date: Teacher name:
Theme of the lesson: Friendship 1
Learning objectives(s) 5.R6 recognise the attitude or opinion of the writer in short texts
that this lesson is on a limited range of general and curricular topics
contributing to (link to 5.W3 write with support factual descriptions at text level which
the Subject programme) describe people, places and objects
5.S4 respond with limited flexibility at sentence level to
unexpected comments on an increasing range of general and
curricular topics
- read an email about friendship
- find missing words
- write sentences which describe people, places, objects
More learners will be able to:
-answer the questions about the opinion of the author
-answer the questions about their best friend.
- write the sentences in the correct order
-write email about themselves
Previous learning Family relationships
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Beginning I. Org. Moment of the lesson.
5-7min II. Greeting
III. Warm-up: Pieces of music.
I’m always here for you

Sometimes you have problems
Learners
Sometimes you feel sad
read the
But friends can always help you
poem
And stop you feeling bad
Have you got a problem?
You know what you should do
Talk to me, ’cause I’m your friend
I’m always here for you
You don’t have to worry
’Cause everything’s OK
A good friend is forever
And they’ll never go away
Middle Task 1. Complete the text with words Learners Individual
from the list. match the avaluation EXCEL
25min Differentiation by support answers with Students
Less able learners: Match the answers translations book
with translations which are given by which are
teacher given by
teacher
Task 2.Read the email and answer the Learners

questions. find answers
1 What is the email about? to the
2 Who is Sezim’s best friend? questions Mutual
3 How does she know her? from an avaluation
4 What is Sezim’s best friend like? email
5 What do they like doing together? then an
6 What does Sezim ask Anna to do? email similar
to the one in
Ex. 1 (50-70
words).
Task3. Write the sentences in the
correct order. Learners
1 playing/likes/computer games/Kulai write the
2 he/strong/also/very/is sentences in
3 like/to the gym/going/we the correct
4 the piano/can/she/also/play order.
5 love/together/playing/we/basketball
6 early/Erbolat/getting up/hates
7 15/is/she/old/years
8 a/person/is/Dauren/quiet
End Feedback Students will Self-
Feedback. The teacher gives comments choose one assessment
6-8min about learners work and awards learner. and put on
Home task: Task 4at page 43 the board
Answer the questions about your best their
friend. stickers.
1 What is his/her name?
2 How old is he/she?
3 How do you know him/her?
4 What is he/she like?
5 What do you like doing together?
Saying goodbye
LESSON 33 School:
Unit 3: Values
Date: Teacher name:
Learning objectives 5.R1 understand the main points in a limited range of short simple
texts on general and curricular topics
5.L8 understand supported narratives, including some extended talk,
on an increasing range of general and curricular topics
5.S5 keep interaction going in basic exchanges on a growing range of
general and curricular topics
5.C9 use imagination to express thoughts, ideas, experiences and
feelings
5.UE 13 use might may could to express possibility on a limited range
of familiar general and curricular topics
Recognise and understand the meaning of text and speaking.
Recognise the meaning of text and answer the questions
Read and role play a story about friends.
Make up sentences about their friends without support.
Previous learning Friendship
Plan
timings activities
Beginning Organization moment: Learners do the Individual
5 min Good morning, children’s. I`m so task avaluation
glad to see you. Stand a circle and
divide in to two groups.
Introduction of the theme: Today
we are going to read to speak and
write about our best friends and
friendship.
Middle Task 1: Read the text and Learners read Verbal
answered the questions. the text and evaluation
25min I would like to tell you about my friends. answered the
I have a lot of them, but my close friend is questions.
Marina. She is my school-mate. We have
been studying together in one form all the
eleven years of our school-life. She is thin
and slender, not very tall. Her hair is red
and straight, her face is oval and her
forehead is high. She has a turned-up nose
and beautiful green eyes with bushy
eyelashes. Marina as good as gold. Warm-
hearted and gentle, quiet and well-bred.
She is always well dressed and neat. She is
always ready to help people, when they are
in need. Marina goes in for sports. She
plays tennis and swims. She does well at
school and it seems to me that all the
subjects come equally easy to her. We
always meet at the weekends. We discuss
books, listen to the music or visit our
friends. I always enjoy the time spent
together. I am happy to have such a friend
as Marina. I am sure we shall be friends
forever.
Choose the correct answer.
1. Whom about the text? Individual
a) Kate b)Marina c) Anna avaluation
2. How old is she?
a) 17 b) 16 c) 15
3. What hobbies does she have?
a) listen to music
b) well dressed and neat
c) play tennis and swims
4. What she has got?
a) her hair is black and curly
b)she is a beautiful and gentle
c) her hair is red and straight
Task 2: Read the sentences and Mutual

write T or F sentences Learners choose
avaluation
1. She is fat and slender and very tall T or F sentences
2. Her hair is red and straight
3. She is always ready to help
people, when they are in need.
4. She plays football and basketball.
5. We write essay and listen to the
music or visit our parents.
End Feedback said compliments for Learners do Self-

learners; oral feedback; also at the feedback assessment
10 min end of the lesson they will give
feedback by given smiles.
Home task: Write and draw. Which

bird is your favourite in the story?
Draw a picture and write about it.
Describe how it looks and say why
you like it.
Saying goodbye
LESSON 34 School:
Unit 3: Values
Date: Teacher name:
Learning objectives 5.L8 understand supported narratives, including some extended

talk, on an increasing range of general and curricular topics
5.S6 communicate meaning clearly at sentence level during, pair,
5.S7 use appropriate subject-specific vocabulary and syntax to talk
about a limited range of general topics
5.C9 use imagination to express thoughts,ideas, experiences and
feelings
5.R2 understand with little support specific information and detail
in short, simple texts on a limited range of general and curricular
topics
5.UE 13 use might may could to express possibility on a limited
range of familiar general and curricular topics
develop listening skills through watching a story about “An
inspiring friendship story”
express ideas including emotions and senses
express ideas building simple sentences
express ideas building extended sentences
Plan
timings activities
Beginning Class organisation Learners are Verbal
Warm-up and lesson objectives organized into evaluation
presentation the circle to write
5-min Warm-up two things about
Truth telling themselves, one
Other students have to guess is true and the
the author of the paper. other is false.
Teacher introduces the lesson
objectives.
Middle Lead-in
30 min Pre - listening Learners answer Individual
Teacher asks students if a the questions avaluation
lion and a mouse can be friends.
Why yes or no?
Vocabulary Learners put the

