Short term plan

School:
Long-term plan unit: 2 LIVING THINGS
Lesson 1
Date: Teacher name: Bekzhan Sh.
CLASS: Number present: absent:
Theme of the lesson: Animals
Learning objective (s) 5.1.1.1 - use speaking and listening skills to solve problems creatively and
that this lesson is cooperatively in groups
contributing to 5.2.3.1- understand an increasing range of unsupported basic questions
on general and curricular topics
5.3.1.1- provide basic information about themselves and others at
sentence level on an increasing range of general topics
All learners will be able to:
Most learners will be able to:
• learn the names of animals.
Lesson objectives • organize animal words into categories.
• create, draw and describe an animal.
Some learners will be able to:

 Discuss a problem in groups and suggest a solution to this

problem
Success criteria  Recognize basic general questions without support
 Give basic information about themselves and others at sentence
level
Civil responsibility
Value links
Cross curricular links Biology
ICT skills Using web sites
Previous learning Information about Almaty
Plan
Stages of the Planned activities (replace the notes below with your planned Teacher’s notes
lesson activities)
Warm-up
• Books closed. Put students into small groups.
• Give the groups two minutes to write down animals they know
Beginning the English words for. Tell students the winning group will be the
one which comes up with the most correct words.
• When the time is up, ask a student from each group to read out
their list to the class.
1.14 Ask students to open their books at page 13. Answers
Middle • Show that the animal pictured in the example is a mixture of a 2 a giraffe and a
tiger and a polar bear. Ask students to name this invented animal, fish 3 a sheep
e.g. a polar tiger, a tiger bear. and a monkey
• Students work in pairs to identify the rest of the animals. Tell 4 a spider and a
them one of the words (horse) will be used twice. shark 5 a cow
• Play the recording. and a horse 6 a
• Students listen to it, check their answers and repeat the words. gorilla and a
• Elicit names for the invented animals and write them on the frog 7 a zebra
board. and an elephant
Fast finishers 8 a horse and a
Students can turn to the Vocabulary bank on page 117 and do the dog 9 a cat and a
Jog your memory! activity. bird
• Read out the instructions. Make sure that students know Suggested answers
what they have to do. Pets: a cat, a dog, a
• Put students in pairs to copy and complete the chart. Ask fish, a frog, a spider
students to do this in two stages: first complete the chart with Farm animals: a bird,
 pets / farm animals / wild animals and then with land /water a cat, a cow, a dog, a
animals. horse, a sheep
• Check answers. Wild animals: a bird,
• To extend the work on the animals vocabulary, you could an elephant, a frog, a
ask students to turn to the Vocabulary bank on page 117 and giraffe, a gorilla, a
do the Jog your memory! exercises. monkey, a polar bear,
• Write a few words on the board which students can use in a fish, a shark, a
their descriptions, e.g. wing, tail, fur, feather, trunk, claw, spider, a tiger, a zebra
beak. Teach the meaning of these words by drawing basic Water animals: a
pictures of animals and labelling the relevant part of the fish, a frog, a polar
animal, e.g. draw an elephant and label its trunk. bear, a shark
• While students are writing their descriptions, monitor and Land animals: a bird,
help with vocabulary. a cat, a cow, a dog, an
• Put students in pairs to describe their invented animals to elephant, a frog, a
each other. giraffe, a gorilla, a
• Ask some students to tell the class about their partner’s horse, a monkey, a
animal. polar bear, a sheep, a
• You could put the pictures up on the wall and do a vote to spider, a tiger, a zebra
find out the class’s favourite.
Students make a set of animal flashcards. They can use this
website: http://www.cram.com/flashcards/create.
• Students can use their flashcards in pairs to play vocabulary
games, e.g. Student A describes an animal on a flashcard. Student
End
B guesses which animal is being described. Student A puts three
animal cards on the table and describes one of the animals. Student
B picks up the animal card being described.
Set Exercises 1, 2, 3, 4, 5 and 6 on page 7 of the Workbook for
homework. You could also ask students to do these vocabulary
games and
Homework exercises:http://learnenglishkids.britishcouncil.org/en/fungames/
animal-countdown
http://learnenglishteens.britishcouncil.org/grammarvocabulary/
vocabulary-exercises/animals
Additional Information
Differentiation - how Assessment - how are you planning to check Health and
do you plan to give learners` learning? safety check
more support? How do ICT links
you plan to challenge
the more able learners?
More support will be -through questioning and the redirecting of questioning -Health
given to weaker learners in feedback activities promoting
by giving them a -through observation in group and end performance techniques
modified worksheets in activities Points from
some tasks with greater -through formative task Safety rules used
support at this lesson.

