Unit 1:Home and away

School :
Term 1, Home and away

Date: Teacher name:

CLASS: 5 Number present: absent:

Learning 5.C9 use imagination to express thoughts, ideas, experiences and feelings
objective(s) that 5.L1understand a sequence of supported classroom instructions
this lesson is 5.S1 provide basic information about themselves and others at sentence level on an
contributing to increasing range of general 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

Language Use numbers

objectives
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being
polite with each other.
Cross curricular Geography
links
ICT skills Projector
Previous learning

Plan

Planned Planned activities Resources

timings

Beginning Greeting.
Setting the aim of the lesson PPT
Pre-learning

Hang up three different posters (example - one of a yurt, one

of a skyscraper, one of a cottage) in the three corners of the
classroom. Tell students to choose one corner to stand in, and
talk about why they chose that poster. Why do people use
different houses

Middle Activity 1 (P, I) Learners listen and read the dialogue. Then Audio CDs
choose the correct words in 1-3. Listen again and practice the
dialogue. SB p.4

Activity 2 (W, P) Learnersask and answer questions. What

are objects 1- 12 in English? Use the words in the box.

What is this in English?

It’s a book.

Activity 3(W, f) Teacher show the pictures and students say

what it is.

Additional information
 Differentiation – how do Assessment – how are you Cross-curricular links
you plan to give more planning to check learners’
support? How do you plan learning?
to challenge the more able
learners?

More-abled students support Feedback on the work Geography

less-abled students Students write a telegram
More-abled learners can to the teacher in which
they describe what they
make up a dialogue.
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?

Checked:
Unit 1:Home and away
School:
Term 1, Homes

Date:04.09.2020 Teacher name:

CLASS: 5 Number present: absent:

Learning 5.C9 use imagination to express thoughts, ideas, experiences and feelings
objective(s) that 5.L1understand a sequence of supported classroom instructions
this lesson is 5.S1 provide basic information about themselves and others at sentence level on an
contributing to increasing range of general 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

Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being
polite with each other.
Cross curricular Geography
links
ICT skills Projector
Previous learning Homeandaway

Plan

Planned Planned activities Resources

timings

Beginning Greeting.
Setting the aim of the lesson PPT
Pre-learning

Hang up three different posters (example - one of a yurt, one

of a skyscraper, one of a cottage) in the three corners of the
classroom. Tell students to choose one corner to stand in, and
talk about why they chose that poster. Why do people use
different houses

Middle Activity 1 (W, I) Draw a house on board. Brainstorm words Audio CDs
learners know about houses. How many words do learners
know? Project about 10 pictures of different homes in Internet material
Kazakhstan on board and number them 1- 10. Learners make
links between any two homes orally e.g. 3 and 6 have got big
doors. 4 and 7 have got three floors. 2 and 9 have got small
gardens. 1 is a very big house but 8 is a very small house.
Learners write 3 - 6 sentences making links between different
 homes. How many different words about homes can they use?

Activity 2 (W, P)Pre-teach or elicit materials homes are made

of (wood, metal, glass, stone, brick, felt, twigs) Tell learners:
what yurts were made of; their shape; the different types; and
show pictures.

Project picture of two or three different yurts and a

contemporary home on board. Learners point to and say
materials: (wood, metal, glass, stone, brick, felt, twigs) then
say 3 differences between yurt e.g. The yurt is a circle shape
but the new home is a square shape. The yurt has felt walls but
the new home has stone walls. It is made of/ It looks/ It
sounds/ It tastes/ It smells Learners in pairs complete a T-chart
to show differences between two types of homes. They
compare charts with another pair.

Activity 3 Skills: Use of English (I, P, f)Write a word bank on

board for learners to label then write about their homes. (e.g.
apartment, house; bedroom, bathroom, kitchen, dining room,
living room, roof wall, window, door; small, big, beautiful)
Learners use blank A4 paper to draw and label their home.
They use the word bank to check if they can use all words.
Compare with a partner. Is their spelling correct? Ask learners
to underline any word they think is difficult to say ontheir
drawing e.g. window. Check pronunciation of all words.

