ART 1

TALKING AND WRITING ABOUT PAINTINGS AND BUILDINGS AND

FINDING OUT ABOUT COLORS AND SHAPES.
 What are Mythical Creatures?
Mythical creatures are supernatural
animals that originated from ancient
mythologies, stories and folklore.
Relating to myth and legend,
mythical creatures often have
metaphorical significance.

Origins of Mythical Creatures

Every culture across the world will have their own folklore and their own versions of
mythical creatures. We see Mythical creatures first emerging in the Classical era.
Through the extensive collection of Greek mythologies, we can see mythical creatures
such as the Cyclops, Medusa, Minotaur and the Centaur.
One syllable adjectives
Adjective Comparative Superlative
tall taller tallest
fat fatter fattest
big bigger biggest
sad sadder saddest
Two syllables
Adjective Comparative Superlative
happy happier happiest
simple simpler simplest
busy busier busiest
tilted more tilted most tilted
tangled more tangled most tangled
Three or more syllables
Adjective Comparative Superlative
important more important most important
expensive more expensive most expensive
Irregular comparatives and superlatives

Adjective Comparative Superlative

good better best
bad worse worst
little less least
much more most
far further / farther furthest / farthest
My brother is ________(young) than me.
Today the streets are ________(crowded) than
yesterday.
I think math is ________(difficult) than English.
Mr. Green is a ________(wealthy) man than I
am.
This map is ________(complicated).
Jose needs a ________ (good) job.
Creatures
• A thick mane,
• A single eye,
• A horn,
• A long tail,
• Sharp claws,
• A beak,
• Big wings,
• Sharp teeth,
• Long feathers.
Thank you for your attention!
Good bye!
 ART 2
FINDING OUT ABOUT AND DESCRIBING LINES AND
SYMMETRY IN OBJECTS, PORTRAITS AND THEIR OWN
FACES.
Warm up. Dancing.
• https://youtu.be/JoF_d5sgGgc
Complete with: was or were

• 1. Zhanar … at the cinema last Sunday.

• 2. Helen and Damir … at school yesterday.
• 3. Seruk … at work yesterday.
• 4. We … at home last night.
• 5. She … very sad yesterday.
Writesentences,asintheexample.
Usewasn’torweren’t

• For example:
Sauran /not be/at home/last Sunday
Sauran wasn’t at home last Sunday.

• The/not be/ in Rome/last Sunday.

• Milena/not be/at the party.
• I/not be/at the gym/yesterday.
• You/not be/at Jane’s house.
Talk about the past

Yesterday morning Last Saturday morning

Last Monday Two days ago

At the park At the theatre At the library

At the cinema At the zoo At home
At the gym At the beach At school
 MUSIC 1
FINDING OUT ABOUT INSTRUMENTS AND THE SECTIONS OF AN
ORCHESTRA.
Musical instruments
 MUSIC 2
WATCHING AND LISTENING TO A PART OF PEER GYNT,
CREATING AN IMAGINARY CHARACTER AND WRITING ABOUT
IT.

5.W6 link, with some support, • All learners will be able to: illustrate
sentences into coherent paragraphs topical words with some support
using basic connectors on a limited • Most learners will be able to: use
range of familiar general topics subject-specific vocabulary to talk about
5.S7 use appropriate subject-specific an event they introduced.
vocabulary and syntax to talk about a • Some learners will be able to: compose
limited range of general topics an email to a friend about an event they
introduced.
• Warm up

https://youtu.be/DDaWbAPm5bU
• Using adjectives when you describe an event, try to use a
variety of adjectives e.g. beautiful, great instead of good. This
makes your description more interesting to the reader.
Adjectives go before a noun but after the verb to be. It was a
beautiful day. The day was beautiful.
Use these adjectives
• excellent, perfect, delicious, upset, fantastic to complete the
email.
• Replace the adjectives in bold with adjectives from
the list.

*delicious
*amazing
*terrible
*great
*disappointing
Thank you for your attention!
Good bye!
 MUSIC 2
MAKING A MUSICAL INSTRUMENT AND PLAYING IT.

• 5.S3 give an opinion at • All learners will be able to: understand

sentence level on a limited the questions and give an opinion about
range of general and curricular curricular topics.
topics • Most learners will be able to: think
• 5.W4 write with support a critically about the different aspects of
sequence of extended sentences music.
in a paragraph to give basic • Some learners will be able to:
personal information understand the features of music that
are not given the at the lesson.
 Listening and writing

Born in Atbasar, Akmola, on 10th January 1)___

Worked as: a builder and a 2)__________
Was interested in: the history of 3)______
Famous for: The Nomads (three books about the history and
heroes of the 4)___)
Died on 5th 5)____________1983.
Complete the paragraph with information from.
Ex. 5. read it to the class.
Teacher asks to write the their families years.
And present to the class.