REFLECTION
 School:
Long-term plan unit: 2 Living things
Lesson 2
Date: Teacher name: Bekzhan Sh.
CLASS: Number present: absent:
Theme of the lesson: Animal actions
Learning objective (s) 5.2.3.1- understand an increasing range of unsupported basic questions
that this lesson is on general and curricular topics
contributing to 5.4.3.1- understand the detail of an argument on a limited range of
familiar general and curricular topics
5.3.3.1 give an opinion at sentence level on a limited range of general
and curricular topics
All learners will be able to:
Most learners will be able to:
• do an animals quiz.
Lesson objectives • learn adverbs of movement.
• talk about actions that animals do.
Some learners will be able to:

 Recognize basic general questions without support

Success criteria  Recognize factual details in a given argument related to the topic
 Provide a point of view in connected sentences
Value links Civil responsibility
Biology
Cross curricular links
ICT skills Using web sites
Previous learning Animals
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
• Ask students to look at the animals listed in the box on page
13 in their books.
• Draw a box on the board with three columns. Head the
Beginning
columns: run, swim, fly.
• Ask students to tell you in which column each animal
should be placed.
• Ask students to turn to page 14 and name the animals in the Answers
photos. Write hummingbird on the board for students to see 1 an elephant 2 a
the spelling. gorilla 3 a giraffe 4 a
• Use the photos to elicit body parts ears, neck, tongue, snake
wings. 5 a hummingbird
• Put students in pairs and ask them to do the quiz. Allow
students to use dictionaries. Students may want to look up
the meaning of words such as bones, human, backwards,
forwards, second.
• Check students’ understanding of quiz and clue.
1.15 Play the recording for students to check their answers. Answers
• Ask one student to tell the class his or her pair’s score. 1a2b3c4a5b
• Refer students to the information in the FACT! box. • Put your hand up
• Ask: Do you know the name of the biggest frog in the and write on the
world? (The Goliath Frog, found in Equatorial Guinea and board: put your hand
Cameroon, which can be up to 33 cm in length.). Pick up up.
some pens or pencils and put them down on your desk. Write
put the pens/pencils down on the board. Underline up and
down and explain that they are adverbs of movement.
• Ask students to work alone to look at the clues again and Answers
find three examples of adverbs of movement. 1 backwards and
 • Students can compare answers in pairs before you check forwards
answers with the class. 2 in and out
• Refer students to the adverbs in the box. 3 up and down
• Check students understand the meaning of each word.
Draw a picture of a ball on the board and then draw arrows to Answers
indicate up/down, left/right, round. Explain to students they 1 up, down 2
will use the word round twice. Allow weaker students to backwards, forwards
look up translations of the words if you feel it will aid their 3 left, right
understanding. 4 in, out 5 round,
• Elicit example sentences with the words and then write round
these on the board.
• Ask students to work in pairs to complete the sentences.
• Check answers.
Middle Fast finishers
Students can turn to the Vocabulary bank on page 117 and
do the adverbs of movement activities in Explore adverbs of
movement
Optional activity
• Give students a series of imperatives using the adverbs of movement from Exercise
5, e.g. Put your pen down, hold your book up.
• Put students into pairs and ask them to give and respond to imperatives of their
own.
• Monitor while students to this and check that students are using the adverbs
correctly.
Homework Set Exercise 7 on page 8 of the Workbook for homework.

Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety
you plan to give more learners` learning? check ICT links
support? How do you
plan to challenge the
more able learners?
More support will be -through questioning and the redirecting of -White board and
given to weaker learners questioning in feedback activities video is used no
by giving them a -through observation in group and end performance more than 10
modified worksheets in activities minutes
some tasks with greater -through formative task -Use water based
support pens
-Health promoting
techniques
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?
 School:
Long-term plan unit: 2 Living things
Lesson 3
Date: Teacher name: Bekzhan Sh.
CLASS: 5 Number present: absent:
Theme of the lesson: Present Simple
Learning objective (s) 5.6.1.1 use appropriate countable and uncountable nouns, including
that this lesson is common noun phrases describing times and location, on a limited range
contributing to of familiar general and curricular topics
5.5.1.1 plan, write, edit and proofread work at text level with support on
a limited range of general and curricular topics
5.6.9.1 use simple present and simple past regular and irregular forms to
describe routines, habits and states on a limited range of familiar general
and curricular topics
All learners will be able to:
Most learners will be able to:
• learn the affirmative and negative forms of the present simple.
• learn the question form of the present simple, using Do, Does,
Doesn’t.
Lesson objectives
• learn the Wh- question form of the present simple.
• write about what I do and don’t do on schooldays and at the weekend.
• learn the difference between the /s/, /z/ and /ɪz/ sounds
Some learners will be able to:

 Apply simple present and simple past regular and irregular forms
to describe routines, habits and states
Success criteria  Plan, write, edit and proofread work at text level
 Describe time and location on familiar topics using countable
and uncountable nouns
Value links Lifelong learning
Cross curricular links Kazakh, Russian
ICT skills Using web site
Previous learning Shark attack
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Warm-up
• Books closed. Write I __________ football every day on
Beginning the board. Mime an action, e.g. play football. Elicit the verb
and complete the gapped sentence.
• Elicit similar sentences from the class.
• Ask students to open their books at page 15 and copy the Answers
Middle chart into their notebooks. I/We/You/They
• Students work in pairs to complete the sentences by He/She/It
referring to the text on page 14. +
• Check answers. I eat a lot of fruit.
• For further information and additional exercises, students Elephants move
can turn to page 109 of the Grammar reference section. their ears.
She eats a lot of
fruit. A snake's
tongue moves
quickly.
– Gorillas don’t eat
meat. He doesn't
like spiders.
Give students time to read through the text. Before they
complete it using the verbs in brackets in the present simple,
ask them to say what the text is about. (A girl who visits her
 aunt and uncle, who live on a farm. She loves the farm
animals, but especially the horses.)
• Check that students understand the meaning of: milk (verb):
to take milk from a cow, goat or sheep; brush (verb): to
make something tidy, like hair, by using a brush; carrot
(noun): a long hard orange vegetable that grows
underground; sad (adjective): to feel unhappy.
• Ask students to work in pairs to complete the text. Answers
• Play the recording to check. 2 don't live 3 live 4
loves 5 plays 6 helps
7 doesn't ride 8
brushes 9 gives 10
come
Ask students to work in pairs and take turns telling each
other what they do and don’t do on schooldays and at
weekends.
End • Monitor and correct any pronunciation difficulties.
• Invite some students to read one or two of their sentences to
the class.
Set Exercises 1, 2, 3, 4, 5 and 6 on page 8 of the workbook
Homework
for homework.
Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety
you plan to give more learners` learning? check ICT links
support? How do you
plan to challenge the
more able learners?
More support will be -through questioning and the redirecting of -White board and
given to weaker learners questioning in feedback activities video is used no
by giving them a -through observation in group and end performance more than 10
modified worksheets in activities minutes
some tasks with greater -through formative task -Use water based
support 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?
 Тексерілді:
Long-term plan unit: 2 Living things
Lesson 4 School:
Date: Teacher name: Bekzhan Sh.
CLASS: Number present: absent:
Theme of the lesson: Plants
Learning objective (s) 5.2.3.1- understand an increasing range of unsupported basic questions
that this lesson is on general and curricular topics
contributing to 5.2.4.1 -understand the main points of supported extended talk on a 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
All learners will be able to:
Most learners will be able to:
• listen to conversations at a zoo.
Lesson objectives • learn plants.
• talk about animals and plants.
Some learners will be able to:

 Recognize basic general questions without support

 Identify the main information of a talk using supporting
Success criteria
information
 Provide a point of view in connected sentences
Lifelong learning, respect,
Value links
Cross curricular links Biology, Geography
ICT skills Using PPT
Previous learning Present Simple
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
• Books closed. Write zoo on the board. Elicit the meaning.
Beginning • Ask students to name any zoos they know of.

• Ask students to open their books at page 16. Answers

Middle • Put students into pairs to ask and answer the questions. 1 monkeys 2 snakes
1.18 Read out the list of animals. Ask students to tell you 3 tigers 4 giraffes
something about each animal, e.g. Giraffes are tall.
• Read out the instructions.
• Play the recording of the conversations.
1.18 Allow students time to read through the sentences.
• Play the recording again for students to mark the sentences
True or False.
• Check answers.
Plants Answers
1.19 Read out the words and check students remember their 1 a leaf 2 a tree 3
meaning. flowers 4 grass 5 a
• Refer students to the pictures and ask them to match each field
picture to one of the words in the box. 6 a rose 7 plants
• Play the recording for students to check their answers.
• Play the recording again for students to repeat.
Read out the information in the box.
Point out that the f in leaf becomes a v.
If the students can see any trees from the classroom, ask
them to guess how many leaves there are on some of the
trees, e.g. There are twenty leaves on the tree.
Say it right! Answers
 1.20 Ask students to read through 1-6 and a-f. Explain they 1e2c3a4f5b6d
have to match them to make sentences.
• Ask students to match and compare their answers with
another student.
• Play the recording for students to check their answers.
• Invite students to read a sentence each to the class.
Read out the example question and answer.
End • Put students in pairs to ask and answer similar questions.
Set Exercises 1, 2, 3 and 4 on page 9 of the for homework.
Students can also do this vocabulary game:
http://learnenglishkids.britishcouncil.org/en/wordgames/
find-the-definition/zoo-animals
Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety
you plan to give more learners` learning? check ICT links
support? How do you
plan to challenge the
more able learners?
More support will be -through questioning and the redirecting of -White board and
given to weaker learners questioning in feedback activities video is used no
by giving them a -through observation in group and end performance more than 10
modified worksheets in activities minutes
some tasks with greater -through formative task -Use water based
support 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?
 Тексерілді:
Long-term plan unit: 2 Living things
Lesson 5 School:
Date: Teacher name: Bekzhan Sh.
CLASS: Number present: absent:
Theme of the lesson: was/were
Learning objective (s) 5.6.9.1- use simple present and simple past regular and irregular forms to
that this lesson is describe routines, habits and states on a limited range of familiar general
contributing to and curricular topics
5.5.5.1-link without support sentences using basic coordinating
connectors
5.3.5.1 keep interaction going in basic exchanges on a growing range of
general and curricular topics
All learners will be able to:
Most learners will be able to:
• learn the past simple form of be.
Lesson objectives
• learn to ask and answer questions using there was/there were.
Some learners will be able to:

 Apply simple present and simple past regular and irregular forms
to describe routines, habits and states
Success criteria
 Link sentences using basic coordinating connectors
 Support a talk on a given general topic
lifelong learning, respect,
Value links
Cross curricular links Kazakh, Russian
ICT skills Use Internet tests
Previous learning Modern zoo
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
• Books closed. Write on the board: I am in the cinema. They
are in the restaurant.
• Ask students if they know the past simple forms of the
Beginning
underlined verbs.
• Elicit or teach was and were. Write: I was in the cinema.
They were in the restaurant.
1 • Ask students to open their books at page Answers
Middle 17. Singular Plural
• Tell students that the example sentences are +
from the listening text on page 16. Give I was at the zoo yesterday.
students photocopies of the audioscript from There was a mother with her baby.
page 16, which they can use to complete the The monkeys were so cute!
sentences. There were three giraffes.
• Ask students to complete the sentences. –
• Put students in pairs to compare their The snake wasn't awake.
answers. There wasn’t a gorilla at the zoo.
• Check answers. They weren’t from Africa.
• For further information and additional There weren’t any horses.
exercises, students can turn to page 109 of the ?
Grammar reference section. Was the baby very small?
Yes, it was. /
No, it wasn’t.
Were there any tigers?
Yes, there were. / No, there
weren’t.
2 • Point out the answer given in the first sentence as an Check answers.
 example. Answers
• Remind students they have to use was, wasn’t, were or 2 was 3 were, wasn’t
weren’t in the sentences. 4 Were, were 5 Was,
• Put students in pairs and ask them to complete the was, weren’t
remaining sentences.
3 • Ask a student to read out the first sentence and how it has been Answers
changed using the negative. 2 The
• Students can work alone to rewrite the sentences. farmer’s
• Ask students to compare answers in pairs before you check name wasn’t
answers with the class. Mrs Smith. It
4 • Refer students to the two examples and make sure they know was Mrs
what they have to do. Scott.
• Put students in pairs to ask and answer questions about the 3 The
situations in Exercise 3. Monitor and correct any pronunciation farmhouse
difficulties. wasn’t big. It
5 • Read out the words in the box. Explain to students they are going was small.
to write sentences about Mrs. Scott’s farm. 4 The sheep
• Remind students they should use There was/wasn’t or There weren’t in a
were/weren’t in their sentences and that the tick or cross next to each cage. They
word in the box indicates whether the sentences should be positive were in the
or negative. fields.
• Repeat the example sentence you gave from Get it right! (Were 5 The cows
there any lions at Mrs Scott’s farm?) and ask a student to give you weren’t
an answer: There weren’t any lions at Mrs Scott’s farm. Monitor and black and
help as necessary. white. They
• Ask students to each write a sentence on the board to check were brown
answers.
6 • To help weaker students, you could complete the Answers
questions with the class before you give students time to 2 was 3 were 4 were
answer the questions. 5 were
• Monitor and help as necessary.
Play Fill The Blanks to practise was and were.
End • See Games Bank on page 28.
Set Exercises 1, 2, 3, 4, 5 and 6 on page 10 of the Workbook
for homework.
Homework Students can also do these exercises: http://
learnenglishteens.britishcouncil.org/grammarvocabulary/
grammar-videos/present-continuous
Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety
you plan to give more learners` learning? check ICT links
support? How do you
plan to challenge the
more able learners?
More support will be -through questioning and the redirecting of -White board and
given to weaker learners questioning in feedback activities video is used no
by giving them a -through observation in group and end performance more than 10
modified worksheets in activities minutes
some tasks with greater -through formative task -Breaks and physical
support activities used.

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?
 Тексерілді:
Long-term plan unit: 2 Living things
Lesson 6 School:
Date: Teacher name: Bekzhan Sh.
CLASS: Number present: absent:
Theme of the lesson: Discover culture
Learning objective (s) 5.2.4.1 -understand the main points of supported extended talk on a
that this lesson is range of general and curricular topics
contributing to 5.2.6.1-deduce meaning from context in short, supported talk on an
increasing range of general and curricular topics
5.2.8.1- understand supported narratives, including some extended talk,
on an increasing range of general and curricular topics
All learners will be able to:
Most learners will be able to:
• watch a video about animals living on the street in India.
Lesson objectives
• talk about animals that live on the street in their country.
Some learners will be able to:

 Identify the main information of a talk using supporting

information
Success criteria  Figure out the content of a short conversation with some support
 Recognize the meaning of a story and extended talk with
some support
Value links Civil responsibility
Cross curricular links Geography, History
ICT skills Create a new presentation
Previous learning Was/were
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
• Ask: Where do animals live? Elicit answers, e.g. in the
Beginning wild, in zoos, in people’s houses, on the street.
• Ask students to open their books at page 18. Answers
• Read out the list of animals. Ask students to say what they 1 rat 2 lion 3 spider
know about them. 4 crocodile 5 snake
• Put students in pairs to do the matching exercise. 6 camel
• Check answers.
• Put students in pairs to tell each the animals they are afraid
of and which they like.
• Ask some students to report back to the class on their
partner.
• Put students in small groups.
Middle • Tell students they will watch a video about animals living
on the streets of India.
• Give groups one minute to guess which of the animals in
the box in Exercise 1 live on the streets of India.
• Ask one member of each group to read out their list of
animals.
2.2 Play the video.
• Students check their answers to Exercise 2 as well as make
lists of the animals shown living in the wild and living on the
streets.
• Find out which group had the most correct answers to the
question in Exercise 2.
2.2 Give students a minute to read sentences 1–7. Check Answers
their understanding of the following: welcome (adjective), 2S3R4B5R6S
respect (verb), nuts. 7S
 • Play the video again.
• Students compare answers in pairs before you check
answers with the class.
• Read out the five scenes in turn. Ask students to say Answers
whether the scene being described occurs in the video. You can see scenes
• If students think the scenes do occur in the video, ask them – a and d
to say what they remember about what was shown.
• Read out the three summaries. Check students understand
the following: frightening, dangerous.
• Students choose which summary they think best describes Answers
the video. They compare answers in pairs before you check Animals and Indian
answers with the class. culture.
Read out the question. Give students a minute to decide their
answer to it.
End • Ask some students to tell the class which animal from the
video is their favourite and why.
For homework, students read this text and complete the
accompanying exercises:
http://learnenglishteens.britishcouncil.org/skills/readingskills
-
practice/lost-dog
Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety
you plan to give more learners` learning? check ICT links
support? How do you
plan to challenge the
more able learners?
More support will be -through questioning and the redirecting of -White board and
given to weaker learners questioning in feedback activities video is used no
by giving them a -through observation in group and end performance more than 10
modified worksheets in activities minutes
some tasks with greater -through formative task -Use water based
support 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?
 Тексерілді:
Long-term plan unit: 2 Living things
Lesson 7 School:
Date: Teacher name: Bekzhan Sh.
CLASS: Number present: absent:
Theme of the lesson: Huskies The unit’s helper
Learning objective (s) 5.1.6.1-organize and present information clearly to others
that this lesson is 5.2.5.1 -understand most specific information and detail of short,
contributing to supported talk on a wide range of familiar topics
5.3.4.1- respond with limited flexibility at sentence level to unexpected
comments on an increasing range of general and curricular topics
All learners will be able to:
Most learners will be able to:
• read a text about husky dogs and the Inuit people of the Arctic.
Lesson objectives • learn how to form nouns with the suffix -er.
• write about what work animals do in my country.
Some learners will be able to:

 Organize information logically. Express ideas clearly

 Recognize detailed information in a short conversation with
Success criteria some support
 Provide unprepared speech to answer a variety of questions at
sentence level with limited flexibility
Respect, cooperation and transparency
Value links
Cross curricular links Biology
Use a smartphone to do a simple Internet search for information
ICT skills
Previous learning Animals in the city
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
• Books closed. Ask: How do animals help people?
• Elicit ideas and write them on the board, e.g. Guide dogs
Beginning help blind people (i.e. people who can’t see). Donkeys give
children rides on the beach. Horses pull tourists in carts
around cities.
• Ask students to open their books at page 19. Suggested answers
Middle • Read out the title and refer students to the map and the They live in the
photo. Arctic (e.g. Alaska
• Elicit answers to the questions. and Greenland). It’s
• Check students’ understanding of the following: seal, very cold there.
reindeer and sledge.
• Read out the two questions. You could elicit answers before
you ask students to find them in the article.
• Give students a couple of minutes to read the article. Suggested answers
• Check answers. The huskies pull the
sledges. The Inuit
eat meat and fish.
They hunt seals,
polar bears and
reindeer. They make
sledges with animal
bones and skin.
• Read out the five sentences. Answers
• Ask students to work alone to decide if the sentences are 1 The Inuit use
true or false. huskies to pull their
 • Students can compare answers in pairs before you check sledges.
answers with the class. 2 They make sledges
• Check answers. with animal bones
• Read out the information in the FACT! box. Put a photo of and skin.
a husky dog on the interactive whiteboard and then ask: What 3 They eat meat and
is special about Husky dogs? (They can live in very cold fish.
climates.) 4 They hunt seals,
• Give students a couple of minutes to find and underline the polar bears and
words in the text that end in -er. reindeer.
• Put the three categories on the board and ask students to
say which categories the words they underlined belong in.
• Rub out the -er at the end of each of the words on the board Answers
and ask students to say what type of word is left (verbs). workers, hunters,
• Ask students to work alone to write the noun forms of the helper
words in the exercise. They are nouns.
• Check answers.
• Ask some students to tell the class which of the four things
they would rather be and why, e.g. I’d like to be a singer
because they can travel the world.
Fast finishers Answers
Students can turn to the Vocabulary bank on page 117 and 2 driver 3 singer 4
do the exercise on the suffix -er in the Explore vocabulary teacher
section
Optional activity
• Put students into pairs.
• Students take it in turns to describe the -er nouns in Exercise 5 as well as the ones
End
that came up in the game, e.g. This person works outside.
• They should start with a difficult clue and then make the clues progressively easier.
Set Exercises 7 and 8 on page 10 and Exercises 1,2, 3, 4 and
Homework
5 on page 11 of the for homework.
Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety
you plan to give more learners` learning? check ICT links
support? How do you
plan to challenge the
more able learners?
More support will be -through questioning and the redirecting of -Breaks and physical
given to weaker learners questioning in feedback activities activities used.
by giving them a -through observation in group and end performance -Points from Safety
modified worksheets in activities rules used at this
some tasks with greater -through formative task lesson.
support
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?
 Тексерілді:
Long-term plan unit: 2 Living things
Lesson 8 School:
Date: Teacher name: Bekzhan Sh.
CLASS: Number present: absent:
Theme of the lesson: Asking for and giving directions
Learning objective (s) 5.3.4.1- respond with limited flexibility at sentence level to unexpected
that this lesson is comments on an increasing range of general and curricular topics
contributing to 5.2.3.1- understand an increasing range of unsupported basic
questions on general and curricular topics
5.3.2.1 - ask simple questions to get information about a limited range of
general topics
All learners will be able to:
Most learners will be able to:
• watch teenagers talking about whether they like going to museums.
• listen to a conversation in which someone asks for and is given
Lesson objectives
directions.
• practise asking for and giving directions.
Some learners will be able to:

 Provide unprepared speech to answer a variety of questions at

sentence level with limited flexibility
Success criteria  Make up basic interrogative sentences and get information about
the topic
 Recognize basic general questions without support
Value links Lifelong learning
Cross curricular links Art, history
use a Smartphone to do a simple Internet search for information
ICT skills
Previous learning Huskies The unit’s helper
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Warm-up
• Books closed. Write museum on the board. Check
Beginning understanding.
• Ask: What can we see in museums? Elicit answers, e.g. old
things, beautiful paintings, and write them on the board.
2.3 Ask students to open their books at page 20. Answers
Middle • Tell students they are going to watch some teenagers museums – 7
answering the following question: Do you like going to art galleries – 2
museums? history museums – 2
• Give students time to look at the chart. Check they science museums –
understand the different categories and then play the video. 1 aquariums – 1
• Students work alone to copy and complete the chart with zoos – 1
the correct information.
• Students compare answers in pairs before you check
answers with the class.
Ask students to work in pairs to ask and answer the question.
• Students could also ask and answer additional questions,
e.g. Have you got a favourite museum?
• Ask some students to report back to the class on what their
partner said.
1.21 Write directions on the board. Check students’
understanding of the word. Explain that we ask for and give
directions.
• Check students’ understanding of exhibit. When dealing
 with a word that is difficult to pronounce, such as exhibit,
encourage students to slow down and focus on the individual
sounds which make up that word.
• Give students time to read the question, then play the Answer
recording. At the top of the
• Students can compare their answers in pairs, then check the stairs, on the right.
answer.
Ask students to work in pairs to complete the conversation Answers
with the words from the Useful language box. 1 How do I get to 2
1.21 Play the recording again for students to listen and check Turn 3 Take 4 It’s
their answers to Exercise 4. Check students’ understanding on
of the phrases in the conversation in Exercise 4 that are used
for giving directions.
• Put students in pairs to practise the conversation.
Check understanding of cloakroom (a place in a public
building where people may leave their coats and bags.) Also
check that students can pronounce dinosaur /ˈdɑɪnəsɔː/.
• Read through the instructions and make sure that students
understand what they have to do.
• Put students in pairs to practise their conversations.
• Monitor while students are practising their conversations.
Make a note of the incorrect sentences as you monitor and
put the sentences on the board. Focus error correction only
on the new phrases from the Useful language box.
Students use their smartphones to look at a website of a
major museum.
End • They explore the site, find something of interest on it, and
report to a partner on what they have found.
For homework, ask students to practise directions here:
Homework http://learnenglishteens.britishcouncil.org/
skills/listening-skills-practice/giving-directions.
Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety
you plan to give more learners` learning? check ICT links
support? How do you
plan to challenge the
more able learners?
More support will be -through questioning and the redirecting of -White board and
given to weaker learners questioning in feedback activities video is used no
by giving them a -through observation in group and end performance more than 10
modified worksheets in activities minutes
some tasks with greater -through formative task -Use water based
support pens
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?
 Тексерілді:
Long-term plan unit:2 Living
things
Lesson 9 School:
Date: Teacher name: Bekzhan Sh.
CLASS: Number present: absent:
Theme of the lesson: End of term test
Learning objective 7.1.7.1- develop and sustain a consistent argument when speaking or writing;
(s) that this lesson is 7.2.7.1-begin to recognize typical features at word, sentence and text level of
contributing to a limited range of spoken genres;
7.2.5.1- recognize the opinion of the speakers in supported extended talk on
a range of general and curricular topics;
7.3.2.1- ask complex questions to get information about a limited range of
general topics and some curricular topics;
7.4.2.1- understand specific information and detail in texts on a range of
familiar general and curricular topics;
7.5.1.1- plan, write, edit and proofread work at text level with some support
on a range of general and curricular topics;
7.6.7.1- use a variety of simple perfect forms to express recent, indefinite and
unfinished past on a range of familiar general and curricular topics;

All learners will be able to:

Lesson objectives Most learners will be able to:
Some learners will be able to:
Giving each pupil a summative assessment
Checking on general progress and obtaining feedback
Measuring what pupils have learnt
Success criteria Identification of levels for later work
Reinforcement of learning and pupil motivation
Identification of problem areas

Value links Lifelong learning

Cross curricular Biology, Russian, Kazakh
links
ICT skills
Previous learning
Plan
Stages of the Planned activities (replace the notes below with Teacher’s notes
lesson your planned activities)

The teacher greets students; students respond to

greeting and take their places.
Beginning Hello, boys and girls! How are you?

Revise all the themes of the Unit 2, answer the Use the site
students’ questions. http://esource.cambridge.org
Middle Explain how to work on the tasks, time limits and to download the tests, audio
requirements. and audioscripts and answer
keys.

Students work on: Language focus, Vocabulary,

Useful language, Listening, Reading, Writing.
Speaking tests are downloaded separately.
End

Additional Information
Differentiation - how Assessment - how are you planning to Health and safety check
do you plan to give check learners` learning? ICT links
more support? How
do you plan to
challenge the more
able learners?
More support will be -through questioning and the redirecting of -White board and video is
given to weaker questioning in feedback activities used no more than 10
learners by giving -through observation in group and end minutes
them a modified performance activities -Breaks and physical
worksheets in some -through formative task activities used.
tasks with greater -Points from Safety rules
support 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?
 Тексерілді:
Long-term plan unit: 2 Living things
Lesson 10 School:
Date: Teacher name: Bekzhan Sh.
CLASS: Number present: absent:
Theme of the lesson: A description of an animal
Learning objective (s) 5.1.4.1 - evaluate and respond constructively to feedback from others;
that this lesson is 5.1.5.1 - use feedback to set personal learning objectives;
contributing to 5.2.3.1 - understand an increasing range of unsupported basic questions
on general and curricular topics;
5.2.4.1 - understand the main points of supported extended talk on a
range of general and curricular topics
All learners will be able to:
Most learners will be able to:
• read a description of an animal.
Lesson objectives • learn about the position of adjectives in a sentence.
• write a description of animal.
Some learners will be able to:

 Analyze given feedback and give constructive answers to

feedback
 Consider classmates' feedback and set personal learning
Success criteria objectives based on their feedback
 Identify the main information of a talk using supporting
information
 Recognize basic general questions without support
Value links Lifelong learning
Cross curricular links Biology
ICT skills
Previous learning Asking for and giving directions
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
• Books closed. Put on the board and elicit letters until the
Beginning word hippopotamus is spelt out.
• Elicit or introduce the abbreviated form hippo.
• Ask students to open their books at page 21. Answers
Middle • Ask the question about the picture and then give students They sleep in the
30 seconds to find the answer in the text. water because the
water is cool.
• Refer students to the information in the box. Answers
• Ask students to copy the chart into their notebooks. They 2 what it looks like
then work alone to reread the description of the hippo and 3 its daily activities
organise the information according to its order of appearance 4 what it eats
in that text. At this stage students complete column 1 of the 5 interesting facts
table only. about the animal
• Students can compare their answers in pairs before you
check answers with the class.
• Ask students to read the text again. Answers
• Give them a few minutes to work in pairs to make a note of 1 central Africa
the information Sam includes in his description for each of 2 big and fat, small
the categories in Exercise 2. eyes and ears, short
• Check answers. legs, big teeth,
3–4 metres long
3 sleeps in water,
comes out of water
at night
 4 only eats plants,
up to 40 kg of grass
in one night
5 can be dangerous,
hippos kill hundreds
of people
• Read out the information in the Useful language box. If you Answers
feel it is necessary, elicit further example sentences with central, big, fat,
adjectives after is or are, before a noun and after very. small, short, big,
• Students can work in pairs to find examples in the text in long, cool,
Exercise 1. Check answers dangerous

• Ask a student to read out the example. Answers

• Ask students to work in pairs to complete the rest of the 2 The tiger is a
exercise. dangerous animal. 3
• Encourage weaker students to check their sentences The elephant has big
against the examples in the Useful language box. ears. 4 Gorillas are
very strong. 5
Giraffes are brown
and orange.
Optional activity
• Put students into pairs.
• Students draw a picture of things they own for their partner to describe, e.g. Your
cat is fat. It has big eyes.
• 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
End
against the points here.
• Collect students’ descriptions and mark them.
For homework, ask students to do this quiz:
http://learnenglishkids.britishcouncil.org/en/wordgames/
Homework hangman/amazing-animals
You can also set Exercises 1–12 on pages 12 and
13 of the Workbook for homework.
Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety
you plan to give more learners` learning? check ICT links
support? How do you
plan to challenge the
more able learners?
More support will be -through questioning and the redirecting of -Health promoting
given to weaker learners questioning in feedback activities techniques
by giving them a -through observation in group and end performance -Breaks and physical
modified worksheets in activities activities used.
some tasks with greater -through formative task -Points from Safety
support 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?
 Тексерілді:
Long-term plan unit: 2 Living things
Lesson 11 School:
Date: Teacher name: Bekzhan Sh.
CLASS: Number present: absent:
Theme of the lesson: Animals with backbones
Learning objective (s) 5.4.1.1 - understand the main points in a limited range of short simple
that this lesson is texts on general and curricular topics;
contributing to 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;
5.4.4.1- read with some support a limited range of short fiction and
non-fiction texts
All learners will be able to:
Most learners will be able to:
• read and learn about vertebrates.
Lesson objectives • learn vocabulary to describe animals.
• describe an animal.
Some learners will be able to:

 Read and identify the main idea in the text

 Identify details in a text with little support
Success criteria
 Read the given fiction or non-fiction text and identify the
general information
Value links Lifelong learning, respect cooperation
Cross curricular links Biology
ICT skills
Previous learning A description of an animal
Plan
Stages of the Planned activities (replace the notes below with Teacher’s notes
lesson your planned activities)
• Put students into small groups.
• Ask: Are all animals the same? Elicit the answer that
animals are different and then give students a couple of
minutes to think of which categories we can organize
Beginning animals into, e.g. animals that can fly, animals that
haven’t got legs, animals that live in the sea, animals
that eat meat, animals that don’t eat meat, etc.
• Ask one member of each group to tell the class that
group’s ideas.
• Ask students open their books at page 22. Read out Suggested answers
Middle the title of the page. 1 parrot 2 goldfish 3
• Elicit answers to the question from the class. tiger 4 chameleon 5 frog
• Write their answers on the board.
• Ask students what they know about each group.
• Give students a few minutes to read the text and play
the recording.
• Put students into small groups to add further animals
to each of the animal groups.
• Check answers.