Feedback: Learners give their own opinion on the learnt

material
Homework: Draw your bedroom

Additional information

Differentiation – how do Assessment – how are you Cross-curricular links

you plan to give more planning to check learners’
support? How do you plan learning?
to challenge the more able
learners?

More-abled students support Feedback on the work Geography

less-abled students Students write a telegram
More-abled learners can to the teacher in which
they describe what they
make up a dialogue.
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?
Unit 1:Home and away
School:
Term 1,Language Focus. Meeting people

Date:07.09.2020 Teacher name:

CLASS: 5 Number present: absent:

Learning 5.L1understand a sequence of supported classroom instructions

objective(s) that 5.UE11 use be on a limited range of familiar general and curricular topic
this lesson is 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range
contributing to of general topics
5.W1 plan, write, edit and proofread work at text level with support on a limited range of
general and curricular topics
5.W2 write with support a sequence of short sentences in a paragraph on a limited range
of familiar general topics

Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being
polite with each other.
Cross curricular Geography
links
ICT skills Projector
Previous learning Homes

Plan

Planned Planned activities Resources

timings

Beginning Greeting.
Setting the aim of the lesson PPT
Pre-learning (W)

The teacher interview learners:

What is your name?

How old are you?

Where are you from?

Middle Activity 1.(P,I) Look at the table and complete the short English Plus. SB p 5
 forms of the verb “be”.

Choose the correct words.

Activity 2. (G)Complete the sentences with words in the box.

Activity 3. (P) Complete the dialogue with the key phrases.

Practice the dialogue. Change the names in blue.

Alternative More-able learners can make up your own

dialogue.

Additional information

Differentiation – how do Assessment – how are you Cross-curricular links

you plan to give more planning to check learners’
support? How do you plan learning?
to challenge the more able
learners?

More-abled students support Feedback on the work Geography

less-abled students Students write a telegram
More-abled learners can to the teacher in which
they describe what they
make up a dialogue.
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?

Checked:

Unit 1:Home and away School :

Cities and countries

Date:09.09.2020 Teacher name:

CLASS: 5 b Number present: absent:

Learning .L1understand a sequence of supported classroom instructions
objective(s) that 5.S1 provide basic information about themselves and others at sentence
this lesson is level on an increasing range of general topics
contributing to 5.W3 write with support factual descriptions at text level which describe
people, places and objects
5.C8 develop intercultural awareness through reading and discussion

5.L6 deduce meaning from context in short, supported talk on an

increasing range of general and curricular topics
5.C1 use speaking and listening skills to solve problems creatively and
cooperatively in groups

Language Use personal pronouns and numbers

objectives
Value links Teamwork: Learners will work well together in pairs/ groups showing
respect and being polite with each other.
Cross curricular Geography
links
ICT skills Projector
Previous Meetingpeople
learning
 Plan
Planned Planned activities Resources
timings
Beginnin Greeting.
g Setting the aim of the lesson PPT
Speaking: students make up a dialogue using key
phrases on the blackboard

Key phrases

How are you?

Fine, thanks.
This is my friend.
See you later.
Bye!
Middle Listening Audio CDs
Students listen and read. Match the s-s with pictures Ex.1,p.6
Writing

Students match the countries to the capitals, write s-s, Ex.2,p.6

then listen and check their answers.

Role-play <Test your partner>

Students make true and false s-s about cities,
countries and capitals. Ex.4,p.6
The capital of Germany is Bonn.
No, the capital of Germany is Berlin.
End Feedback: Learners give their own opinion on the learnt
material

Additional information
Differentiation – how do Assessment – how are you Cross-curricular links
you plan to give more planning to check
support? How do you learners’ learning?
plan to challenge the
more able learners?

More-abled students Feedback on the work Geography

support less-abled Students write a
students telegram to the teacher
in which they describe
More-abled students are what they understood
given extra tasks (Make and what was difficult
true and false sentences for them
about cities, countries and
capitals)
 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?

Checked:

Unit 1:Home and away School:

Term 1, Numbers

Date:10.09.2020 Teacher name:.

CLASS: 5 b Number present: absent:

Learning 5.L1understand a sequence of supported classroom instructions
objective(s) that 5.C2 use speaking and listening skills to provide sensitive feedback to
this lesson is peers
contributing to
5.W3 write with support factual descriptions at text level which describe
people' s age ( How old are the people and animals?)

