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

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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

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Language objectives

Present simple

Value links

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

Cross curricular links

 

ICT skills

Projector

 

 

Previous learning

Holiday's Activity

Plan

Planned timings

Planned activities

Resources

Beginning

2 min

5 min

Greeting.

Setting the aim of the lesson

Pre- learning

Look at the photo. Where are the people? What have they got

 

PPT

Internet materials.

Middle

10 min

10 min

10 min

Activity 1 (P, I).

Read the dialogue. Match problems 1-6 with solutions A-F. Then write and practice mini-dialogues about the situations.

Activity 2 (P,I).

Make up your own dialogue.

Formative Assessment

Descriptor A learner

Think of five famous people, or people in your class, and compare how they do things. Start each sentence with “he” or “she”. Use the verbs and adjectives in the box.

play speak work sing  dance  run   write learn act [your ideas]

good hard   bad clear   fluent quick [your ideas]

 

SB p.60

 

 

End

3 min

Feedback: Learners give their own opinion on the learnt material

Homework:Make up a dialogue

 

 

 

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 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?


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