Открытый урок по английскому языку

Long-term plan unit: Fantazy world				School: Yntaly Secondary School
Lesson 1
Date: 19.02.2018				Teacher name:
CLASS: 5				Number present:	absent:
Theme of the lesson: Places in a town 1
Learning objective (s) that this lesson is contributing to			5.1.4.1- evaluate and respond constructively to feedback from others; 5.1.7.1- develop and sustain a consistent argument when speaking or writing; 5.2.1.1- understand a sequence of supported classroom instructions;
Lesson objectives			All learners will be able to:
			Most learners will be able to: • learn vocabulary for places in a town• ask and answer questions about my favourite place in town.
			Some learners will be able to:
Success criteria			Read and identify the main idea in the text Identify details in a text with little support Provide a point of view in connected sentences
Value links			Respect, cooperation and transparency;
Cross curricular links			Geography
Plan
Stages of the lesson	Planned activities (replace the notes below with your planned activities)					Teacher’s notes
Beginning	• Books closed. Ask: What places are there in your town? • Elicit places from the class, e.g. cinemas and sports centres, and write the words on the board.
Middle	Ask students to open their books at page 69. • Students describe what the people in the photos are doing, e.g. watching a football game, looking at bags. Then theywork in pairs to do the matching exercise. • Play the recording. • Students listen to it and check their answers. • Play the recording again for students to repeat the words. Pay particular attention to the pronunciation of museum which is /mjuː'zɪəm/ rather than /mjuː'zeɪəm/.					Answers the sports centre isn’t in the photo 1 museum 2 shopping centre 3 sports stadium 4 cinema 5 skate park 6 bowling alley 7 market
	2 2.11 Play the recording. • Students identify the sounds and match them with the places pictured. • Students compare answers in pairs before you check answers with the class. • To extend the work on the vocabulary, you could askstudents to divide the places into the following three groups: places where we buy things (shopping centre, market), places where we do or watch sports (sports stadium, bowling alley, sports centre, skate park) and cultural centres (museum, cinema). Students could also add some words in each category.					Answers 1 sports stadium 2 cinema 3 shopping centre 4 bowling alley 5 museum 6 market 7 skate park
Optional activity	• Write icon on the board and explain that it is a picture or symbol used on a computer screen to represent something, e.g. the play icon represents a video player. • Put students in pairs to design icons for the different places in Exercise 1, e.g. using this website: http://makeappicon.com/ • Students show their icons to another pair and test them on what their icons represent by asking What’s this?
	3 • Read out each of the four questions in the chart and write your own answers to them on the board. Write notes rather than full sentences, e.g. every Saturday, with my friends, go to the cinema. • Give students a couple of minutes to copy and complete the chart with their own information. Fast finishers Students can turn to the Vocabulary bank on page 121 and do the Jog your memory! activity. 4 • Put students in pairs so that they can ask and answer the questions in the chart in Exercise 4. • Monitor and check that students are completing the chart with their partner’s information. • Tell students about a famous place that you would like to go to, e.g. I really want to go to the Grand Bazaar in Istanbul because I love visiting markets. • Put students in pairs. • Ask students to use their smartphones to show each other a photo of a famous place that they would like to go to, e.g. The Maracana Stadium in Rio or the Dubai Mall in the United Arab Emirates. • Students tell each other why they want to go the famous place, e.g. I really want to go to the Louvre because I love beautiful paintings.
End	Optional activity • Students work in pairs to write a profile of a famous place in their city, e.g. a market. • Students should include the following information: the name of the place, how old it is, what people can see and do there. • Give students three or four minutes to write their profiles. • Students can read out their profile to another pair.
Homework	Set Exercises 1, 2, 3 and 4 on page 49 of the for homework. You could also ask students to do the following vocabulary exercises: http://learnenglishteens.britishcouncil.org/grammarvocabulary/ vocabulary-exercises/places-town
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?				Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support		-through questioning and the redirecting of questioning in feedback activities -through observation in group and  end performance activities -through formative task				-White board and video is used no more than 10 minutes -Use water based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION		Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