Teacher asks learners to put words into
the words into correct group and correct group
check as a whole class.
While - listening Learners do the

Task 1. Listen to the story tasks
and put the pictures in order.
Task 2. Write the number of
the picture in exercise 1 next to
the sentence.
Task 3. Write your answers
to the questions.
Post- listening Learners give Mutual

Learners think of a think is their answer what avaluation
the moral of the story (give is the moral of
arguments) the story
Role play Learners act out
Learners in 3 (a deer, a crow, the story reading
a mouse) role-play the story. the roles from the
Differentiation text.
Less able students are let to
read the roles from the text.
End Reflection Same…Different? Learners answer Self-
5 min Teacher uses three colours of assessment
the traffic lights to organise a
discussion for identifying the
similarities and differences
between the heroes of the story?
Home task: Write a "Good

Person Recipe" telling someone
else how to be a good person.
Include the "ingredients" of
good values and the steps for
being a good person.
Saying goodbye
LESSON 35 School:
Unit 3: Values
Date: Teacher name:

Theme of the lesson: What we value 1
Comparing the value of different things and listening to a story.
Learning objectives 5.L8 understand supported narratives, including some extended
talk, on an increasing range of general and curricular topics
5.S5 keep interaction going in basic exchanges on a growing range
of general and curricular topics
5.R2 understand with little support specific information and detail
in short, simple texts on a limited range of general and curricular
topics
5.UE2 use quantifiers many , much , a lot of ,a few on a limited
range of familiar general and curricular topics
Lesson objectives All students will be able to
Discuss the meaning of values; Learn topical vocabulary;
Write the description of a good person
Most students will be able to
Learn topical vocabulary with opposites
Write the description of a good person using at least 3 new words
Some students will be able to
Learn topical vocabulary and use them in their speech
Plan
Planned Planned activities Learners’ Evaluation Resource
timings activities s
Beginning WARM-UP: Students pick Verbal
5-min Pass around a box filled with out a question, evaluation
questions connected to the topic of read it and
the lesson. Play music, when the answer
music stops, the child with the box
must pick out a question, read it
and answer.
Suggested questions:
Do you love your family? Do you
have a best friend? What is
money? What is health? What is
happiness? How often do you help
your mother? etc.
Middle Activity 1 Students often Individual Handout
The main idea behind this section is to tend to be avaluation
30 min allow students to realize what is “value”,
1
oriented to
that they do have values and to identify concrete
what some of these values are: concepts, and
1. Begin the class by stating: "There are they may not
some things in life that are very PPT
suggest more
important. I believe that education is abstract ideas
very important. What are some things such as "beauty"
that you believe are very important?" as something of
List all the ideas that the students real value.
suggest.
They may suggest such things as
"having a nice house" to "owning a new
car." These may be tied in later with a
work, education, or wealth value. If you
feel that they do not offer many choices,
you could list additional values from the
list below: (Explain new words if
Students do the
necessary)
task
2. After students have verbalized as
many "important things" as they can
think of, explain that many of these
"things" can be called "values." Hand
out and read the beginning sentences of Students
"What Is a Value?" consider which Mutual
3. From the list of values on the four are the most avaluation
chalkboard and on their handout, ask the important to
students to consider which four are the them
most important to them. Let them
explain which four they have chosen and
why. Students discuss
Activity 2: Discussion
Divide students into pairs, let them tell
each other about their best friend at
school, and out of school. Is it the same
person? Then let them discuss these
sayings. Do they agree with them?
Love me, love my friends
Opposites attract
A friend in need is a friend indeed
East or West home is best
Ask if there are any similar sayings in
Kazakh or Russian.
End Feedback Self-
5 min Learners give feedback about what assessment
they have learned today.
Home task: complete the chart

Add some more values of your
own here:_______________
Which of these values are more
important to you? (List four)
Saying goodbye
LESSON 36 School:
Unit 3: Values
Date: Teacher name:
Comparing the value of different things and listening to a story.
Learning objectives 5.S3 give an opinion at sentence level on a limited range of general
and curricular topics
5.UE17use if clauses (in zero conditionals); use where clauses; use
before/after clauses (with past reference);
use defining relative clauses with which who that where to give
details on a limited range of familiar general and curricular topics
Discuss the meaning of values; Learn topical vocabulary;
Write the description of a good person
Most students will be able to
Learn topical vocabulary with opposites
Some students will be able to
Learn topical vocabulary and use them in their speech
Previous learning What we value
Plan
Planned Planned activities Learners’ Evaluation Resource
timings activities s
Beginnin WARM-UP Students Verbal
g Draw on board two large flowers with 6 discuss evaluation
10 min large petals. Draw in one a happy face
in centre and the other a sad face in
centre.
Discuss with learners what are good
actions we value and what are not good
actions. Give an example of each. Make
sure learners know the difference
between behaviour we value and
behaviour that isn’t good. Use ‘not
good’ rather than ‘bad’.
Middle Activity 1: Vocabulary Students Individual PPT
25 min Encourage learners to use past simple verbs brainstorm avaluation
e.g.helped, made, gave, visited, watched, met, good things
said
a friend did
Record actions we value on happy flower
petals and not good actions on sad flower for them.
petals. Students
If learners are unsure, suggest some of the record six
following and they write them into the correct good and six
flower petals: not good
good = helps a friend; takes turns when
ideas in the
playing a game; is a good loser; helps family
at home; keeps bedroom tidy; doesn’t take petals on
people’s things without permission; puts worksheet.
rubbish in a bin
not good = not speaking to a friend; fights
when playing; gets angry when loses; doesn’t
help at home; takes people’s things; throws
rubbish on floor
Activity 2: Let’s talk about cards! Mutual

