Содержание книги

  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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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).

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Lesson objectives

All learners will be able to:

- Do the quiz

Most learners will be able to:

- Do the quiz

- Write more adjectives in comparative and superlative form

Some learners will be able to:

 

- Make their own quiz

Language objectives

Use adjectives in comparative and superlative form

Value links

Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with each other.            

Cross curricular links

Biology, Geography 

ICT skills

Projector

 

 

Previous learning

Describing people for a blog

Plan

Planned timings

Planned activities

Resources

Beginning

2 min

5 min

Greeting.

Setting the aim of the lesson

Pre learning

Learners fill the blanks with the words in the box and answer the questions about animals.

 

PPT

Internet materials.

Middle

10 min

5 min

5 min

10 min

 Activity 1. (P,I)

Check the meaning of the words. Then do the quiz.

Activity 2. (P,I)

Complete the table with the words in blue in the quiz.

Activity 3. (I)

Choose the correct words

Activity 4. (P)

Descriptor A Learner

Complete the question with these words. Then ask and answer.

Activity 1. Alternative.

More able students can make their own quiz.

Activity 2.

Students write more adjectives in comparative and superlative form.

 

SB ex.1, p 48

SB ex.3, p 48

SB ex.4,p.48

 

SB ex.5,p.48

 

 

End

3 min

Feedback: Learners give their own opinion on the learnt material

Homework:Animals in Kazakhstan (w)

 

 

Additional information

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?

Cross-curricular links

More-abled students support less-abled students

More able students can make their own quiz.

 

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


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