5.UE1 use a verb " to be" describing ages times and location, speaking on
a limited range of familiar general and curricular topics

Language Use personal pronouns and numbers

objectives
Value links Teamwork: Learners will work well together in pairs/ groups showing
respect and being polite with each other.
Cross curricular Maths
links
ICT skills Projector
Previous Cities and countries. Cities in GB and Kazakhstan.
learning

Plan
Planned Planned activities Resources
timings
Beginnin Greeting.
g Setting the aim of the lesson PPT
Speaking: students make up a dialogue using key
phrases on the blackboard

Key phrases

How are you?

Fine, thanks.
This is my friend. He\She is ten (eleven).
See you later.
Bye!
Middle Listening Audio CDs
Students listen and repeat. Point to the numbers. Ex.1,p.8
Writing

Studentswrite the age of the people and animals in the Ex.2,p.8

pictures.
www.youtube.com
Song «How old are you»

Describing pictures

End Feedback: Learners give their own opinion on the learnt

material

Additional information
Differentiation – how do Assessment – how are you Cross-curricular links
you plan to give more planning to check
support? How do you learners’ learning?
plan to challenge the
more able learners?

More-abled students Feedback on the work Maths

support less-abled Students write a
students telegram to the teacher
in which they describe
More-abled students are what they understood
given extra tasks and what was difficult
(Describing pictures) 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?

Unit 1:Home and away

Term 1, Reading for pleasure School

Date:16.09.2020 Teacher name:

CLASS: 5. b Number present: absent:

Learning objective(s) 5.L1understand a sequence of supported classroom instructions

that this lesson is 5.L3 understand an increasing range of unsupported basic questions on general and curricular
contributing to topics
5.S2 ask simple questions to get information about a limited range of general 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.L6 deduce meaning from context in short, supported talk on an increasing range of general and
curricular topics
Language objectives Use personal pronouns and numbers
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with
each other.
Cross curricular Maths
links
ICT skills Projector
Previous learning What's in my classroom

Plan

Planned Planned activities Resources

timings

Beginning Greeting.
Setting the aim of the lesson PPT
Speaking: students make up a dialogue using key phrases on the
blackboard

Key phrases

How are you?

Fine, thanks.
This is my friend. He\She is ten (eleven).
See you later.
Bye!
Middle Read the texts and then answer the questions. Discuss them with the Audio CDs
whole class.
Hi! My name’s Sasha. I'm eleven. I'm from Russia. I live in a Ex.1,4 p.9
big house. It is a two-storied building. There are many windows and
it is light inside. We have a lawn in front of the house where I usually
fly my kite. Email me at sasha05@abc.com.
Ex.5,p.9
Hello! I'm Rosa. I'm eight and I'm from Spain. I like cooking
and visiting different countries. Last year we went to Thailand. We www.youtube.com
lived in a small house made of twigs. It was very comfortable and
cozy. You can ask me questions. My email address is ex.2,p.9
rosa1@abc.com . Please write to me!
Hi! My name's Yusuf and I'm ten. I'm Canadian. I live in
Toronto. I like to visit my Grandma. She lives in the countryside, she
has a wooden house. She has a lot of flowers in front of her house.
Send an email to me at yusuf10@quickmail.com
Questions: 1. Does Sasha live in a block of flats? 2. Who likes to
visit his Granny? 3. Who lives in the countryside? 4. Where did Rosa
go last year? 5. Where did Rosa live in Thailand? 6. Do you like
travelling? Why?
Descriptor A learner • reads the text; • gives full answers to the
questions; • interacts with peers while answering the questions.

End Feedback: Learners give their own opinion

Additional information

Differentiation – how do you Assessment – how are you Cross-curricular links

plan to give more support? planning to check learners’
How do you plan to challenge learning?
the more able learners?

More-abled students support Feedback on the work Maths

less-abled students Students write a telegram to
More-abled students are given the teacher in which they
describe what they
extra tasks (Describing
understood and what was
pictures) 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?

