Learning objective(s) that this lesson is contributing to
Содержание книги
- Term 1, Lesson 1: Home and away
- Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
- Learning objective(s) that this lesson is contributing to
- Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
- Assessment – how are you planning to check learners’ learning?
- Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
- Learning objective(s) that this lesson is contributing to
- Role-play <Test your partner>
- Learning objective(s) that this lesson is contributing to
- This is my friend. He\She is ten (eleven).
- Learning objective(s) that this lesson is contributing to
- This is my friend. He\She is ten (eleven).
- Learning objective(s) that this lesson is contributing to
- Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
- Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
- Term 1, Lesson 14: My Family and possessions
- Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
- Assessment – how are you planning to check learners’ learning?
- Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
- Assessment – how are you planning to check learners’ learning?
- Describing people and families
- Term 1, Lesson 17: People in a photo
- Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
- Learning objective(s) that this lesson is contributing to
- Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
- Lesson objectives. Language objectives. Value links. Cross curricular links. ICT skills. Previous learning. Describing people for a blog. Planned timings. Planned activities. Resources. Beginning. Pre learning. Middle. Activity 2. (P,I). Activity 3. (I).
- Unit 4: Living things. Reading for pleasure
- Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
- Term 1, Lesson 22: My Family. Project
- Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
- Learning objective(s) that this lesson is contributing to
- Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
- Term 2, Lesson 26(2): International Festivals
- Value links. Cross curricular links. ICT skills. Previous learning. Celebrations and special days. Planned timings. Planned activities. Resources. Beginning. Pre learning. Middle. Activity 2 (P, I, W).. Activity 3 (P, I).. Alternative 1.. Alternative 2..
- Term 2, Lesson 27(3): Special days in my home
- Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
- Term 2, Lesson 28(4): Holidays in different seasons
- Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
- Assessment – how are you planning to check learners’ learning?
- Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
- Assessment – how are you planning to check learners’ learning?
- Term 2, Lesson 30(6): Making suggestions
- Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
- Term 2, Lesson 31(7): Special occasions
- Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
- Term 2, Lesson 32(8): Holidays in Kazakhstan
- Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
- Term 2, Lesson 33(9): What we value
- Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
- Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
Learning objective(s) that this lesson is contributing to
5.L1understand a sequence of supported classroom instructions
5.L3 understand an increasing range of unsupported basic questions on general and curricular topics
5.S2 ask simple questions to get information about a limited range of general 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.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics
Lesson objectives
All learners will be able to:
• read the text;
Most learners will be able to:
• read the text;
• give full answers to the questions;
Some learners will be able to:
• read the text;
• give full answers to the questions;
• interact with peers while answering the questions.
Language objectives
Use personal pronouns and numbers
Value links
Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.
Cross curricular links
Maths
ICT skills
Projector
Previous learning
What's in my classroom
Plan
Planned timings
Planned activities
Resources
Beginning
2 min
3min
Greeting.
Setting the aim of the lesson
Speaking:students make up a dialogue using key phrases on the blackboard
Key phrases
How are you?
Fine, thanks.
This is my friend. He\She is ten (eleven).
See you later.
Bye!
PPT
Middle
20 min
10 min
Read the texts and then answer the questions. Discuss them with the whole class.
Hi! My name’s Sasha. I'm eleven. I'm from Russia. I live in a big house. It is a two-storied building. There are many windows and it is light inside. We have a lawn in front of the house where I usually fly my kite. Email me at sasha05@abc.com.
Hello! I'm Rosa. I'm eight and I'm from Spain. I like cooking and visiting different countries. Last year we went to Thailand. We lived in a small house made of twigs. It was very comfortable and cozy. You can ask me questions. My email address is rosa1@abc.com . Please write to me!
Hi! My name's Yusuf and I'm ten. I'm Canadian. I live in Toronto. I like to visit my Grandma. She lives in the countryside, she has a wooden house. She has a lot of flowers in front of her house. Send an email to me at yusuf10@quickmail.com
Questions: 1. Does Sasha live in a block of flats? 2. Who likes to visit his Granny? 3. Who lives in the countryside? 4. Where did Rosa go last year? 5. Where did Rosa live in Thailand? 6. Do you like travelling? Why?
Descriptor A learner • reads the text; • gives full answers to the questions; • interacts with peers while answering the questions.
Audio CDs
Ex.1,4 p.9
Ex.5,p.9
www.youtube.com
ex.2,p.9
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