Оқу ісінің меңгерушісі: Елубаева Г.Б

Long-term plan unit: Fantazy world				School: Yntaly Secondary School
Lesson 2
Date: 21.02.2018				Teacher name:  Kalkabaeva Zhanar
CLASS: 5				Number present:		absent:
Theme of the lesson: Fantazy or reality?
Learning objective (s) that this lesson is contributing to			5.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 5.4.1.1-  understand  the main points in a limited range of short simple texts on general and curricular topics; 5.4.2.1-  understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics;
Lesson objectives			All learners will be able to:
			Most learners will be able to: • read a text about fantasy or reality. • learn extreme adjectives. • talk about historic places in my country.
			Some learners will be able to:
Success criteria			Read and identify the main idea in the text Identify details in a text with little support Provide a point of view in connected sentences
Value links			Lifelong  learning.
Cross curricular links			Science
Plan
Stages of the lesson	Planned activities (replace the notes below with your planned activities)				Teacher’s notes
Beginning	• Books closed. Write Lord of the Rings on the board. Ask: What do you know about Lord of the Rings? • Elicit students’ ideas and write them on the board.
Middle	1 • Students open their books at page 70, look at the photos and the title and say whether they think the places are real or from a film. Encourage all students to express their opinions. • Make sure students understand the meaning of the title and the difference between fantasy and reality. 2 • Give students a few minutes to read the text to check their answers to Exercise 1. • Check students’ understanding of the words introduced in the text by going through the text and asking questions, e.g. What is enormous? What place in your country is ancient? What is rocky? If necessary, teach the phrase on the coast of, e.g. on the coast of north-west France. • Encourage students to use context to help them work out the meaning of new words.
	3 • Check weaker students’ understanding of the following words from the text: enormous, ancient, levels, model, and rocky. Stronger students should be able to work out the meanings of the words from context. • Read out the four sentences. • Give students time to read the text again. • Put students into small groups to do the exercise. Remind students they must correct the false sentences. • Check answers. • Refer students to the information in the FACT! box.				Answers 2 F (It’s possible to visit one town from the fi lm The Lord of the Rings.) 3 F (Minas Tirith has a castle at the top.)
extreme adjectives	• Ask: Do ‘good’ and ‘brilliant’ mean the same thing? • Explain that brilliant means very good and that it is an example of an extreme adjective, i.e. an adjective that intensifies or makes stronger the meaning of a ‘normal’ adjective such as good. • Ask students to find the four extreme adjectives in the text. Allow weaker students to use dictionaries. • Check answers.				Answers 2 tiny 3 fantastic 4 ancient
	5 • To help weaker students, complete the fi rst example sentence with the class. Remind students the words are from Exercise 4. • Ask students to work in pairs to complete the sentences. • Check answers. • To extend the work on extreme adjectives, you could ask students to turn to the Vocabulary bank on page 121 and do the Explore extreme adjectives activities.				Answers 2 fantastic 3 enormous 4 tiny
End	Ask students to name famous places in Rome. Elicit their ideas, e.g. the forum or the Colosseum, and then read out the information about the video. • Play the video. • Students watch it and answer the two questions. • Check answers. • Ask students to tell their partner about a place in Rome they’d like to visit. • See page 138 for further activities you can do with this video.				Answers More than 2 million people visit Rome every year. The Colosseum was a place for games and the games were fights. There were about 50,000 people for every fight
Homework	Set Exercise 5 on page 50 and Exercises 1, 2, 3, 4 and 5 on page 53 of the for homework.
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?			Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support		-through questioning and the redirecting of questioning in feedback activities -through observation in group and  end performance activities -through formative task			-White board and video is used no more than 10 minutes -Use water based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION		Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

Оқу ісінің меңгерушісі: Елубаева Г.Б

Short term plan template

Long-term plan unit: Fantazy world				School: Yntaly Secondary School
Lesson 3
Date: 22.02.2018				Teacher name:  Kalkabaeva Zhanar
CLASS: 5				Number present:		absent:
Theme of the lesson: Language focus 1 Past simple irregular verbs
Learning objective (s) that this lesson is contributing to			5.6.1.1- use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics; 5.6.3.1-  use a growing variety of adjectives and  regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics; 5.6.4.1- use determiners including any, no each, every on a limited range of familiar general and curricular topics;
Lesson objectives			All learners will be able to:
			Most learners will be able to: • learn the past simple forms of irregular verbs.• learn to ask and answer questions using the past simple form of irregular verbs.
			Some learners will be able to:
Success criteria			Provide a point of view in connected sentences Provide unprepared speech to answer a variety of questions at sentence level with limited flexibility Interact with each other delivering content correctly and clearly to others
Value links			Lifelong  learning.
Cross curricular links			Kazakh, Russian
Plan
Stages of the lesson	Planned activities (replace the notes below with your planned activities)				Teacher’s notes
Beginning	• Books closed. Write on the board: I have a pet dog. They run to school. • Ask students if the know the past simple forms of the underlined verbs. • Elicit or teach had and ran. Write: I had a pet dog. They ran to school.
Middle	1 • Ask students to open their books at page 71. • Tell students that the example sentences are from the text on page 70. • Ask students to look back at the text and complete the sentences. • Check answers. • For further information and additional exercises, students can turn to page 113 of the Grammar reference section.				Answers I / He / She / It / We / You / They + Peter Jackson made the films in New Zealand. We went to see Hobbiton. – They didn’t keep all the towns after the film. I didn’t see Minas Tirith.
	2 • Ask students to read through the text, ignoring the gaps for the moment. • Point out the example and refer students to the Irregular verbs list on page 127. • Put students in pairs and ask them to complete the text. • Check answers by choosing eight students to write a verb in turn on the board.				Answers 2 had 3 saw 4 knew 5 did 6 took 7 got 8 made
	3 • Ask a student to read out the example sentence. • Students can work alone to rewrite the sentences. Remind them they are making them negative. • Ask students to compare answers in pairs before you check the answers with the class.				Answers 2 He didn’t go on holiday with his friends. 3 We didn’t get home very late. 4 She didn’t know a lot about the castle. 5 I didn’t see a lot of interesting things at the museum. 6 It didn’t take a long time to get to the beach.
	Your turn 4 • To help weaker students, you could elicit some ideas from the class before they make any notes. • If some students have not been on holiday recently, ask them to think back to a holiday when they were younger, or make one up. • Monitor and help as necessary. 5 • Put students in pairs. • Students practise asking and answering the questions they wrote in Exercise 4. • When finished, ask two or three pairs to report back to the class the things they did on holiday that were the same.
End	Game • Play Fill The Blanks to practise irregular verbs. • See Games Bank on page 28.
Homework	Set Exercises 1, 2, 3 and 4 on page 50 of the Workbook for homework.
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?			Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support		-through questioning and the redirecting of questioning in feedback activities -through observation in group and  end performance activities -through formative task			-White board and video is used no more than 10 minutes -Use water based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION		Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