Checked:

Unit 1:Home and away

Term 1, : What's in my classroom School:

Date:14.10.2020 Teacher name:

CLASS: 5 b Number present: absent:

Learning objective(s) 5.L1understand a sequence of supported classroom instructions
that this lesson is 5.UE1 use appropriate countable and uncountable nouns, including common noun phrases
contributing to describing times and location, on a limited range of familiar general and curricular topics
5.L6 deduce meaning from context in short, supported talk on an increasing range of general and
curricular topics
5.S6take turns when speaking with others in a growing range of short, basic exchanges
5.W3 write with support factual descriptions at text level which describe people, places and objects
Language objectives Use personal pronouns and numbers
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with
each other.
Cross curricular Maths
links
ICT skills Projector
Previous learning Numbers

Plan

Planned Planned activities Resources

timings

Beginning Greeting.
Setting the aim of the lesson PPT
Speaking: students make up a dialogue using key phrases on the
blackboard

Key phrases

How are you?

Fine, thanks.
This is my friend. He\She is ten (eleven).
See you later.
Bye!
Middle Speaking Audio CDs
Students complete the pictures with numbers and make s-s. Ex.1,4 p.9
Writing

Students write s-s with there is\ there are Ex.5,p.9

Song «How old are you» www.youtube.com

ex.2,p.9
Listening
Students listen the text and choose the correct words

End Feedback: Learners give their own opinion on the learnt material

Additional information

Differentiation – how do you Assessment – how are you Cross-curricular links

plan to give more support? planning to check learners’
How do you plan to challenge learning?
the more able learners?

More-abled students support Feedback on the work Maths

less-abled students Students write a telegram to
More-abled students are given the teacher in which they
describe what they
extra tasks (Describing
understood and what was
pictures)
 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?

Checked:

Unit 4:Living things

Term 1, A Festival School:

Date:30.09.2020 Teacher name:

CLASS: 5 b Number present: absent:

Learning objective(s) 5.L1understand a sequence of supported classroom instructions

that this lesson is 5.L3 understand an increasing range of unsupported basic questions on general and curricular
contributing to topics
5.L6 deduce meaning from context in short, supported talk on an increasing range of general and
curricular topics
5.C4 evaluate and respond constructively to feedback from others
5.S1 provide basic information about themselves and others at sentence level on an increasing
range of general topics
5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

Language objectives Use personal pronouns and numbers

Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with
each other.
Cross curricular Literature
links
ICT skills Projector

Previous learning Families

Plan

Planned Planned activities Resources

timings

Beginning Greeting.
Setting the aim of the lesson PPT
Speaking: students make up a dialogue using key phrases on the
blackboard

Key phrases

What is your brother’s name? (sister’s)

How old is he\she?
He\She is ten (eleven).

Middle Read the texts and then answer the questions. Discuss them with the Audio CDs
whole class.
Descriptor A learner SB ex.1-2,p.42

• reads the text; Ex.3,p.42

• gives full answers to the questions.
Internet material
Find the phrases in blue in the text and complete the s-s about you.

End Feedback: Learners give their own opinion on the learnt material

Additional information

Differentiation – how do you Assessment – how are you Cross-curricular links

plan to give more support? planning to check learners’
How do you plan to challenge learning?
the more able learners?

More-abled students support Feedback on the work Literature

less-abled students Students write a telegram to
More-abled students are given the teacher in which they
describe what they
extra tasks (Making up a
understood and what was
dialogue)
 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?

Checked:

Unit 4:Living things

Term 1, My Family and possessions School:

Date:02.10.2020 Teacher name:

CLASS: 5 b Number present: absent:

Learning objective(s) 5.L3 understand an increasing range of unsupported basic questions on general and curricular
that this lesson is topics
contributing to 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 and their
possessions
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.W8 spell most high-frequency words accurately for a limited range of general topics

Language objectives Use possessive adjectives and the verb have got.
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with
each other.
Cross curricular Literature
links
ICT skills Projector

Previous learning A Festival

Plan

Planned Planned activities Resources

timings

Beginning Greeting.
Setting the aim of the lesson PPT
Pre learning

Learners talk about their families

Middle Activity 1. (P,I) Audio CDs

Complete and write sentences with forms of have got. SB ex.1-6,p.43

Alternative.