Before the class, prepare cards for different Students
occasions or ask students to bring in cards discuss avaluation
from home. What are they? When do we give cards.
them? How do we feel when we give and
receive them? Use the cards students have
brought in and any you have brought in to
discuss the different occasions when cards are
given: Thank You, Birthdays, Anniversary,
Religious Events, New Year, Invitations,
Valentine’s Day, Missing You, Friendship,
Bon Voyage, Graduation. Students identify
what the different cards are used for and when
they are given. Which cards have students
given and received? How did this make them
or the other person feel? Ask students to
brainstorm why you might send someone a
Thank You card. Discuss which values are
reflected in sending such a card, for example,
showing you appreciate someone’s kindness,
being thoughtful.
Activity 2: Let’s make cards!

Show students step by step how to make them. Students
Guidelines can be obtained from the following make cards
website:
Some basic steps to make a card are:
Step 1: Fold the piece of paper or cardboard in
half to make the inside of the card.
Step 2: Plan a design (draw or stick a picture)
Step 3: Inside the card write what you value in
the person you give it.
End Feedback Learners Self-
5 min Your home task will be to write a give assessment
"Good person Recipe" telling someone feedback
else how to be a good person. Include about what
the "ingredients" of good values and the they have
steps for being a good person. learned
Saying goodbye today.
LESSON 37 School:
Unit 3: Values
Date: Teacher name:
SA 3
Learning objectives 5.L8 Understand supported narratives, including some extended talk,
5.S3 Give an opinion at sentence level on a limited range of

Recognise the meaning of a story and extended talk with
some support
- Provide a point of view in connected sentences
Previous learning What we value
Plan
timings activities
Beginning Org. moment. Students Verbal
5 min Training “Friend”. Question – said wishes evaluation
answer work. to each other
Do you have a friend? (T-S)
How do you spend your time at
weekends?
What is your friend’s hobby?
They are divided into 2 groups
according to the cards with letters.
They would take the cards and
made up a word. The names of their
groups: “ Happy and kind”
Middle Venn diagram “All about my Students use Mutual PPT
10 min friend”. of words in avaluation
It didn’t mean name of their friend; right
it means What kind of person their meaning in
friend? task
Diagram drawn by them and the

first group wrote the words, which
showed the character of friend and
second group described on a poster
the appearance of their friend! The
internal and external appearance of
friends would be described by them.
SA 20 min LISTENING Students Individual

CD2. Tapescript1. listen to avaluation
sitting learning shining Jenny’s
asking looking doing letter and fill
A letter to a friend in the blanks
Dear Harry, with suitable
Hi! It's now 4 o'clock in the words from
afternoon and I'm 0) __sitting ___ the box
in the living room writing this letter.
It's a lovely day outside. The
weather is great. The sun’s 1) __
and the birds are singing. My dog,
Paddles, is sitting beside me and 2)
__at me with her big brown eyes.
The eyes are 3) __me for some
food. But I'm not giving her
anything because she's getting fat.
I'm 4)___ Spanish now at evening
college. My Spanish is improving
slowly. I like my teacher. She's 5)
__an excellent job. I'm really
enjoying my class.
I hope you are well and happy and
that your family is also well. Please
write to me soon.
Bye for now, Jenny
Students
SPEAKING choose one
 What picture do you like? picture you
 What do you see on the liked most
picture? and answer
 What values is it? the
questions
End Feedback Students Self-
5 min Feedback. The teacher gives will choose assessment
comments about learners work and one and put
awards learner. on the board
their
Home task: Answer the questions stickers.
about your best friend.
1 What is his/her name?
2 How old is he/she?
3 How do you know him/her?
4 What is he/she like?
5 What do you like doing together?
Saying goodbye
LESSON 38 School:
Unit 3: Values
Date: Teacher name:
Theme of the lesson: Unit revision
Learning objectives 5.L8 Understand supported narratives, including some extended talk,
5.S3 Give an opinion at sentence level on a limited range of
Recognise the meaning of a story and extended talk with
some support
- Provide a point of view in connected sentences
Previous learning Unit revision SA 1
Plan
timings activities
Beginnin Org. moment. Learners Verbal WB,
g Warm-up Hangman suggest a evaluation markers
5 min T. thinks of a word from previous letter
lesson and writes the number of
letters on the board using dashes to
show many letters there are. Then
asks. If it appears in the word, T.
writes it in all of the correct spaces.
If the letter does not appear in the
word, T. writes it off to the side and
begins drawing the image of a
hanging man.
The game is continued until the
learners guess the word correctly
(they win) or T. completes the
picture of a hangman (T. wins).
Lead-in Learners call Mutual PT or
Middle T. shows the picture of a family out any avaluation picture of a
30 min names of family
T. asks learners about the topic of the people in a
lesson and introduces the lesson family.
objectives
Main part flashcards
T. shows the presentation or with the
flashcards with the members of
members
family to introduce and learners write
the words on their vocabulary of family
Activity 1: T. shows the flashcards

and learners put right hand up if the
word is a female family member, left Learners do
hand up if the word is a male family the task
member.
Activity 2: T. shows the picture of a

