Корейская косметика премиум класса

The family

Жетісу облысы Ақсу ауданы Cағабион ауылы
" Т. Тоқтаров атындағы орта мектебі, мектепке дейінгі шағын орталығымен" КММ
ағылшын тілі пәнінің мұғалімі Салкимбекова Гулим Саятовна

Unit 3:




Grade: 5

Number present:

Number absent:

Teacher’s name:

Salkimbekova G.S.

Theme of the lesson:

 The family

Learning objectives  Communicate meaning clearly at sentence level during, pair, group and whole class exchanges; understand with little support specific information and detail in short, simple texts on a limited range of general and educational topics

Assesment Criteria

Apply topic related vocabulary in speech appropriately arranging words and phrases into well – formed sentences on different topics

Identify specific information and detail in texts on a range of familiar general and educational topics

Level of thinking skills

Knowledge and comprehension




Students will be able to :

talk about  family by reading and sharing with the class;

indentify characteristics of a responsible family member;

Students with individual needs will be able to:

use appropriate vocabulary  to talk about the members of family;

identify facts and details about family members  in the text;


Planned things

Planned activities

Learners’ activities





 Organizational moment

Teacher greets students.

Discussion:Speaking timemethod (whole class) 7 min

Teacher shows a picture of healthy and happy family,  and asks to predict the topic of the lesson. (Predicting)

Teacher shows the quotation “Family is not an important thing. It’s everything” (Michael J. Fox) and asks questions:

  1. What is the meaning of the quote?
  2. Do you agree or disagree with it? Why?

After that T introduces the aim and theme of the lesson.




Students try to predict the topic of the lesson


Students answer the questions:




Formative assessment by

“The praise” method

“Good job!

Well done!”





Appendix 1



Power Point Presentation




Focus on reading

Survey, Question, Read, Recite, Review technology


Pre-reading: Survey

  1. How many people are in your family?
  2. Do you often visit your grandparents?
  3. What do your parents do?

10 min

Teacher provides students with the text.

Students scan the texts and unknown words

Task 1: Find unknown words   and underline. Write down these words in dictionaries. (Pair work)

Teacher drills the pronunciation of the new words and gives definitions.

Differentiation by resources: less able students can use dictionaries to check the meaning

For individual needs students

Task: Find in the text all the family members names

Scaffolding by modeling. Teacher gives one example(mother.) and  demonstrate how to  complete a task while students observe




 Next step is “Read”

Task 2. Read the text and find specific pieces of information 5min

Next step is “Questions”

Task 3. Read the text and answer the questions

  1. How old is Boris?
  2. Is his family big or small?
  3. What does Boris like to do in his free time?
  4. What his sister’s name? How old is she? What does she like to do?
  5. What his mother’s name? What does she do?
  6. What his father’s name? What kind of person is he?
  7. Where do Boris’s family go in summer holiday?


For individual needs students

Task: Finish the following sentences (Unfinished sentences)

  1. Boris in the _________ grade.
  2. His younger sister’s name is________ .
  3. Boris’s mother works at ________ .
  4. Vladimir is Boris’s __________ .
  5. They always go to the village to their ____________ .


Scaffolding by  giving them words in box

Differentiation by support:

while reading the text less able learners are given translations

Teacher reminds the lesson objectives to students

Teacher:   What we will be able to  at the end of the lesson?


Post reading

Close pair work (13 min) Speaking practice

 Next step is “ Recite”

Task 3. Read the text again and retell it.

Scaffolding by support. A Teacher  supporst students by asking some  question.

-  Who is the main character in this text  ?

Differentiation by collaborative learning: lower ability students learn from their peers

For individual needs students

Teacher asks yes\no questions according to the topic of lesson using Thinking time strategy. Teacher wait a pupil to think through an answer  (before break the silence) 15-30 secs

Task: Answer to the given questions

  1. Boris sixteen years old?
  2. Is his mother a teacher of the English language.?
  3. Is his elder brother going to enter the Academy of Sport?
  4. Is Boris love and proud of his family?

Scaffolding by thinking aloud to process their thoughts and verbally brainstorm ideas

Learners should scan the text answer the , find unknown words and  discuss the meanings and write these words into their vocabulary notebooks to locate the relevant information about family












Students find in the text all the family members names










Learners read the text and answer the questions



2. His family is big

3. he likes reading historical novels and listening to pop music.

4.Kate,5,  likes drawing and dancing

5. Elena,40, she is a teacher of the English language.

6. Vladimir, He is a very responsible and hardworking person

7. They always go to the village to their grandparents during summer holidays.

Learners with individual needs

will be given words. They complete the sentences with words in box.

(school, Kate ,eighth, grandparents, father)




Students say lesson objectives




Students will read the text and retell it to improve their speaking practice.

In the end, each

learner will understand and share specific information about Boris’s family . 










Learners give their answers to the yes\no questions







A learner:

-reads the text and  finds unknown words

-Notices the meaning of underlined words

-Writes  new words in dictionary

Formative assessment: Eavesdropping

Teacher listens to pair discussion and target specific questions to pairs









A learner:

-reads the text

- answers to the questions correctly

 Formative assessment:

Teacher assesses students by using One minute question

Learners answer the question in one minute.




A learner:

-finishes given sentences

-Uses appopriate vocabulary
















A learner:

-Reads the text

-Retells the given text

-Uses appopriate vocabulary

-Works in pairs


Formative assessment: Eavesdropping

Teacher listens to pair discussion and target specific questions to groups



A learner:

-answers to the yes\no questions

-uses appropriate words

-spells the words correctly

Formative assessment:

Student Conference

One on one conversation with student Teacher checks their level of understanding













Appendix 2















Appendix 2















Appendix 3















Appendix 2















At the end of the lesson, Teacher shows the quotation again, students discuss on its meaning giving examples from the text


Home task: write  a short essay about the happiest time in your family

Differentiation by homework: Less able students may learn new words only


Saying goodbye


students discuss the meaning of quotation and give examples from the text



Formative assessment\ 30 – second share.  Students take a turn to report something learned in a lesson for up to 30 second each




Power Point Presentation




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