1.22 Read out each of the animal groups. Suggested answers

• Ask students which of the groups human beings fish: shark, clownfish
belong in (mammals). mammals: elephant,
giraffe
reptiles: snake, lizard
amphibians: toad,
salamander
 1.22 Check students’ understanding of the following
vocabulary: lungs, skin, fur.
• You can explain them by making reference to human
beings. Touch your skin and say skin covers our
bodies, point to the centre of your chest and say lungs
help us breathe. Then point to your hair and ask: What
is this called? Elicit the word hair. Ask if dogs have
hair. At that point elicit or introduce the word fur.
• Read out the example.
• Put students into pairs to complete the exercise. Point Answers
out that item 2 has more than one answer. 2 birds, fish, reptiles,
• Check answers and then practise the new words in the amphibians 3 mammals
exercise by asking questions about human beings, e.g. 4 fish
Have we got scales/skin/lungs/fur? 5 fish (and some reptiles:
snakes) 6 mammals,
birds
7 fish 8 amphibians
To help weaker students, revise the names of animals.
Put the words on the board.
• Give students few minutes to prepare descriptions of different animals (up to a
maximum of four). Remind them to use the words from Exercise 2.
End
• Put students into pairs.
• Students take it in turns to give their descriptions. Their partner guesses which
animal is being described.
For homework, ask students to find out about an animal. Students should illustrate
Homework
their profile with a photo or drawing and include the following information in it.
Additional Information
Differentiation - how do Assessment - how are you planning to Health and safety check
you plan to give more check learners` learning? ICT links
support? How do you
plan to challenge the
more able learners?
More support will be -through questioning and the redirecting of -White board and video
given to weaker learners questioning in feedback activities is used no more than 10
by giving them a modified -through observation in group and end minutes
worksheets in some tasks performance activities -Use water based pens
with greater support -through formative task -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?
 Тексерілді:
Long-term plan unit:2 Living things
Lesson 12 School:
Date: Teacher name: Bekzhan Sh.
CLASS: Number present: absent:
Theme of the lesson: Which animal?
Learning objective (s) 5.4.8.1 - use with some support familiar paper and digital reference
that this lesson is resources to check meaning and extend understanding;
contributing to 5.4.9.1 - recognize the difference between fact and opinion in short,
simple texts on an increasing range of general and curricular topics
5.5.3.1- write with support factual descriptions at text level which
describe people, places and objects
All learners will be able to:
Most learners will be able to:
• read descriptions about animals in Kazakhstan.
Lesson objectives • match descriptions of animals to pictures of them.
• write a short description of an animal.
Some learners will be able to:

 Clarify the meaning of the word in a dictionary or other digital

references
Success criteria  Read the text and find the evidence in it to prove facts or
оpinions
 Describe people, places and objects at text level
Value links Lifelong learning
Cross curricular links Biology
ICT skills
Previous learning Animals with backbones
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
• Read the names of the four animals aloud. Ask which of
these animals students have seen.
Beginning
• Elicit anything students know about the animals in the
pictures, e.g. their appearance, abilities and where they live.
• Check students’ understanding of the following vocabulary: Answers
horns, tails, males, females. 1B2C3D4A
• Ask students to work alone to read the text.
• Students can then do the matching exercise individually or
in pairs.
• Check answers, asking students to explain their answers.
For example, a student might say, Description 4 says that the
animal has very big ears. Picture A shows an animal with
very big ears. So Description 4 goes with Picture A.
• Ask students to choose an animal to write a short
Middle description of. Students may need help with this – encourage
them to choose an animal that they are particularly interested
in or that they would like to learn something about.
• Monitor as students work, helping with vocabulary as
necessary. Encourage students to look up new words in the
dictionary or to ask you for help.
• When students have written their short text, tell them to
spend a minute or two checking their work, looking for
mistakes to correct.
• Finally, students can read their description aloud in pairs –
without naming the animal. Their partner listens to the
description and tries to guess the animal.
 Digital activity
• Each of the animals described on page 23 is a herbivore (an
animal that only eats plants). Write the word on the board,
drill its pronunciation, /hɜːbɪvɔːr/, making sure students
understand its meaning.
• Ask students to research online what plants each of the
animals eats.
• Students can share what they find out with a partner, before
you discuss it with the class as a whole.
For homework, students research their favourite animal.
They should write a short description of it, including the
following information: the name of the animal, what it looks
Homework like, where it lives, what it eats. At the beginning of the next
lesson, students can do a short presentation on their animal in
small groups of three or four.
Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety
you plan to give more learners` learning? check ICT links
support? How do you
plan to challenge the
more able learners?
More support will be -through questioning and the redirecting of -White board and
given to weaker learners questioning in feedback activities video is used no
by giving them a -through observation in group and end performance more than 10
modified worksheets in activities minutes
some tasks with greater -through formative task -Use water based
support pens
-Health promoting
techniques
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?