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

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Term 2, Lesson 30(6): Making suggestions

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Unit 5: Values

Term 2, Lesson 30(6): Making suggestions

School №3

Date: 15.11.17 – 5 G

      17.11.17 - 5 V

Teacher name:Gofman I.A.

CLASS:5V,5G

Number present:

absent:

Learning objective(s) that this lesson is contributing to

5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics

5.S5 keep interaction going in basic exchanges on a growing range of general and curricular topics

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

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

5.C9 use imagination to express thoughts, ideas, experiences and feelings

5.R2 understand with little support specific information and detail in short, simple texts on a limited 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.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics

5.UE 13 use numbers on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

· Read the dialogue. Match problems 1-6 with solutions A-F.

Most learners will be able to:

· Read the dialogue. Match problems 1-6 with solutions A-F.

· Write and practice mini-dialogues about the situations.

 

Some learners will be able to:

 

· Read the dialogue. Match problems 1-6 with solutions A-F.

· Write and practice mini-dialogues about the situations.

· Make up your own dialogue.

 


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