Содержание книги

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

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Term 2, Lesson 26(2): International Festivals

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Unit 5: Values

Term 2, Lesson 26(2): International Festivals

 

Date:

Teacher name:

CLASS:5V,5G

Number present:

absent:

Learning objective(s) that this lesson is contributing to

5.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics

5.W3 write with support factual descriptions at text level which describe people, places and objects

5.L1understand a sequence of supported classroom instructions

5.L2 understand an increasing range of unsupported basic questions which ask for personal information

5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics

5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics

5.R1 understand the main points in a limited range of short simple texts on general and curricular topics

5.R3 understand the detail of an argument on a limited range of familiar general and curricular topics

5.C5 use feedback to set personal learning objectives

5.UE7 use simple present to express the activities on special days

 

Lesson objectives

All learners will be able to:

· Read and complete the text with the verbs.

· Write true or false.

Most learners will be able to:

· Read and complete the text with the verbs.

· Write true or false.

· Match words 1-5 to pictures A- E.

Some learners will be able to:

 

· Read and complete the text with the verbs.

· Write true or false.

· Match words 1-5 to pictures A- E.

· Make up a dialogue.

Language objectives

Present simple


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