In English, we read the years as two sets of

two digit numbers.
1961= fifteen sixty-one.
1807=eighteen oh seven
1972=nineteen seventy-two
BUT
2009= two thousand and nine.
• Choose the right answer and tick .
•
• 1. We use ____number with days.
• Cardinals (one, two...)
• Ordinals (1st...)
•
• 2. We use ___numbers with years.
• Cardinals (one...)
• Ordinals (1st...)
•
• 3. To write the date in English, we write the month, day and year in...
• American English
• British English
•
• 4. The written form of 9th is...
• nineth
• ninth
• 5. The written form of 15th is...
• fifteenth
• fiveteenth
 STORIES AND POEMS 1
READING AND LISTENING TO STORIES AND LEGENDS AND
WRITING ABOUT THEIR KAZAKH NEW YEAR.

• 5.UE9 use simple present and simple past • All learners will be able to: use past
regular and irregular forms to describe simple to describe the story
routines, habits and states on a limited
• Most learners will be able to: understand
range of familiar general and curricular
topics the story and read the story accurately.
• 5.W4 write with support a sequence of
• Some learners will be able to: write
extended sentences in a paragraph to give specific information and express to the
basic personal information class intelligibly.
• 5.R2 understand with little support
specific information and detail in short,
simple texts on a limited range of general
and curricular topics
Affirmative I/you/he/she/it/we/you/they
had……..

Negative I/you/he/she/it/we/you/they
didn’t have…

Interrogative Did I/you/he/she/it/we/you/they

have …..?

Short Yes, I/you/he etc.

Answers did.
No, I/you/he/ etc.
didn’t.
 “Five steps” method
What have you learnt in this lesson?
What parts of the lesson was easy for
you?
What parts of the lesson was difficult for
you?
What don’t you understand?
Do you like this lesson?
 STORIES AND POEMS 1

• 5.R1 understand the main points in a • All learners will be able to: read the text
limited range of short simple texts on and memorize the details
general and curricular topics • Most learners will be able to: respond to
• 5.W4 write with support a sequence of all the questions
extended sentences in a paragraph to • Some learners will be able to: give the
give basic personal information summary for the text
• 5.S8 recount basic stories and events
on a range of general and curricular
topics
 What do you know about the islands of Atlantis?
How are these names related to Atlantis?
Plato
Poseidon
The Mediterranean
The Azores
Sardini
Malta
Santorini

worksheet - 1
 worksheet - 2

Answer the questions:

• 1.Who was Plato?
• 2.When did the myth of Atlantis start?
• 3.Who was Poseidon?
• 4.What did the capital city look like?
• 5.What was inside the temple?
• 6.What did the Atlanteans do?
• 7.Where did the Kings live?
• 8.How did Atlantis disappear?
• 9.Where could Atlantis be?
• 10.Why is Santorini the most probable location of
Atlantis?
 worksheet - 3

• Who
• Where
• What
• When
• How
• A: Who was Plato?
• B: A philosopher. Where was h from?
 worksheet - 4

give the class a summary of the text.

• Created
• Protected
• Sailed
• Worked
• Raised
• Ruled
• Lived
• Happened
• Disappeared
• Survived
• Sank
• Destroyed
 Stories and poems 2
Reading and writing poems and haikus.

• 5.S1 provide basic information about • All learners will be able to: tell the
themselves and others at sentence
story according to the basic
level on an increasing range of
general topics information.
• 5.R1 understand the main points in a • Most learners will be able to: analyze
limited range of short simple texts on the main point of the text.
general and curricular topics • Some learners will be able to: write a
• 5.W4 write with support a sequence of short paragraph to give basic personal
extended sentences in a paragraph to information.
give basic personal information
Listen and repeat

• How are you today?

• Much better, thanks.
• It’s pity you couldn’t make it.
• No, she wasn’t. she was ill.
• Matt’s costume was fantastic.
• What was he?
• I don’t believe it!
Bob: how are today, Sam?
Sam: Much better, thanks. How was Mark’s party?
Bob: It was great. It’s pity you couldn’t make it.
Sam: I know. So, who else was there?
Bob: Jane, Scott, Matt, you know all of Mark’s classmates,
and his cousin’s.
Sam: Was Lucy there?
Bob: No, she wasn’t. she was ill.
Sam: Did have a nice time?
Bob: Yes, we did. The music was great and the food was
delicious. Matt’s costume was fantastic.
Sam: Really? What was he?
Bob: He was a dragon.
Sam: I don’t believe it! Could he move around?
Bob: No, he couldn’t. but it was OK.
• Find sentences in the dialogue which mean:

• How are you feeling today? – It was amazing.-

• I’m sorry you weren’t there. – Was it fun? - You must be
kidding!
 UNIT REVISION

• 5.S1 provide basic information about • All learners will be able to: answer
themselves and others at sentence level the basic informational questions.
on an increasing range of general
• Most learners will be able to: deduce
topics
• 5.L6 deduce meaning from context in the context in short range of curricular
short, supported talk on an increasing topics.
range of general and curricular topics • Some learners will be able to: write
• 5.W3
the descriptions of the stories
write with support factual
descriptions at text level which describe
people, places and objects
Write as many professions as you can think of. Check with your
partner.

• Writer, teacher, ….

Worksheet - 1
Check these words:

• Eager
• Skilful
• Adults
• Poetry
• Sculptor
• Poet

Worksheet - 2
Use these words to write sentences about C.S. Lewis and Pablo Picasso.

• Eager reader
• Skilful writer
• Famous painter
• Great imagination
• Science fiction and poetry
• Sculptor and poet
• Children’s book
• Well-known painting

Worksheet - 3
Unit revision

• 5.C9 use imagination to express • All learners will be able to:

thoughts, ideas, experiences and distinguish the correct sentences about
feelings themselves
• 5.W3 write with support factual
descriptions at text level which • Most learners will be able to:
describe people, places and objects complete the main information
correctly
• Some learners will be able to: create
a story with two special creatures
Listen to the song and fill in the missing verbs.

• Remember
• Changes
• Invent
• Paint
• Grow
• Fulfill
• Ignore
• Find
• Take
• Come
Worksheet -1
Which of the sentences are true about you?

I love painting because …

• -I draw what is in my heart.

• -it relaxes me.
• -I can express my feelings.
• -it makes me feel proud.
• -I can impress my friends.
• -it’s fun.
• -it makes me happy.

Worksheet -2
Do the quiz. Mark the sentences T(true) or false.

• 1.Centaurs were from Greece

• 2.The Samruk was a bird.
• 3.Pablo Picasso was from Ireland.
• 4.The Chimera had two heads.
• 5.Abilkhan Kasteev is Kazakhstan’s most famous writer.
• 6.The Phoenix was a wild bird.
• 7.Marco Polo lived in the 13 th century.
• 8.Genghis Khan lived in northeast Africa.

Worksheet -3
Thank you for your attention!
Good bye!
 LEARNERS READ NON-FICTION BOOKS IN KAZAKH, ENGLISH,
RUSSIAN LANGUAGES

• 5.C9 use imagination to express • All learners will be able to: memorize
thoughts, ideas, experiences and feelings the main idea of the author
• 5.R6 recognise the attitude or opinion
• Most learners will be able to: complete
of the writer in short texts on a limited
range of general and curricular topics with little support the opinion of the
• 5.W4 write with support a sequence of author
• Some learners will be able to: imagine
extended sentences in a paragraph to
give basic personal information the description and express the thoughts
clearly.
check the words:
• Poor, catch, let, wish, surprised, fool, shout, calm, swim
away, grant a wish, rich, dark, land, stormy, cloud, sky,
turn.
 Use the adjectives to complete the summary of The
Fisherman and the
• Fish.
• Rich
• Golden
• Small
• Huge
• New
• Kind
• Imagine you met the golden fish.
• What would you wish for?
What is the message of the story?
Explain your choice.
• Be happy with what you have got.

• Be careful what you wish for.

Thank you for your attention!
Good bye!
 LEARNERS READ NON-FICTION BOOKS IN KAZAKH, ENGLISH, RUSSIAN
LANGUAGES

• 5.R5 deduce meaning from • All learners will be able to: understand the
context in short texts on a limited topic and respond the basic questions
range of familiar general and
curricular topics • Most learners will be able to: define the
• 5.C7 develop and sustain a parts of the story correctly
• Some learners will be able to: reorder the
consistent argument when
speaking or writing story and retell to the class intelligibly.
-what do you know about Robin Hood?
-Was he a real person?
Who are the people in
the pictures?
Complete the sentences
• Robert and Marian were in the church when …

• Robert got on a horse and …..