tree, elicits ‘tree’, and explains that Learners Individual PPT or
learners can also draw a family tree. draw their avaluation picture of
T. asks learners to draw what they family tree ‘Family
think a family tree looks like. T. asks with the tree’
why it’s called a family tree – there names of
are roots and the family grows., his/her family
e.g. It’s my mum. Her name is members and
_______. She is _____ years old. She write 5 or 6
is ________ (profession). She is sentences
________ (adjective to describe her about their
appearance or character) family
T. can choose 2-3 learners to present members
their family tree but learners should
choose only one member of their
family to tell about
Physical activity
Families
Some families are large. (spread arms Learners do
out wide) Physical
Some families are small (bring arms activity
close together)
But I love my family (cross arms
over chest) best of all!
Name 3 things:
I have learnt…
I still want to know…
I didn’t understand …
End Reflection 'I want to give Self-
5 min Two stars and a wish you a star for
assessment
the start of your
Students identify two positive
story and a star
aspects of the work of a peer and for the way you
then express a wish about what the described the
peer might do next time in order to house. I wish
improve another aspect of the work. that you will tell
Home task: revise grammar and us more about
Billy.'
vocabulary
Saying goodbye
LESSON 39 School:
Unit 4: The world of work
Date: Teacher name:
Theme of the lesson: Professions 1
Finding out about jobs, talking and writing about jobs.
Learning objectives 5.L1understand a sequence of supported classroom instructions
5.C8 develop intercultural awareness through reading and
discussion
5.UE10 use present continuous forms with present and future
meaning on a limited range of familiar general and curricular
topics
Lesson objectives All learners will be able to
answer the questions according to the picture.
Most learners will be able to
describe the pictures according to the Present Continuous and
they use pair work.
Some learners will be able to
give opinion according to the certain pictures and they use pair
work.
Criteria Learner can:
-understand sequence of supported classroom instructions
- develop intercultural awareness through reading and discussion
-use present continuous forms with future and present meanings
Previous learning Revision unit 3
Plan
timings activities
Begining ORG. MOMENT
5 min -Greeting.
-Dividing into 2 groups by informal
professions Learners
Verbal
stay in a
Warm up. circle and evaluation
Stay in a circle. Say a wish to your say a wish.
partner.
Middle PRESENTATION Learners Mutual Pictures
30 min Brain storm. look at the avaluation http://
1) Who is he? - He is a builder. picture and www.googl
2) Who is he? - He is a driver. names the e.com
3) Who is she? - She is a teacher. profession.
4) Who is he? - He is a dentist.
5) Who is he? - He is a cooker.
6) Who is he? - He is a pilot.
Task1. Listen to audio resource to Learners

lead– in the theme. complete the Individual
1) ..... likes comedy films. sentences avaluation
2) ...... doesn't like comedy films.
3) ....... likes reading books.
4) ....... likes sport games.
5) ........ doesn't like reading books.
6) ......... doesn't like sport games.
Task 2. PW. Make up a dialogue Learners

using closed and opened questions. make up a
(S- S interaction) "What do you dialogue
want to be?" using closed
D: Hello! and opened
S: Hello! questions.
D: How are you?
S: I'm OK. And you?
D: I'm fine, thanks.
S: What is your hobby?
D: My hobby is listening to music.
What is your hobby?
S: My hobby is drawing pictures.
D: What do you want to be?
S: I want to be a doctor. And what do
you want to be?
D: I want to be a teacher.
S: Good bye!
D: Good bye!
Task 3. Complete the sentences with Learners

the verb: "to be"- (orally) complete the
1) I ... reading a book. sentences
2) He ... working in the garden. with the
3) They ... cleaning the room. verb: "to be"
4) We ... writing a dictation.
5) Mike ... watching TV.
6) Ann ... drawing a picture.
7) The children ... playing tennis.
8) Ben ... drinking cola.
End "Traffic lights" Learners do Self-
5 min At the end of the lesson, students reflection assessment
reflect on:
- what they learned
- what remained unclear for them
- what they need to continue working
Home task: learn the new words
according the theme
Saying goodbye
LESSON 40 School:
Date: Teacher name:
Preparing to interview two workers, interviewing them and writing
about the interviews.
Learning objectives 5.S4 respond with limited flexibility at sentence level to
curricular topics
5.R7 recognise typical features at word, sentence and text level in a
limited range of written genres
5.W9 punctuate written work at text level on a limited range of
familiar general with some accuracy and curricular
understand and use the new words in the sentences.
respond the flexibility sentences to the unexpected comments
punctuate written work according to the text
Criteria Learners can:
-respond with limited flexibility at sentence
-recognise typical features at word, sentence
- recognise typical features at word, sentence
Previous learning Names of formal and informal professions.
Plan
timings activities
Start ORG. MOMENT Learners http://
10 min BRAIN STORM. look at the www.audio
Listening to audio resource to lead– in picture and Verbal knigi-
the theme. name the evaluation online.com
1) Who is he? - He is a taxi-driver. profession.
2) Who is he? - He is a policeman.
3) Who is he? - He is a horse-trainer.
4) Who is she? - She is a dog-groomer.
5) Who is he? - He is a fisherman.
Middle Task 1. Question- answer work by S- Learners Mutual http//
25 min S interaction. work out 5 avaluation www.goog
1) Do you like a fisherman? questions le.com
2) Do you like a horse-trainer? in their
3) Do you like a policeman? groups to
4) Is it interesting to be a dog-groomer? an other
5) Is it interesting to be a taxi-driver? group in
written
Descriptor: form and
Make closed questions. answer the
Make open questions.
other
Answer closed questions.
Answer open questions. group's
questions
Task 2. Punctuate at text level on a Learners
limited range of familiar general with Individual
are given a avaluation
some accuracy. paper with
1) I come home at 2 o'clock the text and
2) Do you like coffee are asked
3) There are tables chairs books pens to fill the
in the room punctuatio
4) I have horses cows dogs geese n marks
5) Where do you live
6) Don't be late
Descriptor:
Puts the several punctuation marks.
Puts all punctuation marks.
Puts all punctuation marks and proves his
mind.
Task 3. GW
Profession
Hello! My name is Tom. I'm 11 years old. I Learners
have a father. His name is Mike. He is a read the Mutual
doctor. I have a mother. Her name is Liz. She text and avaluation
is a teacher. My father studied well at school. answer the
He participated in the competitions,
Olympiads. Always he says me to study well
questions
at school. I want to be a doctor as my father.
So I must learn all subjects very well.
1st group will answer the given
questions
1) What is Tom's father's name?
2) What is his profession?
3) What is Tom's mother's name?
4) What is her profession?
5) What do you want to be in the
future?
6) Do you like Tom's father's
profession?
2nd group will make up questions
REFLECTION At the end Self-
End - what they learned of the assessment
5 min - what remained unclear for them lesson,
- what they need to continue working students
on reflect by
Home task: make a short story about the "Traffic
your parent’s profession lights"
Saying goodbye
LESSON 41 School:
Date: Teacher name:
Learning objectives 5.S4 respond with limited flexibility at sentence level to