Оқу ісінің меңгерушісі: Елубаева Г.Б

Long-term plan unit: Fantazy world				School: Yntaly Secondary School
Lesson 4
Date: 26.02.2018				Teacher name:  Kalkabaeva Zhanar
CLASS: 5				Number present:		absent:
Theme of the lesson: Home and garden
Learning objective (s) that this lesson is contributing to			5.2.6.1- deduce meaning from context in short, supported talk on an increasing  range of general and curricular topics; 5.2.7.1- recognize the opinion of the speaker(s) in basic, supported talk on an increasing  range of general and curricular topics
Lesson objectives			All learners will be able to:
			Most learners will be able to: • learn vocabulary for the home and garden.• listen to a conversation about a new house.
			Some learners will be able to:
Success criteria			Provide a point of view in connected sentences Provide unprepared speech to answer a variety of questions at sentence level with limited flexibility Interact with each other delivering content correctly and clearly to others
Value links			Respect, cooperation and transparency;
Cross curricular links			Biology
Plan
Stages of the lesson	Planned activities (replace the notes below with your planned activities)				Teacher’s notes
Beginning	• Write house and garden on the board. • Put students into groups. • Give groups a minute to list things they would find in the garden and the outside of a house, e.g. roof, gate, garage, wall.
Middle	1 2.12 Ask students to open their books at page 72. • Students work in pairs to do the matching exercise. • Play the recording. • Students check their answers and repeat the words. • To extend the work on this, you could ask students turn to the Vocabulary bank on page 121 and do the Home and garden activity.				Answers 1 ladder 2 house 3 roof 4 garage 5 barbecue 6 garden 7 wall 8 gate
	2 • Do this activity with the whole class. • Make sure students understand that they should talk about their own home in this exercise. • Ask for volunteers to give their sentences (students who live in houses will probably find it easier to contribute).
	3 • Revise the following prepositions of place: opposite, behind, next to, in front of. Do this by putting objects around the class and eliciting the preposition to describe their location. • Students can work in pairs to complete the exercise. • Check answers.				Suggested answers There’s a barbecue in front of the house / behind the wall. There’s a tree next to the house. There’s a ladder next to the house / garage. There’s a gate in front of the car. There’s a car behind the gate. There’s a car in front of the house. There's a car opposite the house.
	6 • Give students fi ve minutes to draw their fantasy garden. • Students should label their garden.
	7 • Read out the examples. • Put students in pairs to ask and answer questions about their partner’s fantasy garden and draw a picture of it (students shouldn't show each other their pictures at this stage). Students can ask questions such as: Is there a swimming pool? Where is the barbecue?
Homework	Set Exercises 1, 2, 3 and 4 on page 51 of the Workbook for homework.
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?			Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support		-through questioning and the redirecting of questioning in feedback activities -through observation in group and  end performance activities -through formative task			-White board and video is used no more than 10 minutes -Use water based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION		Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

Оқу ісінің меңгерушісі: Елубаева Г.Б

Long-term plan unit: Fantazy world				School: Yntaly Secondary School
Lesson 5
Date: 28.02.2018				Teacher name:  Kalkabaeva Zhanar
CLASS: 5				Number present:	absent:
Theme of the lesson: Listening a conversation
Learning objective (s) that this lesson is contributing to			5.2.1.1- understand a sequence of supported classroom instructions; 5.2.4.1- understand the main points of supported extended talk on a  range of general and curricular  topics;
Lesson objectives			All learners will be able to:
			Most learners will be able to: • learn prepositions of location.• draw and talk about a fantasy garden, listen to a report about Jamie’s new house
			Some learners will be able to:
Success criteria			Provide a point of view in connected sentences Provide unprepared speech to answer a variety of questions at sentence level with limited flexibility Interact with each other delivering content correctly and clearly to others
Value links			Respect, cooperation and transparency;
Cross curricular links			Russian, Kazakh
Plan
Stages of the lesson	Planned activities (replace the notes below with your planned activities)					Teacher’s notes
Beginning	A conversation 4. 2.13 Test students’ understanding of the vocabulary in the box by asking them questions, e.g. Have you got a summer house? • Play the recording. • Students work alone to do the exercise. • Students compare answers in pairs before you check answers with the class.
Middle	5 2.13 Read out the five sentences. • Put students into small groups to do the exercise. Remind students they must correct the false sentences. • Check answers.					Answers 2 F (He wants to play table tennis in the garage.) 3 T 4 F (The vegetable garden is behind the trees / opposite the summer house.) 5 F (Jamie’s parents don’t want him to play football on the grass.)
	Audioscript Jamie: So that’s the inside of our new house. What do you think? Anya: It’s fantastic, really big. Jamie: Yes, and wait till you see the garden outside. Anya: Is that big too? Jamie: Yes. Come outside and have a look. Anya: OK! Jamie: This is the garage. Anya: What’s that against the wall? Jamie: It’s a table tennis table. It was here when we arrived. We want to keep it here in the garage, so we can play when it rains. Anya: That’s a good idea. I love table tennis! Jamie: And that’s the barbecue, for when we have parties in summer. Anya: Mmm… I love barbecue food! Jamie: OK, so the garden’s through this door at the back. Anya: Wow! It’s enormous! Jamie: Yes, it’s lucky my parents like gardening! Those are fruit trees at the end of the garden – apples and plums, I think. And behind them there’s a vegetable garden on the left. Anya: Oh, yes. I can see it. Jamie: And on the right, opposite the vegetable garden, there's a summer house. It’s a great place to sit and talk, and I’m getting wifi there too. Anya: It’s so big! You can play football here on the grass. Jamie: Maybe, but my parents don’t like football in the garden because the ball hits the fl owers. They love the fl owers! Anyway, we’re thinking about having a swimming pool. Anya: That would be amazing! Here on the grass? Jamie: Yes, in front of the trees, next to that wall. Anya: It’s a fantastic garden. Jamie: I know, I love it.					Answers 2 garage 3 table tennis 4 barbecue 5 trees 6 summer house 7 fl owers 8 swimming pool
End	5 2.13 Read out the fi ve sentences. • Put students into small groups to do the exercise. Remind students they must correct the false sentences. • Check answers. Your					Answers 2 F (He wants to play table tennis in the garage.) 3 T 4 F (The vegetable garden is behind the trees / opposite the summer house.) 5 F (Jamie’s parents don’t want him to play football on the grass.)
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?				Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support		-through questioning and the redirecting of questioning in feedback activities -through observation in group and  end performance activities -through formative task				-White board and video is used no more than 10 minutes -Use water based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION		Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