Students can make their own sentences using the right form of the
verb have.

Activity 2. (P,I)

Choose the correct possessive adjectives.

Activity 3. (P)

Make up a dialogue about your family

Alternative.

Students can take an interview or write true or false sentences about

their families and read the sentences in the class.

End Feedback: Learners give their own opinion on the learnt material

Additional information
 Differentiation – how do you Assessment – how are you Cross-curricular links
plan to give more support? planning to check learners’
How do you plan to challenge learning?
the more able learners?
More-abled students support Feedback on the work Literature
less-abled students Students write a telegram to
More-abled students can take an the teacher in which they
interview or write true or false describe what they
sentences about their families understood and what was
and read the sentences in the difficult for them
class.

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?

Checked:
Unit 4:Living things
Term 1, Describing people and families School:

Date:09.10.2020 Teacher name:

CLASS: 5 b Number present: absent:

Learning objective(s) 5.L3 understand an increasing range of unsupported basic questions on general and curricular
that this lesson is topics
contributing to 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 and their
possessions
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.W8 spell most high-frequency words accurately for a limited range of general topics

Language objectives Use adjectives

Cross curricular Literature
links
ICT skills Projector

Previous learning My Family and possessions

Plan

Planned Planned activities Resources

timings

Beginning Greeting.
Setting the aim of the lesson PPT
Pre learning

Learners answer the questions:

- Is your family big or small?

- Have you got brothers and sisters?
- How many brothers and sisters have you got?
- Are they kind and nice?
Check the meanings of the adjectives on page 81 of the Workbook.
Which four words describe appearance? Which are opposites?

Middle Activity 1. (P,I) SB p 44

Choose two adjectives for each of the people in the photos 1-6. Internet materials.

Activity 2. (G)

Look at the information about the TV programme and look at the

interviewer’s notes. Guess the answer to the question.

Activity 3. (I)

Describe the picture on page 44.

Alternative.

Students can describe their own pictures or make up a dialogue.

 End Feedback: Learners give their own opinion on the learnt material

Additional information

Differentiation – how do you Assessment – how are you Cross-curricular links

plan to give more support? planning to check learners’
How do you plan to challenge learning?
the more able learners?
More-abled students support Feedback on the work Literature
less-abled students Students write a telegram to
More-abled students can the teacher in which they
describe what they
describe their own pictures or
understood and what was
make up a dialogue. 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?

Checked:

Unit 4:Living things

School:
Term 1,: People's appearance and possessions
Date:12.10.2020 Teacher name:
CLASS: 5 b Number present: absent:
Learning 5.L3 understand an increasing range of unsupported basic questions on general
 objective(s) that and curricular topics
this lesson is 5.C5use feedback to set personal learning objectives
contributing to 5.S4 respond with limited flexibility at sentence level to unexpected comments
on an increasing range of general and curricular topics using a structure have got
( affirmative, negative, questions and short answers) p.45
5.UE1 use appropriate form of " have got" describing people's appearance and
possessions
5.S7 use appropriate subject-specific vocabulary and syntax to talk about a
limited range of general topics
Language Use have got: affirmative, negative, questions and short answers
objectives
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and
being polite with each other.
Cross curricular Literature
links
ICT skills Projector

Previous Describing people and families

learning

Plan
Planned Planned activities Resources
timings
Beginnin Greeting.
g Setting the aim of the lesson PPT
Pre learning

Look at the two pictures of a family and find eight

differences.

Middle Activity 1. (P,I) SB p 45

Make the sentences negative. Use the words in the box. Internet materials.

Activity 2. (P,I)

Choose the correct words.

Activity 3. (P,I)

Make question with have got. Then ask and answer the
questions with a partner.

Alternative.

More able students can make their own sentences.

End Feedback: Learners give their own opinion on the learnt

material
 Additional information
Differentiation – how do Assessment – how are you Cross-curricular links
you plan to give more planning to check
support? How do you learners’ learning?
plan to challenge the
more able learners?