curricular topics
5.W9 punctuate written work at text level on a limited range of
familiar general with some accuracy and curricular
understand and use the new words in the sentences.
respond the flexibility sentences to the unexpected comments
punctuate written work according to the text
Criteria Learners can:
-respond with limited flexibility at sentence
-recognise typical features at word, sentence
- recognise typical features at word, sentence
Previous learning Names of formal and informal professions.
Plan
timings activities
Start ORG. MOMENT Learners
10 min BRAIN STORM. Look at the picture make
and name the profession. sentences Verbal http://
Listening to audio resource to lead– in using the evaluation www.audio
the theme. pictures of knigi-
1) Who is he? - He is a … professions online.com
2) Who is she? - She is a …
Middle NEW THEME Learners Individual
25 min write the avaluation
questions
Read the answers. Write the

questions
1. What’s your name? My name’s Ulan.
2. .................? I’m 10 years old.
3. .................? I’m from Kazakhstan.
4. .................? My dad’s name is Kairat. Mutual
Learners avaluation
5. ..........................? Damir is my friend. match the
Match the questions to the answers. questions
1 What is that? to the
2 How old are you? answers
3 Who is he?
4 When is your birthday?
5 What kind of job does your brother
do?
6 Where is she from?
A He's a pizza delivery boy.
B She's from Almaty.
C It's Sukhrab's costume. He works as
a mascot for Barys Astana.
D I'm eleven years old.
E His name is Nurasyl.
F My birthday is in October.
Learners Individual
Complete the sentences with the complete avaluation
correct form of have to/ Don’t have the
to… sentences
1 Do we have to pose for pictures? with the
2 Firefighters ............ be careful at correct
work. form of
3 Saule ............ work shifts. She is a verb
hairdresser.
4 .......... you ......... wear a costume at
work?
5 Police officers sometimes .........
work shifts.
6 Kanat ............ wear a suit and tie.
He never wears jeans.
7 ............ Azat ............ start work at 6
am?
8 ............ they ............ work full-
time?
End REFLECTION Learners Self-
5 min At the end of the lesson, students reflect reflect on assessment
on: their
- what they learned learning
- what remained unclear for them
- what they need to continue working on
by the "Traffic lights"
Home task: Write the sentences about

yourself.
My name’s Yana. Tamilya is my friend.
We are 10 years old. We are
Kazakhstani.
Saying goodbye
LESSON 42 School:
Date: Teacher name:
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 5.L6 deduce meaning from context in short, supported talk on an
increasing range of general and curricular topics
5.S7 use appropriate subject-specific vocabulary and syntax to talk
about a limited range of general topics
5.R9 recognize the difference between fact and opinion in short,
simple texts on an increasing range of general and curricular topics
know and use a limited range of general and curricular words
use and analyze informal registers in their talk
use and evaluate formal and informal registers in their talk.
Assessment criteria uses a limited range of general and curricular words
speaks and compares, using informal registers in his talk.
analyzes and evaluates, using informal and formal registers in his
talk
Previous learning Names of usual professions
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Start ORG. MOMENT
5 min GREETING Verbal Cards with
Dividing into 3 groups by professions. Learners do evaluation group
An ecologist, a farmer, a geologist. the task names.
Warm up.
Stay in a circle. Name a virtual place
on the Earth where you would like to
be (the mountain, the forest, the sea,
the river, the island,….)
Presentation of a criteria – based
assessment on the table.
Middle Revision of the previous vocabulary Learners Individual Video:
30 min Brain storming to lead-in the theme. divide all the avaluation https://ww
A learner writes one word from the occupations w.youtube.
theme “Different types of in 2 types: com/watch
occupations” on a sheet of paper and Outdoor and ?
sticks it on the board. Indoor v=MdvTIQ
occupation zsaYI&spfr
Presentation of the words through eload=10
pictures and cartoon.
an ecologist a pilot a shepherd

a cosmonaut a sailor a cowboy
Task 1 Make up and act out a Learners Mutual

dialogue in pairs about your make up and avaluation
favourite occupation. act out a
dialogue
Task 2 Fill in the gaps to complete
the sentences with the new words
and phrases. Learners are
given sheets Individual
Descriptors:
of papers avaluation
Finds the words.
Uses the necessary word with
Prepares the necessary word and sentences.
explains the meaning with support.
Task 3 Each group makes up a

poster by «Venn diagram»
Learners
Outdoor occupations in one circle and
make up a
indoor occupations in the other circle.
poster
Both, outdoor and indoor occupations
should be given in the middle.
Descriptors:
Finds the name of occupation.
Finds and writes the name of occupation.
Writes and explains the choice of
occupation.
Explains and proves his point of view.
Wake up and dance to a song about
occupations.
End Evaluating the group work on the A learner is Self-

table of assessment. asked to assessment
5 min At the end of the lesson learners show his
reflect on position on
 What they have learned the Blob tree
 What remained unclear for according to
them the lesson.
 What they need to continue
working on.
Home task: Read the text and mark
the sentences True or False.
Saying goodbye
LESSON 43 School:
Date: Teacher name:
Theme of the lesson: Outdoor, factory and service jobs 2
Linking outdoor jobs and service jobs and finding out about jobs in
Kazakhstan
Learning objectives 5S7 use appropriate subject –specific vocabulary and syntax to talk
about limited range of general topics
5.R6 recognise the attitude or opinion of the writer in short texts on
a limited range of general and curricular 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 dialogue about
the profession;
Assessment criteria answers of open questions;
complete the sentences using specific vocabulary;
make up sentences into coherent paragraphs using basis connectors;
Previous learning Outdoor, factory and service jobs 1
Plan
timings activities
Start ORGANIZATION MOMENT.
5 min
Warm up.
Learners will stand of a circle. And Learners do Verbal Picture
answer the question: What do you the task evaluation Puzzle
want to be?
Learners ask: I want to be a
businessman, a tour guide…
By means of mosaic class divided
into two groups.
The first group “Businessman” and
second group “Dentist”.
Middle PRESENTATION Learners Individual https:\\

30 min Task 1. Complete the sentences complete the avaluation www.engli
using specific vocabulary. sentences sh online.ru
Village, oxen, fruit, vegetables, field,
food, grain.
1. A farmer lives in a __________.

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 _______.
Descriptor: A learner
work on individual
complete the sentences
Task 2
The first group make up the Learners make
sentences using the words from the up the Mutual
text: live, work, rain, cold, fruit, sentences avaluation
simple life
Learners make
The second group make up short up short
answers question using pictures. answers
question using
Descriptor: A learner pictures
make up sentences
End FEEDBACK Learners write Self-

5 min the short topic assessment
about future Sticker
profession.
If they like the lesson, they will get a

yellow sticker, and if it is difficult at
the lesson, get a purple sticker on the
poster.
Home task: Make 3 sentences by the
text
Saying goodbye
LESSON 44 School:
Date: Teacher name:
Theme of the Outdoor, factory and service jobs 2
lesson:
Learning objectives 5S7 use appropriate subject –specific vocabulary and syntax to talk
about limited range of general topics
5.R6 recognise the attitude or opinion of the writer in short texts on a
limited range of general and curricular 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 dialogue about
the profession;
Assessment criteria answers of open questions;
complete the sentences using specific vocabulary;
make up sentences into coherent paragraphs using basis connectors;
Plan
Planned Planned activities Learners’ Evaluatio Resource
timings activities n s
Start Class organization

Learning and lesson objectives
10 min presentation
Warm-up Learners Verbal PPT slide
Teacher asks learners to look at images look at evaluation 1
of jobs and guess the job by listening to images of
clues. The name of job appears below of jobs and
its image as students guess correctly. guess the
This person is trained in or good at sports job by
(athlete) listening to
This person is skilled at drawing, painting clues.
(artist)
This person who bakes bread and other products
using an oven (baker)
Someone who is in the aviation industry, and
who is able to operate aircraft in order to
transport passengers or goods from one location
to another (pilot)
This person uses tools to build or repair
machinery (mechanic)
A person who cleans, especially one whose
regular occupation is cleaning offices, buildings,
equipment (cleaner)
This person prepares food for consumption
(cook)
This person with a medical degree trained to take
care of the health of animals (vet)
A person who designs and constructs buildings
(engineer)
This worker talks to people, makes notes and
writes for a newspaper. (journalist)
This person sells meat (butcher)
Middle Vocabulary work Learners do Mutual “Job
Revise the occupation vocabulary by the task avaluation cards”
25 min asking students to add more words to the worksheet
list they already guessed. Brainstorm with
the class and write words on the board as
pupils call it out.
Organise the class into four teams. Ask a
student to come to the front of the class
and give him a her a job card. (e.g.
doctor) Say the whole class can ask a
maximum of 10 questions to discover
his/her job. He/she can only give Yes or
No answers. Demonstrate the question
types and their short answer forms: PPT
Do you work in a hospital? -Yes, I do/ No. I slides 2-3
don’t Writing
Do you work with children? -Yes, I do/ No, I
worksheet
don’t
Have you got a tractor? -Yes, I have/ No, I
haven’t
Can you sing? -Yes, I can/ No, I
cannot
The team which guesses the job keeps the card.
The team with the most cards at the end is the
winner.
Learners look at images of farmers and Learners Individual

fishermen and say what they have in make up the avaluation
common. Encourage use of sentences e.g. sentences
Farmers and fishermen are / work / give
us/ can/ like ____. Elicit that they both
are outdoor jobs .
End Plenary Learners Self-
Name one thing you would like to know name one assessment
5 min more thing they
Give one thing which you find difficult liked most
Name one thing you liked most
Home task: Make 3 sentences by the text

Saying goodbye
LESSON 45 School:
Date: Teacher name:
Theme of the Work past and future1
lesson: Finding out and writing about jobs and working lives in the past.
Learning objectives 5.S6 communicate meaning clearly at sentence level during, pair,
5.UE2 use quantifiers many , much , a lot of ,a few on a limited range
5.UE17use if clauses (in zero conditionals); use where clauses
use before/after clauses (with past reference); use defining relative
clauses with which who that where to give details on a limited range
Answer the general questions with support and match jobs to the
places.
Answer the general questions without support, shows the jobs with the
actions
Explain and reasoning dimensions about what they want to become in
the future using demonstrative pronouns
Assessment criteria A learner answers the general questions and matches jobs to the places,
discusses their future professions using demonstrative pronouns
Plan
Beginnin CLASS ORGANIZATION pictures
g Warm-up and lesson objectives
5 min presentation
BRAINSTORMING Learners Verbal
Look at the picture and spell the guess what evaluation
professions profession is
Interpreter, architect, miner, journalist, it
manager, horse-trainer
Now children you must guess what
profession is it?
Someone who drives a plane
Someone who drives a car
Someone who works and builds houses
Someone who teaches students
Someone who sing a song
Someone who treats a patient
Someone who dances
Middle Presentation Learners Interactive
30 min T: Somebody’s father works as a answer board
policeman, somebody’s mother works Pictures
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 “Work past and future
Task 1. Lead-in Venn Diagram Learners do Individual

Divide these jobs into categories. Share the task avaluation
your ideas in a group and agree on
common categories, explain why you
choose them Hunter, school designers,
policy advisors, farmer, expansionists,
optimizers, shepherd, theorists,
philosophers, switchboard operator,
teacher, doctor, horse trainer
What jobs did people have in the past?
Why have jobs changed over the year?
What modern jobs might be obsolete
one day?
Task 2. Discussion Learners
Teacher asks students to work in draw a Mutual Markers
groups discussing the following picture of avaluation Posters
questions: future Glue
What do you want to be when you profession Scissor
grow up? then talk
Giving tasks: about it.
1 group – to draw a picture of your Learners
future profession then talk about it; make a
2 group – to make a dialogue about dialogue
your future profession; about future
Learners evaluate each other profession
End FEEDBACK Self-

Tree assessment Tree assessment
5 min Blue apple – I learned a lot today assessment
Yellow apple – I like/ I don’t like
Red apple – I still have questions
Homework: to write an essay “My

Future Profession.”
Saying goodbye
LESSON 46 School:
Date: Teacher name:
Theme of the lesson: Work past and future2
Finding out and writing about jobs and working lives in the past.
Learning objectives 5.L7recognise the opinion of the speaker(s) in basic, supported talk on
an increasing range of general and curricular topics
5.S2 ask simple questions to get information about a limited range of
general topics
5.W8 spell most high-frequency words accurately for a limited range
of general topics
5.UE16 use conjunctions so , if, when , where, before, after to link
parts of sentences on a limited range of familiar general and
curricular topics
Answer the general questions with support and match jobs to the
places.
Answer the general questions without support, shows the jobs with
the actions
Explain and reasoning dimensions about what they want to become in
the future using demonstrative pronouns
Assessment criteria A learner answers the general questions and matches jobs to the
places, discusses their future professions using demonstrative
pronouns
Plan
Beginnin CLASS ORGANIZATION
g Warm-up and lesson objectives
5 min presentation
Middle Task 1. Listening Learners Individual Interactive
30 min Now 1st group should match jobs to the match the avaluation board
places sentences
2nd group should match jobs with with these Pictures
activities pictures https://
For example: 1) Doctors work in a www.yout
hospital ube.com/
Doctors look after people’s health watch?
What do Where do v=MdvTlQ
Job
they do? they work? zsaYI
Bake They work
bakers bread. in a bakery.
Cookers Prepare They work
and cook in a
food. kitchen.
Dentists
Look after They work
people's in a
teeth. dentists.
Doctors
people's in a
health. hospital
Nurses They work
Look after
in a
patients .
hospital
Teachers
Teach They work
people. in a school.
Vets
people's in a
animals. veterinary
Waiters/ Serve
Waitresses They work
people
in a
food and
restaurant.
drink.
Learners Mutual
Matches the sentences with these pictures show the avaluation Pictures
jobs with cards
Task 2. Pantomime. the actions
Choose a job from this list, but don’t tell without
your partner, ok? Show the jobs with the saying any
actions without saying any words. words.
Actions! No words!
End FEEDBACK
5 min Tree assessment Learners Self-
Blue apple – I learned a lot today do the task assessment
Yellow apple – I like/ I don’t like
Red apple – I still have questions
Homework: to repeat words and grammar

Saying goodbye
LESSON 47 School:
Date: Teacher name:
Theme of the Summative control work for the 2nd term
lesson:
Lesson objectives 5.L8 Understand supported narratives, including some extended talk,
5.R2 Understand with little support specific information and detail in
short, simple texts on a limited range of
general and curricular topics.
5.W7 Use with some support appropriate layout at text level for a
limited range of written genres on familiar general topics and some
curricular topics.
5.W5 Link without support sentences using basic coordinating
connectors
5.S7 Use appropriate subject-specific vocabulary and syntax to talk
about a limited range of general topics.
Assessment criteria Links without support sentences using basic coordinating connectors
Plan, write, edit and proofread texts within the framework of familiar
topics;
Describe people, places and objects, real and imaginary events on
curricular topics.
Describe the picture using subject related vocabulary and grammar
structures covered during the term on the topics
Use appropriate grammar structures.
Pronunciation is intelligible. Intonation is appropriate.
Produces error-free simple sentences.
Previous learning Work past and future 2
Plan
Beginnin ORGANIZATION MOMENT Verbal
g 1.Greeting evaluation
2 min 2. Lesson objective
SA LISTENING Learners Individual