Оқу ісінің меңгерушісі: Елубаева Г.Б

Long-term plan unit: Fantazy world				School: Yntaly Secondary School
Lesson 6
Date: 1.03.2018				Teacher name:  Kalkabaeva Zhanar
CLASS: 5				Number present:	absent:
Theme of the lesson: Language focus 2 Preposition of location
Learning objective (s) that this lesson is contributing to			5.6.6.1- use  basic personal and demonstrative pronouns  and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics; 5.6.7.1- use simple perfect forms of common verbs to express what has happened [indefinite time]  on a limited range of familiar  general and curricular topics;
Lesson objectives			All learners will be able to:
			Most learners will be able to: • learn more prepositions of location. • talk about where things are.
			Some learners will be able to:
Success criteria			Recognize factual details in a given argument related to the topic Identify the attitude and opinion of the author Write factual descriptions at text level which describe people, places and objects
Value links			Lifelong  learning.
Cross curricular links			Russian, Kazakh
Plan
Stages of the lesson	Planned activities (replace the notes below with your planned activities)					Teacher’s notes
Beginning	• Books closed. Write The door is opposite the window on the board. • Ask students to give other examples of something that is opposite, e.g. The desk is opposite the board. • Continue with next to, behind, in front of.
Middle	1 • Using objects in the classroom, e.g. a book or a pen, elicit the prepositions in the box. Put the object in various places around the room and then ask: Where is it? Students say: It’s on the floor. It’s in the bag. It’s against the window, etc. • Students work in pairs to do the exercise. • Check answers. • For further information and additional exercise, students can turn to page 113 of the Grammar reference section.					Answers 2 in 3 outside 4 at 5 on the left 6 on
	2 • Draw students’ attention to the prepositions in the box. • Allow students a minute to read through the text about a castle. • To help weaker students, read the first example with the class. • Put students in pairs to complete the exercise. • Ask students to compare their answers with another pair before checking with the class.					Answers 2 outside / next to 3 Inside / In 4 In 5 on 6 Against 7 next to 8 behind
	3 • Allow students a minute to read through the sentences. • Read out the first sentence and the circled answer. Ask students why the first option is incorrect. (of is never used after opposite) • Students work alone to complete the exercise. • Put students in pairs to compare their answers. • Check answers.					Answers 2 on; in 3 on 4 at 5 in
	4 • Draw students’ attention to the picture and ask them to tell you the names of some of the objects in the room, e.g. guitar, desk, laptop, bed, wall, etc. • Ask students to look at the prompts and make sure they know all the vocabulary. • Read out the first prompt and the example answer. Explain to students they have to use the other prompts in the same way to make sentences and will need to refer to the picture to help them. • Put students into small groups to do the exercise. • When finished, ask them to compare their answers with another group. • Check answers. Establish that we use against for objects that are touching the wall but are standing on the floor; for pictures or mirrors we use on.					Suggested answers 2 The laptop is on the desk. 3 The bookshelves are against / next to the wall. 4 The chair is next to / in front of the desk. 5 The brown guitar is against / next to the wall. 6 The pictures are on the wall.
End	Put students in pairs. • Students practise asking and answering the questions they wrote in Exercise 5. • When finished, ask two or three pairs to report back to the class the things they have that are the same.
Homework	Set Exercises 1, 2, 3, 4 and 5 on page 52 of the Workbook for homework.
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?				Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support		-through questioning and the redirecting of questioning in feedback activities -through observation in group and  end performance activities -through formative task				-White board and video is used no more than 10 minutes -Use water based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION		Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