More-abled students Feedback on the work Literature

support less-abled Students write a
students telegram to the teacher
in which they describe
More able students can
what they understood
make their own sentences and what was difficult
for them

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:

Checked up:

Unit 4:Living things

Term 1,: People in a photo

Date:19.10.2020 Teacher name:

CLASS: 5 b Number present: absent:

Learning 5.L3 understand an increasing range of unsupported basic questions on general and
objective(s) that curricular topics
this lesson is 5.W3 write with support factual descriptions at text level which describe people
contributing to 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class
 exchanges
5.C4 evaluate and respond constructively to feedback from others ( Teacher's book p.117)
Language Use have got: affirmative, negative, questions and short answers
objectives
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being
polite with each other.
Cross curricular Literature
links
ICT skills Projector

Previous learning People's appearance and possessions

Plan

Planned Planned activities Resources

timings

Beginning Greeting.
Setting the aim of the lesson PPT
Pre learning

Look at the photo. What has Sally got on her computer?

Key phrases. Describing people (SB p46)

Middle Activity 1. (P,I) SB p 46

Look at the photos below and the phrases in the box. Who is Internet materials.
who? Practice mini-dialogues.

Activity 2. (P,I)

Make up short dialogues.

End Feedback: Learners give their own opinion on the learnt

material

Additional information

Differentiation – how do Assessment – how are you Cross-curricular links

you plan to give more planning to check learners’
support? How do you plan learning?
to challenge the more able
learners?

More-abled students support Feedback on the work Literature

less-abled students Students write a telegram
More able students can to the teacher in which
they describe what they
make their own short
understood and what was
dialogues. difficult for them
 Checked up:

Unit 4:Living things

School
Term 1, My country

Date: 23.10.2020 Teacher

CLASS: 5 b Number present: absent:

Learning 5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of
objective(s) that general and curricular topics
this lesson is 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class
contributing to exchanges
5.UE1 use appropriate conjunctions and, or, but describing people
5.UE3 use a growing variety of adjectives and on a limited range of familiar general and
curricular topics
Language Use appropriate conjunctions and, or, but describing people
objectives
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being
polite with each other.
Cross curricular Literature
links
ICT skills Projector

Previous learning Describing people for ablog

Plan

Planned Planned activities Resources

timings

Beginning Greeting.
Setting the aim of the lesson PPT
Pre learning Internet materials.

Learners describe different pictures

Middle Activity 1. (P,I) SB ex.1, p 48

Read the modal text. Who are people 1-5?

 Write their names.

Activity 2. (P,I) SB ex.2,p.48

Complete the sentences with and, but and or.

Activity 3. (G) SB ex.5,p.48

Look at the photo and imagine that this people are friends and
family at a party.

Write a description of the photo for a blog or social network

site.

Alternative.

Students can describe their own families for a blog or a social

network site.

End Feedback: Learners give their own opinion on the learnt

material

Checked up

Unit 4:Living things. Summative control

work School
Term 1,

Date:02.11.2020 Teacher name:

03.11.2020

CLASS: 5 b Number present: absent:

Learning objective(s) 5.L3 understand an increasing range of unsupported basic questions on general and curricular
that this lesson is topics
contributing to 5.S1 provide basic information about themselves and others at sentence level on an increasing
range of general topics
5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges
5.W8 spell most high-frequency words accurately for a limited range of general topics
Some learners will be able to:
- Make their own quiz

Language objectives Use adjectives in comparative and superlative form

Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being polite with
each other.
Cross curricular Biology, Geography
links
ICT skills Projector

Previous learning Describing people for a blog

Plan
Planned Planned activities Resources
timings

Beginning Greeting.
Setting the aim of the lesson PPT
Pre learning Internet materials.

Learners fill the blanks with the words in the box and answer the
questions about animals.

Middle I. Reading SB ex.1, p 48

Read the text and choose correct answer (6 SB ex.3, p 48
marks)
Christopher Columbus, 1492 SB ex.4,p.48
Christopher Columbus, born in Italy, always
dreamed of being a sailor. When he was 13,
Christopher became a cabin boy. He sailed to many SB ex.5,p.48
lands and became a captain.
For many years, Columbus asked kings and queens
to give him money for food and ships so he could
find a new route to China and India.
Finally King Ferdinand and Queen Isabella of Spain
gave him money. In return he promised to give
them new lands, spices, and new people to become
Christians.
Columbus had three ships: the Nina, the Pinta, and
the Santa Maria. They left Spain in August, 1492.
On October 12th, after two months of a difficult
journey, the Pinta first spotted land. Columbus
called this land San Salvador. No one knows the
exact location of the landing spot, but it is often
thought to be an island in what is now called the
Bahamas.
In the late 18th century, many countries started
celebrating the anniversary of Christopher
Columbus's arrival in the Americas on October 12,
1492.

