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

Past Simple

Value links

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

Cross curricular links

Geography, History

ICT skills

Projector

Previous learning

Famous Kazakh artists

Plan

Planned timings

Planned activities

Resources

Beginning

2 min

5 min

Greeting.

Setting the aim of the lesson

Pre- learning

What countries do you know?

What jobs do you know?

What do you know about New Zealand?

 

English plus SB.

 p.78

PPT

 

Middle

10 min

10 min

10 min

 

Activity 1 (G,P,I)

Read the text and answer the questions.

Activity 2 (I)

Fill in the correct past simple form of the verb.

Ben __________ Emily at the party (to see). He ___________ to her about the music (to speak). Ben __________ fish and chips for lunch (to eat). Lucy ___________ me her photographs (to see). Jake ___________ a new camera (to buy).

Activity 3 (P,I)

Make up sentences using if, when, where, before, after and pictures. Example: I finish my homework before I play computer games. My father plays chess when he comes from work.

Alternative

Activity 1 (G,P,I)

Students can make poster about their country.

 

 

Formative Assessment

Descriptor     

 A learner

 

· Fill in the correct past simple form of the verb.

 

 

End

3 min

Feedback: Learners give their own opinion on the learnt material

Homework:WB p.48

 

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 make poster about their country

 

Feedback on the work

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

 


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