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  1. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  2. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  3. Term 1, Lesson 14: My Family and possessions
  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. Assessment – how are you planning to check learners’ learning?
  8. Describing people and families
  9. Term 1, Lesson 17: People in a photo
  10. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  11. Learning objective(s) that this lesson is contributing to
  12. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  13. 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).
  14. Unit 4: Living things. Reading for pleasure
  15. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  16. Term 1, Lesson 22: My Family. Project
  17. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  18. Learning objective(s) that this lesson is contributing to
  19. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  20. Term 2, Lesson 26(2): International Festivals
  21. 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..
  22. Term 2, Lesson 27(3): Special days in my home
  23. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  24. Term 2, Lesson 28(4): Holidays in different seasons
  25. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  26. Assessment – how are you planning to check learners’ learning?
  27. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  28. Assessment – how are you planning to check learners’ learning?
  29. Term 2, Lesson 30(6): Making suggestions
  30. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  31. Term 2, Lesson 31(7): Special occasions
  32. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  33. Term 2, Lesson 32(8): Holidays in Kazakhstan
  34. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  35. Term 2, Lesson 33(9): What we value
  36. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  37. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  38. 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
  39. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  40. Term 2, Lesson 37(13): A day at school
  41. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  42. Term 2, Lesson 38(14): A school report
  43. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  44. Learning objective(s) that this lesson is contributing to
  45. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  46. Assessment – how are you planning to check learners’ learning?
  47. Term 2, Lesson 40(16): Asking questions in class
  48. Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
  49. Assessment – how are you planning to check learners’ learning?
  50. Complete the sentences with do or does

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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 able students can write their own sentences and make up their own dialogue.

 

Feedback on the work

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

 

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?

 

Тексерілді директордыңорынбасары:                   Тилеубердиева А.М

 

Unit 5: Values

Term 2, Lesson 29(5): Holiday's Activity

School №3

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objective(s) that this lesson is contributing to

5.L1understand a sequence of supported classroom instructions

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

5.R1 understand the main points in a limited range of short simple texts 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, places and objects

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.UE3 use Present Simple ( negative) to speak about activities


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