1.  Who gave Columbus the money for his ships

and crew?
a) the queen of Portugal
b) the government of Italy
c) the king and queen of Spain

2.  What was Columbus's first job?

A) cabin boy
b) captain
c) ship builder

3.  When did Columbus first land in America?

a) May 11, 1472
b)cAugust 12, 1492
c) October 12, 1492
 4.What did Columbus name his landing spot?
a) San Salvador
b) Bahamas
c )America

5. Which of Columbus's 3 ships first spotted land in

the New World?
a) Nina
b) Pinta
c) Santa Maria

6. Where was Christopher Columbus born?

a) India
b) Italy
c) Spain

II.Use of English
Task 2 Choose the correct words. (4 marks)
1 We are / am from Poland.
2 There is / area pen on the table.
3 My school isn’t small. She / Itis very big.
4 What are those / this in Spanish?
5 The restaurant is/ amopposite the park.
6 There are/ is a lotof students here.
7 This is a good café. It’s / Its name is Brazil.
8 Steve is Tom’s / Toms brother.

Additional information

Differentiation – how do you Assessment – how are you Cross-curricular links

plan to give more support? planning to check learners’
How do you plan to challenge learning?
the more able learners?

More-abled students support Feedback on the work Literature

less-abled students Students write a telegram to
More able students can make the teacher in which they
their own quiz. 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?

Unit 4:Living things. Locations of items

Term 1, School

Date:26.10.2020 Teacher name

CLASS: 5 b Number present: absent:

Learning objective(s) 5.UE9 use prepositions of place and a structure there is / there are to describe where something is
that this lesson is on a limited range of familiar general and curricular topics
contributing to 5.C6 organise and present information clearly to others
5.L3 understand an increasing range of unsupported basic questions on general and curricular
topics
5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general
topics
Language objectives Use adjectives in comparative and superlative form
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 My Country. Living things

Plan

Planned Planned activities Resources

timings

Beginning Greeting.
Setting the aim of the lesson PPT
Pre learning Internet materials.
Learners describe the picture on page 49.
Learners match classroom objects with the words in the box.

Middle Activity 1. (I) SB ex.1, p 49

Complete the sentences. Then listen and check.
Activity 2. (P,I) SB ex.5, p 49
Listen and repeat the dialogue.
Activity 2. Alternative.
More able students make up their own dialogue.

End Feedback: Learners give their own opinion on the learnt material

Additional information

Differentiation – how do you Assessment – how are you Cross-curricular links

plan to give more support? planning to check learners’
How do you plan to challenge learning?
the more able learners?

More-abled students support Feedback on the work

less-abled students Students write a telegram to
More able students can make up the teacher in which they
their own dialogue. 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?

Checked up:
 Unit 4:Living things
School:
Term 1, My Family. Project

Date:28.10.2020 Teacher name:

CLASS: 5 b Number present: absent:

Learning 5.L3 understand an increasing range of unsupported basic questions on general and
objective(s) that curricular topics
this lesson is 5.S1 provide basic information about a family and a family tree others at sentence level
contributing to on an increasing range of general 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.R3 understand the detail of an argument on a limited range of familiar general and
curricular topics5
5.R6 recognise the attitude or opinion of the writer in a song

Language Use adjectives in comparative and superlative form

objectives
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 Locations of items

Plan

Planned Planned activities Resources

timings

Beginning Greeting.
Setting the aim of the lesson PPT
Pre learning Internet materials.

Look at the picture and say what do you see. What can you
describe these people?

Middle Activity 1. (G) SB ex.1, p 50

Look at Akbota’s family tree. Complete the sentences. SB ex.2, p 50

Activity 2. (P,I)

Read the text. Write True or False. SB ex.3, p 50

Activity 3. (I)

Draw your family tree and talk about your family.