Оқу ісінің меңгерушісі: Елубаева Г.Б

Long-term plan unit: Fantazy world				School: Yntaly Secondary School
Lesson 7
Date:				Teacher name:  Kalkabaeva Zhanar
CLASS: 5				Number present:		absent:
Theme of the lesson: Crossing cities
Learning objective (s) that this lesson is contributing to			5.3.6.1- communicate meaning clearly at sentence level during, pair, group and whole class exchanges; 5.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics
Lesson objectives			All learners will be able to:
			Most learners will be able to: • watch a video about transport in big cities.• talk about my favourite form of transport.
			Some learners will be able to:
Success criteria			Recognize factual details in a given argument related to the topic Identify the attitude and opinion of the author Write factual descriptions at text level which describe people, places and objects
Value links			Respect, cooperation and transparency;
Cross curricular links			Geography
Plan
Stages of the lesson	Planned activities (replace the notes below with your planned activities)				Teacher’s notes
Beginning	• Ask: How do people travel in big cities in your country? • Elicit answers, e.g. buses or taxis, and write them on the board.
Middle	1 • Ask students to open their books at page 74. • Read out the phrases in the box. • Put students in pairs to do the exercise. • Check answers. • Ask: Which of the forms of transport in the pictures is your favourite?				Answers 1 aeroplane 2 underground 3 zebra crossing 4 bullet train 5 tuk-tuk / rickshaw 6 traffi c jam
	• Do this activity with the whole class. • Write the names of the cities on the board. Students say which pictures go with which city. • Do not confirm answers at this point. 3 7.2 Play the video. • Students check their answers to Exercise 2.
	Videoscript Crossing cities There are a lot of big cities around the world – with lots of people. How do they all travel? At the end of 2012, the population of Beijing in China was more than 20 million. In Beijing a lot of people travel by bus – and by car. There are lots of cars in Beijing – about 5 million! Every day, 600 new cars travel the streets of Beijing, so there’s always traffi c! Mumbai is the largest city in India. Its population was more than 20 million people in 2012. Like Beijing, the streets of Mumbai are always busy. People can travel by special taxis: cycle rickshaws or auto rickshaws called tuk-tuks. They’re yellow and black. You also see lots of cars, lorries, bikes, motorbikes and – of course – cows! But people usually travel long distances by train. Nine million people travel by train every day. Tokyo, in Japan, is really busy. Its population in 2011 was about 36 million – the largest in the world. Every day, millions of people go to work in Tokyo. So how do they get there? Well, some people walk. And some people take taxis. The underground is also popular.				Answers Mumbai (India): tuk-tuk / rickshaw Tokyo (Japan): zebra crossing, underground, bullet train, aeroplane Beijing (China): traffi c jam
	4 7.2 Check understanding of ride (noun), aerial view and passenger. • Play the video. • Students work alone to do the exercise. • Students compare answers in pairs before you play the video again and check answers with the class.				Answers b – d – f – a – c – e
	5 7.2 Students work in pairs to complete the sentences with the correct numbers. • Tell students this exercise tests memory. They shouldn’t worry if they don’t remember the numbers. • Play the video again. • Find out which pair had the most correct numbers.				Answers 1 20 2 300 3 600 4 36 5 9
	6 • Ask students to work alone to complete the matching exercise. • Students compare answers in pairs before you compare answers with the class. • To extend this activity, you could ask students to work in pairs to write a sentence describing transport in their town or city.				Answers 1 Mumbai 2 Tokyo 3 Beijing
End	Read out the three questions.• Put students in pairs. • Give students a couple of minutes to ask and answer thequestions. Encourage students to ask additional questions, e.g. Which forms of transport do you never use?
Homework	For homework, students can read the information on this train ticket and complete the accompanying exercises: http://learnenglishteens.britishcouncil. org/skills/reading-skills-practice/train-station
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?			Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support		-through questioning and the redirecting of questioning in feedback activities -through observation in group and  end performance activities -through formative task			-White board and video is used no more than 10 minutes -Use water based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION		Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

Long-term plan unit: Fantazy world				School: Yntaly Secondary School
Lesson 8
Date: 7.03.2018				Teacher name:  Kalkabaeva Zhanar
CLASS: 5				Number present:		absent:
Theme of the lesson: Getting around in Hong Kong
Learning objective (s) that this lesson is contributing to			5.4.3.1- understand the detail of an argument on a limited range of familiar general and curricular topics; 5.4.6.1-  recognize the attitude or opinion of the writer in short texts on a limited range of general  and curricular topics
Lesson objectives			All learners will be able to:
			Most learners will be able to: • read a text about public transport in Hong Kong.  • learn transport collocations.  • ask and answer questions about my journey to school.
			Some learners will be able to:
Success criteria			Identify details in a text with little support Provide unprepared speech to answer a variety of questions at sentence level with limited flexibility
Value links			Lifelong  learning.
Cross curricular links			Geography
Plan
Stages of the lesson	Planned activities (replace the notes below with your planned activities)				Teacher’s notes
Beginning	• Books closed. Write Hong Kong on the board. • Ask students what they know about it, if they have ever been there, read about it or seen it on TV. You may need to use L1 at this point.
Middle	1 • Ask students to open their books at page 75. • Refer students to the map and photos. • Ask students to identify the different types of transport shown in the photos. • Read the questions and then ask students to read the text quickly to fi nd the answers.				Answers People travel by ferry, bus, tram and underground. It is easy to travel in Hong Kong.
	2 • Check students’ understanding of the word route (the path you follow to go from one place to another) and then refer them to the map. • Ask students to work in pairs to draw David’s route to school. Students could look for the route from Mong Kok to the Mid-Levels on Google Maps (www.google.com.hk/maps /@22.38131,114.168639,11z?hl=en)				Answers walk from home to the underground station in Mong Kok – ferry across Victoria Harbour – tram – escalator to his school in Mid-Levels
	3 • Give students a minute to read the sentences. • Ask students to work alone to read the text and then complete the exercise. • Students can compare answers in pairs before you check answers with the class. • Check answers. • Read out the information in the FACT! box. Tell students that one of the inventors of the elevator was an American solicitor called Nathan Ames, who, in 1859, patented a design for a machine he called revolving stairs.				Answers 1 on foot 2 the tram 3 didn’t take 4 fun
Collocations	4 • Write collocation on the board. Elicit or explain the meaning of the word. Collocations are words that commonly go together such as bus and stop. Use L1 to explain the idea, if necessary. • Refer students to the words in bold in the text and check their understanding of them. • Put students in pairs to complete the text with the collocations from the text. • To extend the work on this vocabulary, you could ask students to turn to the Vocabulary Bank on page 121 and do the Collocations activity in Explore vocabulary.				Answers 1 on 2 by 3 take 4 by
	5 • Tell students how you got to school yesterday and how long it took. • Ask students to work alone to copy and complete the chart with information about them. 6 • Write the questions on the board: How did you get to school yesterday? How long did it take? • Remind weaker students that the past simple form of take is took. • Read out the example sentence. • Put students into pairs to ask and answer the questions.
End	Optional activity • Teach or elicit the meaning of the word journey (the act of travelling from one place to another). • Ask students to work alone to write a description of a recent journey they have been on, e.g. Last week, I went to my cousin’s house. It took two hours. First, I went on foot to the bus station. • Students can then read their description to a partner, who asks them the following question: What was the best and worst thing about the journey?
Homework	Set Exercise 6 on page 52 of the Workbook for homework.
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?			Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support		-through questioning and the redirecting of questioning in feedback activities -through observation in group and  end performance activities -through formative task			-White board and video is used no more than 10 minutes -Use water based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION		Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

Оқу ісінің меңгерушісі: Елубаева Г.Б

Long-term plan unit: Fantazy world				School: Yntaly Secondary School
Lesson 9
Date: 8.03.2018				Teacher name:  Kalkabaeva Zhanar
CLASS: 5				Number present:	absent:
Theme of the lesson: Sequencing
Learning objective (s) that this lesson is contributing to			5.2.7.1- recognize the opinion of the speaker(s) in basic, supported talk on an increasing  range of general and curricular topics 5.3.3.1- give an opinion at sentence level on a limited  range of general and curricular topics;
Lesson objectives			All learners will be able to:
			Most learners will be able to: • watch teenagers talking about where they usually go with their friends. • listen to someone talk about what they did at the weekend. • talk about where I usually go with my friends. • practise using sequencing words.
			Some learners will be able to:
Success criteria			Analyze given feedback and give constructive answers to feedback Identify common classroom commands with support Interact with each other delivering content correctly and clearly to others
Value links			Lifelong  learning.
Cross curricular links			Geography
Plan
Stages of the lesson	Planned activities (replace the notes below with your planned activities)					Teacher’s notes
Beginning	• Books closed. Ask: What things do people do at the weekend? • Elicit ideas, e.g. meet friends, go to the cinema, do sports, and write them on the board.
Middle	1 7.3 Ask students toopen their books at page 76. • Tell students they are going to watch some teenagers answering the following question: Where do you usually go with your friends? • Give students time to read the questions and then play the video. • Students work alone to answer the questions. • Students compare answers in pairs before you check answers with the class.
	Videoscript Voice: Where do you usually go with your friends? Courtney: I usually go to my friends’ houses. We talk and play on the computer. Sometimes we go to the mall and shop. Binny: We walk around the city a lot. Sometimes we go to the shopping centre. Sometimes we go to the zoo. Emily: At the weekend, I usually go to the shopping centre with my mates. And we walk around a bit, get something to eat, do a bit of shopping. Petra: Usually after school, my friends and I walk to a cafe. We drink hot chocolate, and it’s really fun. Evan: For fun, I usually go to the movies or the park with my friends. Rachel: I usually go to the park with my friends but sometimes I go to my friends’ houses and we watch a film. Steve: When I’m with my friends we usually go to the bowling alley and the ice cream shop. We usually go about once or twice a week. Voice: Where do you usually go with your friends?					Answers go to the shopping centre – 3 eat or drink something – 3 go to their friends’ houses – 2 go to the park – 2
	3 2.14 Give students time to read the question, then play the recording. • Students compare answers in pairs before you check the answers with the class.					Answers Charlie – homework David – went on a helicopter
	4 • Read out the list of words and phrases in the Useful language box. Check students’ understanding and elicit example sentences using these words and phrases. • Ask students to work in pairs to complete the conversation. 5 2.14 Play the recording for students to listen and check their answers to Exercise 4.
End	Optional activity • Put students into pairs. • Students text each other sentences describing what they did last weekend. Two of the five sentences must be false. Remind students to use the sequences words introduced in the Useful language box. • Students respond to the texts with True! or False! Their partner texts them back with You’re right! or You’re wrong!
Homework	For homework, students find an exciting activity they would like to do. They can research online to find an activity and a place where they can do it. At the beginning of the next lesson, students can tell their partner about the activity they would like to do.
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?				Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support		-through questioning and the redirecting of questioning in feedback activities -through observation in group and  end performance activities -through formative task				-White board and video is used no more than 10 minutes -Use water based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION		Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

Оқу ісінің меңгерушісі: Елубаева Г.Б

Long-term plan unit: Fantazy world				School: Yntaly Secondary School
Lesson 10
Date:				Teacher name:  Kalkabaeva Zhanar
CLASS: 5				Number present:		absent:
Theme of the lesson: A description of a place
Learning objective (s) that this lesson is contributing to		5.5.2.1-  write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics; 5.5.3.1-  write with  support factual descriptions at text level which describe people, places and objects; 5.5.6.1-  link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics;
Lesson objectives		All learners will be able to:
		Most learners will be able to: • read a description of a place. • learn about adding information to a sentence using also and too. • write a description of a place.
		Some learners will be able to:
Success criteria		Identify details in a text with little support Provide unprepared speech to answer a variety of questions at sentence level with limited flexibility
Value links		Respect, cooperation and transparency;
Cross curricular links		Geography
Plan
Stages of the lesson	Planned activities (replace the notes below with your planned activities)				Teacher’s notes
Beginning	• Books closed. Tell students about the town you are from, e.g. its population, how old it is. • Tell students they are going to read a description of a town.
Middle	1 • Ask students to open their books at page 77 and describe the photos. • Students say where they think the town is and then check their answer with the text. • Tell students the town pictured is called Tavistock and that it is in England. The pictures show Tavistock’s town hall and a statue of Sir Francis Drake.				Suggested answer It’s in England.
	2 • Give students a couple of minutes to read the email and answer the question. • Students can compare their answers in pairs before you check answers with the class.				Suggested answers You can go to a museum or a concert. You can visit Dartmoor National Park. There are shops, parks and sports facilities.
	3 • Read out the headings. • Ask students to work alone to put the headings in the right place. • Students can compare answers in pairs before you check answers with the class.				Answers 1 Size and location 2 History and interesting facts 3 Things to do and places to visit
	4 • Read out the information in the Useful language box. Make sure that students understand that also and too are used in different places in a sentence. • Students can work in pairs to fi nd examples in the text in Exercise 1.				Answers He was also the second person to sail all the way around the world. There are a lot of historical buildings in Tavistock, and a museum, too. We can also visit the Dartmoor National Park! There are lots of shops, parks, and sports facilities, too.
	5 • Ask a student to read out the example. • Ask students to work in pairs to complete the rest of the exercise. • Encourage weaker students to check their first sentence with you before they complete the exercise.				Answers 2 We can go to the mountains, too. 3 We have a carnival in August, too. 4 Lots of people also visit the beautiful beaches. 5 They also make traditional products.
Get Writing	PLAN 6 • Students should do their planning in class. The writing can either be done in class or at home. • Tell students they are going to write a description of their town. • Ask students to use the headings in Exercise 3 to help them organise the information in their writing. WRITE 7 • Refer students to the language in Exercise 7. Make sure students know how to use it before they write their description. • Tell students to use Kirstie’s description as a model to follow and to write at least 80 words. Encourage them to add extra information to their own descriptions, e.g. famous people from the town. • Give students ten minutes to complete the writing task. • Monitor while students are writing. Help with grammar and vocabulary as necessary. CHECK 8 • Tell students that it is very important that they check their writing in order to look for ways to improve its content, style and structure. • Give students a few minutes to look through their descriptions and check them against the points here. • Collect students’ descriptions and mark them.
End	Optional activity • Students find a photo of a famous building or  monument on their smartphones and write a short description of it. • Their partner guesses the place being described,  before being shown the picture to find out if they guessed correctly.
Homework	For homework, students could produce an illustrated guide to their country for tourists. Students should write about the interesting places and also include facts such as the capital city and population. You can also set Exercises 1–11 on pages 54 and 55 of the Workbook for homework.
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?		Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support			-through questioning and the redirecting of questioning in feedback activities -through observation in group and  end performance activities -through formative task		-White board and video is used no more than 10 minutes -Use water based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION			Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

Long-term plan unit: Fantazy world				School: Yntaly Secondary School
Lesson 11
Date:				Teacher name:  Kalkabaeva Zhanar
CLASS: 5				Number present:		absent:
Theme of the lesson: CLIL. Design and Technology Drawing tools
Learning objective (s) that this lesson is contributing to			5.5.8.1-  spell most high-frequency words accurately for a limited range of general topics; 5.5.9.1- punctuate written work at text level on a limited range of familiar general with some accuracy
Lesson objectives			All learners will be able to:
			Most learners will be able to: • learn the names for and use of different drawing tools.  • distinguish between tools used in Art and tools used in Maths. • copy shapes into your notebook.
			Some learners will be able to:
Success criteria			Analyze given feedback and give constructive answers to feedback Identify common classroom commands with support Interact with each other delivering content correctly and clearly to others
Value links			Respect, cooperation and transparency;
Cross curricular links			Technology
Plan
Stages of the lesson	Planned activities (replace the notes below with your planned activities)				Teacher’s notes
Beginning	Books closed. Draw a simple house on the board . Ask: Is this a real house? • Elicit that it is a drawing of a house and that before we build houses (or anything else), we have to design them. • Ask: What drawing tools do we use to make designs? • Elicit any words that students know, e.g. ruler or pencil.
Middle	2.15 Ask students to open their books at page 78 and read out the words in the box. • Students can work in pairs to match the drawing tools in the picture with the words. • Put the following language on the board and ask students to use it in this task: I think this is a . What about you? I (dis)agree. I think it’s a . / I’m not sure what it is. • Play the recording for students to check their answers. • Ask students to tell a partner what drawing tools they have in their pencil cases or bags.				Answers 2 paper 3 drawing board 4 ruler 5 compass 6 t-square 7 pencils 8 coloured pencils 9 felt-tip pens
	2 • Draw a right-angled triangle on the board: • Write the degree symbol (°) on the board. Explain or elicit that we measure angles in degrees. Point to the 90-degree angle on the triangle on the board. • Draw parallel, straight and curved lines to teach these words. • Ask students to work in pairs to complete the table. 3 2.16 Play the recording for students to check their answers to Exercise 2. Audioscript Emily: Hey! Harry, here’s my old drawing board. You can have it for your Design and Technology class, if you want. Harry: Thanks Emily. Emily: Look, you put the paper here on the board under the T-square. Harry: T-square? What’s a T-square? Emily: This is a T-square. T like the letter T, see. You draw parallel lines with it. Harry: OK. Look at this list. I need all these things too. Emily: Let’s see. What have I got? Setsquares. I’ve got some setsquares. You draw angles with setsquares…				Answers 2 parallel 3 angles 4 circles 5 straight 6 colour
	4 • Write In Maths, In Art and Both on the board. • Ask individual students to come up to the board and write their answers under one of the three headings.				Suggested answers In Maths: compass, ruler, setsquare, t-square In Art: coloured pencils In both: drawing board, felt-tip pens, paper, pencils
	5 • Ask: What shapes can you see in the picture? Write the words on the board. Students will probably know triangle and circle, but you may have to teach them: rectangular, cuboid. • Students say what drawing tools they need to draw the three shapes and then draw the shapes in their notebooks. • If they need help with how to do this, they can take a look here: http://www.wikihow.com/Draw-an-Equilateral-Triangle http://www.wikihow.com/Draw-a-Circle http://www.wikihow.com/Draw-a-Cube (a cuboid resembles a cube in form and so this page will help students with the drawing of a rectangular cuboid).				Suggested answers Circle: compass, coloured pencils Triangle: ruler, compass, setsquare Cuboid: ruler
End	Put students in pairs. They take turns to describe and guess the tools.
Homework	For homework, ask students to watch this video about designing a speaker. Students can watch the video with the subtitles on: http://www.bbc.co.uk/schools/ gcsebitesize/design/graphics/drawingsketching_act.
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?			Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support		-through questioning and the redirecting of questioning in feedback activities -through observation in group and  end performance activities -through formative task			-White board and video is used no more than 10 minutes -Use water based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION		Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

Long-term plan unit: Fantazy world				School: Yntaly Secondary School
Lesson 12
Date:				Teacher name:  Kalkabaeva Zhanar
CLASS: 5				Number present:		absent:
Theme of the lesson: I live in Astana
Learning objective (s) that this lesson is contributing to			5.3.3.1- give an opinion at sentence level on a limited  range of general and curricular topics; 5.3.5.1- keep interaction going in basic exchanges on a growing range of general and curricular topics;
Lesson objectives			All learners will be able to:
			Most learners will be able to: • read a text about Astana. • answer comprehension questions about the text. • talk about capital cities around the world.
			Some learners will be able to:
Success criteria			Identify details in a text with little support Provide unprepared speech to answer a variety of questions at sentence level with limited flexibility
Value links			Respect, cooperation and transparency;
Cross curricular links			Geography
Plan
Stages of the lesson	Planned activities (replace the notes below with your planned activities)				Teacher’s notes
Beginning	Books closed. Write Astana on the board. Find out if any students have been to the city by asking: When did you go there? What did you do? What did you see? What did you like best? • If the students are from Astana, ask them about their favourite places in the city. • Students open their books at page 79. Ask: Do you know the places in the photographs? Elicit students’ answers and write them on the board. Elicit information about these places and Astana in general.
Middle	1 • Before students read the text, explain or elicit the meaning of the following vocabulary: apartment (point out that apartment is used in the US, flat in the UK), entertainment feed, tent, museum. • Ask students to work alone to read the text and answer the questions. • Students can compare answers in pairs before you check them with the class. • Help weaker students by showing them how to scan a text to find key words. Scanning refers to reading a text quickly to find specific information. For example, to find the answer to Question 1, students need to scan the text to find ‘Duman Entertainment Centre’. • After you have checked the answers to the exercise, you can extend the task by asking additional questions to test comprehension. For example: Where in Astana does Alina live? (In the city centre.) Does she live in a house? (No, she doesn’t. She lives in an apartment.) How old is she? (She is 11.) What grade is she in at school? (In the fifth grade.) Where does she go with her friends? (The Duman Entertainment Centre, the swimming pool at the Khan Shatyr Entertainment Centre.)				Suggested answers 1 Visit the aquarium and see the shark show, go to the 4D theatre. 2 A tent. 3 Swimming, golf. 4 Traditional Kazakh knives, carpets, coins and furniture.
End	Digital activity • Give students time to research a capital city around the world. They should find out about its size and location, things to do and places to visit, and some history and facts about the city. • In pairs, students then describe the city they researched without naming it, e.g. This city is Europe. It is in the middle of the country. It’s hot in summer and cold in winter. It’s got lots of really interesting museums to visit. One of them is called El Prado. • Students try to guess the city their partner describes.
Homework	For homework, ask students to research a capital city – this city could be anywhere in the world. Students should use the text on page 79 to help them write a short description of the city. Their description should include the following information: the name of the city, some great places you can visit in that city, and what you can do there. Collect and check students’ descriptions in the next lesson.
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?			Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support		-through questioning and the redirecting of questioning in feedback activities -through observation in group and  end performance activities -through formative task			-White board and video is used no more than 10 minutes -Use water based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION		Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?