35 min Task. Listen to the recording twice listen to the avaluation
and fill in the blanks with suitable recording
words from the box. CD3. twice and fill
Tapescript 2. in the blanks
with suitable
married lives are words from
the box
large flowers works
READING
Task. Read the text about Molly’s Learners read
job. the text about
Read the text again and write next to Molly’s job
the sentences True/False according and write
to the text. next to the
Example. sentences
Molly works at a garage. False True/False
1. She looks after the big animals. according to
2. Her favorite animals are the tigers. the text.
3. There are four elephants at the zoo.
4. Molly gets up at 6 o’clock.
5. The lions eat salad.
6. The animals drink water.
WRITING Learners
Task. Write a letter to your friend write a letter
about your new friends. The sample to your friend
letter will help you to write a reply. about your
Hello dear friend, new friends.
I want to tell you about my new friends The sample
in Cambridge. I met them at school. letter will
They are very funny and friendly. They help you to
are Nicola, Mark and Sue. We go to write a reply.
school together. We have the same
interests. Write me about your friends.
I am looking forward to your answer.
Love, Miras
Write your answer to Miras.
SPEAKING
Learners
Task. Choose one of the below shown
answer the
pictures and describe it. Answer the
questions
questions:
• Who is on the picture?
• What does he/she do?
• Where does he/she work?
• Who does he/she work with?
• Do you like this profession? Why? /
Why not?
End FEEDBACK Learners give
Feedback said compliments for feedback
2 min learners; oral feedback; also at the end
of the lesson they will give feedback by
given smiles.
Homework: to repeat words and
grammar
Saying goodbye
LESSON 48 School:
Date: Teacher name:
Theme of the lesson: Unit revision
Learning objectives 5.S6 communicate meaning clearly at sentence level during, pair,
5.UE9 use simple present and simple past regular and irregular forms
to describe routines, habits and states on a limited range of familiar
develop speaking skills through communication about past work
improve reading skills through recognising typical features at word
and sentence about work of children
write descriptions given facts about the cost of the items
use regular and irregular forms of the past simple describing routines,
habits and state
develop competence in reading through filling the gaps the past
simple forms
use the known past forms of the verbs in their speech
improve competence in speaking through sharing their thoughts about
the past work
develop mathematical skills through comparing cost of items in
Britain and Kazakhstan today
Previous learning Summative control work for the 2nd term
Plan
Beginnin Class organisation
g Warm-up and lesson objectives PPT
5 min presentation Verbal
Warm-up Learners do the evaluation
Looking at the image learners are task
asked to predict the topic of the
lesson.
Teacher introduces the lesson
objectives.
Middle Lead-in Learners play Verbal
30 min To revise the past simple forms of BINGO game evaluation Handout 1
the regular and irregular verbs,
learners play BINGO game.
Teacher distributes the cards to each Learners write Individual

student and starts naming the past the past simple avaluation
form of the following verbs: work, forms of the
can, learn, go, move, be, do, think, named verbs
enjoy, try, stop, wear, know, like and next to or under
want. Only ten of them are given in each word in
one of the slips of paper. order to check
Teacher can ask students to write the the spelling
past simple forms of the named
verbs next to or under each word in
order to check the spelling
(additional).
Learners match Handout 2
Vocabulary 10 pictures with
Teacher asks learners to match 10 the words
pictures with the words and check as
a whole class. Mutual
Learners avaluation
Speaking (Pre-reading) discuss the
In pairs, learners discuss the questions
following questions:
Did children work in the past?
Why/Why not?
Why did they work?
Where did they work?
Formative assessment on Reading Learners read a

Learners read a text about children text and write
who worked in Victorian period and the past simple
write the past simple forms of the forms of the
verbs which are given in brackets. verbs which are
Then they write a question for each given in
paragraph (a-c). brackets
Differentiation
Less able students are given the same
tasks, but they must write missed letters of
the past simple forms of the verbs which
are given in brackets.
End Reflection Learners do the Self-
Teacher asks learners about the work reflection assessment
5 min that children were doing during the
Victorian era.
Homework: revision
Saying goodbye

5 Grade 2 Term Excel

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5 Grade 2 Term Excel

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LESSON 29 School:

WRITING. Ss do the task

LISTENING Listen and read the Work

Grade: 5 Number present: Number absent:

Theme of the lesson: Family relationships 2

Learning objectives 5.C6 organise and present information clearly to others

Planned Planned activities Learners’ activities Evaluation Resources

Practice talking about Students try to describe

Task 3. Learn and Students look at the

Task 4 Students read “Family

Learning objectives 5.L2 understand an increasing range of unsupported basic questions

Post- listening Learners in 3 (narrator, Handout 2

Read and check. Learners read an email

I’m always here for you

Task 2.Read the email and answer the Learners

Task 2: Read the sentences and Mutual

End Feedback said compliments for Learners do Self-

Home task: Write and draw. Which

Learning objectives 5.L8 understand supported narratives, including some extended

Vocabulary Learners put the

While - listening Learners do the

Post- listening Learners give Mutual

Home task: Write a "Good

Grade: 5 Number present: Number absent:

Home task: complete the chart

Activity 2: Let’s talk about cards! Mutual

Activity 2: Let’s make cards!

Lesson objectives All students will be able to

Diagram drawn by them and the

SA 20 min LISTENING Students Individual

Activity 1: T. shows the flashcards

Activity 2: T. shows the picture of a

Task1. Listen to audio resource to Learners

Task 2. PW. Make up a dialogue Learners

Task 3. Complete the sentences with Learners

Learning objectives 5.S4 respond with limited flexibility at sentence level to

Read the answers. Write the

Home task: Write the sentences about

an ecologist a pilot a shepherd

Task 1 Make up and act out a Learners Mutual

Task 3 Each group makes up a

End Evaluating the group work on the A learner is Self-

Middle PRESENTATION Learners Individual https:\\

1. A farmer lives in a __________.

End FEEDBACK Learners write Self-

If they like the lesson, they will get a

Start Class organization

Learners look at images of farmers and Learners Individual

Home task: Make 3 sentences by the text

Task 1. Lead-in Venn Diagram Learners do Individual

End FEEDBACK Self-

Homework: to write an essay “My

Homework: to repeat words and grammar

SA LISTENING Learners Individual

Teacher distributes the cards to each Learners write Individual

Formative assessment on Reading Learners read a

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