Activity 1. Alternative.

Students can make more sentences about Akbota’s family.

 Activity 3.

Students can prepare a poster in groups.

End Feedback: Learners give their own opinion on the learnt

material

Additional information

Differentiation – how do Assessment – how are you Cross-curricular links

you plan to give more planning to check learners’
support? How do you plan learning?
to challenge the more able
learners?
More-abled students support Feedback on the work
less-abled students Students write a telegram
More able students can draw to the teacher in which
a Family tree and talk about they describe what they
your family. 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?

Checked:
 Unit 4:Living things
School
Term 1, Revision

Date:19.10.2020 Teacher name:

CLASS: 5 b Number present: absent:

Learning 5.L3 understand an increasing range of unsupported basic questions on general and
objective(s) that curricular topics
this lesson is 5.W3 write with support factual descriptions at text level which describe people
contributing to 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class
exchanges
5.C4 evaluate and respond constructively to feedback from others ( Teacher's book p.117)
Language Use have got: affirmative, negative, questions and short answers
objectives
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and being
polite with each other.
Cross curricular Literature
links
ICT skills Projector

Previous learning People's appearance and possessions

Plan

Planned Planned activities Resources

timings

Beginning Greeting.
Setting the aim of the lesson PPT
Pre learning

Look at the photo. What has Sally got on her computer?

Key phrases. Describing people (SB p46)

Middle Activity 1. (P,I) SB p 46

Look at the photos below and the phrases in the box. Who is Internet materials.
who? Practice mini-dialogues.

Activity 2. (P,I)

Make up short dialogues.

End Feedback: Learners give their own opinion on the learnt

material
 Additional information

Differentiation – how do Assessment – how are you Cross-curricular links

you plan to give more planning to check learners’
support? How do you plan learning?
to challenge the more able
learners?

More-abled students support Feedback on the work Literature

less-abled students Students write a telegram
More able students can to the teacher in which
they describe what they
make their own short
understood and what was
dialogues. difficult for them

Checked up:

Unit 5:Values
School
Term 2, Lesson1: Celebrations and
special days

Date:04.11.2019 Teacher name:

 CLASS: 5b Number present: absent:
Learning 5.L1understand a sequence of supported classroom instructions
objective(s) that 5.L2 understand an increasing range of unsupported basic questions which ask
this lesson is for personal information
contributing to 5.C6 organise and present information clearly to others
5.S4 respond with limited flexibility at sentence level to unexpected comments
on an increasing range of general and curricular topics
5.R3 understand the detail of an argument on a limited range of familiar general
and curricular topics
5.W4 write with support a sequence of extended sentences in a paragraph to give
basic personal information
5.C6 organise and present information clearly to others
5.W7 use with some support appropriate layout at t5.R3 understand the detail of
an argument on a limited range of familiar general and curricular topics
5.C2 use speaking and listening skills to provide sensitive feedback to peers
Language Present simple
objectives
Value links Teamwork: Learners will work well together in pairs/ groups showing respect and
being polite with each other.
Cross curricular History
links
ICT skills Projector
Previous Unit revision
learning

Plan
Planned Planned activities Resources
timings
Beginnin Greeting.
g Setting the aim of the lesson PPT
Pre learning Internet materials.
2 min
Do the Celebrations Quiz. Then listen and check your
5 min answers.

Middle Activity 1 (G, I). SB ex.3-4, p 54

10 min Choose the correct combinations of verbs and nouns.
20 min Descriptor A learner SB ex.5, p 54
Choose the correct combinations of verbs and
nouns.

Activity 2 (P,I).
Make up a dialogue. Talk about your activities on
special days.

Alternative
Students can make their own sentences.
End Feedback: Learners give their own opinion on the learnt
3 min material
Homework: WB p.34

Additional information
Differentiation – how do Assessment – how are you Cross-curricular links
you plan to give more planning to check
support? How do you learners’ learning?
plan to challenge the
more able learners?

More-abled students Feedback on the work

support less-abled Students write a
students telegram to the teacher
in which they describe
More able students can
what they understood
make their own sentences.
and what was difficult
for them

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?

Checked up: