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  1. Term 1, Lesson 1: Home and away
  2. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  3. Learning objective(s) that this lesson is contributing to
  4. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  5. Assessment – how are you planning to check learners’ learning?
  6. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  7. Learning objective(s) that this lesson is contributing to
  8. Role-play <Test your partner>
  9. Learning objective(s) that this lesson is contributing to
  10. This is my friend. He\She is ten (eleven).
  11. Learning objective(s) that this lesson is contributing to
  12. This is my friend. He\She is ten (eleven).
  13. Learning objective(s) that this lesson is contributing to
  14. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  15. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  16. Term 1, Lesson 14: My Family and possessions
  17. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  18. Assessment – how are you planning to check learners’ learning?
  19. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  20. Assessment – how are you planning to check learners’ learning?
  21. Describing people and families
  22. Term 1, Lesson 17: People in a photo
  23. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  24. Learning objective(s) that this lesson is contributing to
  25. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  26. 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).
  27. Unit 4: Living things. Reading for pleasure
  28. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  29. Term 1, Lesson 22: My Family. Project
  30. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  31. Learning objective(s) that this lesson is contributing to
  32. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  33. Term 2, Lesson 26(2): International Festivals
  34. 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..
  35. Term 2, Lesson 27(3): Special days in my home
  36. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  37. Term 2, Lesson 28(4): Holidays in different seasons
  38. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  39. Assessment – how are you planning to check learners’ learning?
  40. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  41. Assessment – how are you planning to check learners’ learning?
  42. Term 2, Lesson 30(6): Making suggestions
  43. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  44. Term 2, Lesson 31(7): Special occasions
  45. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  46. Term 2, Lesson 32(8): Holidays in Kazakhstan
  47. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  48. Term 2, Lesson 33(9): What we value
  49. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  50. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

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Assessment – how are you planning to check learners’ learning?

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Assessment – how are you planning to check learners’ learning?

Cross-curricular links

More-abled students support less-abled students

More-abled students can take an interview or write true or false sentences about their families and read the sentences in the class.

 

Feedback on the work

Students write a telegram to the teacher in which they describe what they understood and what was difficult for them

Literature

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

 

1:

 

2:

What two things would have improved the lesson (consider both teaching and learning)?

 

1:

 

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

Unit 4: Living things

Term 1, Lesson 15: Describing people and families

School

Date:

Teacher name:

CLASS:5V,5G

Number present:

absent:

Learning objective(s) that this lesson is contributing to

5.L3 understand an increasing range of unsupported basic questions on 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.W3 write with support factual descriptions at text level which describe people and their possessions

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.W8 spell most high-frequency words accurately for a limited range of general topics

5.UE3 use a growing variety of adjectives on a limited range of familiar general and curricular topics

5.C5use feedback to set personal learning objectives

5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics using a structure have got ( affirmative, negative, questions and short answers) p.45

5.UE1 use appropriate form of " have got" describing people's appearance and possessions

5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics


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