Thank you for your attention!!!
 Summarizing the chosen books
Different activities, based on the
content of the books

5.R5 deduce meaning from context

• All learners will be able to: respond
in short texts on a limited range of
constructively to the basic questions.
familiar general and curricular topics
5.W2 write with support a sequence • Most learners will be able to: write with
of short sentences in a paragraph on a support a short sentences in a paragraph.
limited range of familiar general • Some learners will be able to: deduce
topics meaning of the text clearly.
5.C4 evaluate and respond
constructively to feedback from
others
https://youtu.be/NXMDG093AOc

Warming-up
Complete the graphic organizer below with the
adjectives the writer uses in the story.

1 Characters 2 Places
Thank you for your attention!!!
 Reading for Pleasure
Lesson 1.

• 5.C9 use imagination to express • All learners will be able to: define the
thoughts, ideas, experiences and types of literature correctly
feelings
• 5.R6 recognise the attitude or • Most learners will be able to: memorize
opinion of the writer in short texts the non-fiction and fiction literatures.
on a limited range of general and • Some learners will be able to: retell the
curricular topics attitude of the writer in short texts.
Which types of literature are non-fiction?
Fiction?

Action and adventure is fiction.

 Check these words.

Poor, catch, let, wish, surprised, fool,

shout, calm, swim away, grant a wish, rich,
dark, land, stormy, cloud, sky, turn.
 Summarizing the chosen books
Different activities, based on the content of the books

• 5.R5 deduce meaning from context in • All learners will be able to: name the
short texts on a limited range of familiar main heroes of the story and memorize
general and curricular topics
the parts of the story
• 5.W2 write with support a sequence of
short sentences in a paragraph on a • Most learners will be able to: classify
limited range of familiar general topics the parts of the story
• 5.C4 evaluate and respond constructively • Some learners will be able to: respond
to feedback from others to the questions clearly.
Which musical instrument is it from?

What does it look like?

Complete the sentences.
Use :
played,
made,
gave,
carried,
got,
smashed.
Thank you for your attention!
Good bye!
Unit revision

• 5.W3 write with support factual • All learners will be able to: write fiction
descriptions at text level which and non-fiction sentences.
describe people, places and
• Most learners will be able to: complete
objects
• 5.C4 evaluate and respond tasks correctly about places and objects
constructively to feedback from • Some learners will be able to: respond to
others the questions clearly.
Complete the sentence.

I like reading because …. .

 Join the sentences using the linkers in
brackets.

* The younger brother loved his instrument.

He played it all day.(so)
* The older brother broke the instrument.
He was angry. (because)
Thank you for your
attention!
Good bye!!!
 Home and garden 1
Describing and designing rooms and furniture and talking and
writing about them.

• 5.C10 Use talk or writing as a means • All learners will be able to: make up
of reflecting on and exploring a range simple sentences about the rooms with
of perspectives on the world;
prepositions orally;
• 5.S6 Communicate meaning clearly at
• Most learners will be able to: write
sentence level during, pair, group and
whole class exchanges; simple sentences using prepositions of
• 5.UE14 use prepositions to talk about place
location • Some learners will be able to: use some
topic vocabulary to create 5-6 sentences
with prepositions without support.
 Try to repeat it as fast as you can:

THERE IS A BIG BLACK BED IN THE BIG BLACK

BEDROOM .
New words
• a corridor [ˈkɒrɪdɔː]
• a living room [ˈlɪvɪŋ ruːm]
• a bedroom [ˈbɛdru(ː)m]
• a study [ˈstʌdi]
• a dining room [ˈdaɪnɪŋ ruːm]
• a bathroom [ˈbɑːθru(ː)m]
• a sofa [ˈsəʊfə]
• a cooker [ˈkʊkə]
• a fridge [frɪʤ]
• a dishwasher [ˈdɪʃˌwɒʃə]
• a washing machine [ˈwɒʃɪŋ məˈʃiːn]
• a cupboard [ˈkʌpbəd]
• carpet [ˈkɑːpɪt]
• an arm-chair [ɑːm-ʧeə]
• a wardrobe [ˈwɔːdrəʊb]
Match a word with its definition.

• a) it’s a room where you cook breakfast (kitchen)

• b) it washes your clothes (washing machine)
• c) it’s a room where you sleep (bedroom)
• d) a cold place (a fridge)
• e) it’s a room where you wash your hands (bathroom)
• f) it lies on the floor (carpet)
• g) you sit on it (sofa, chair, arm-chair)
• h) gas stove (cooker)
• i) it’s a room where we watch television
• (living-room)
Answer the questions in pairs.

• - Do you live in a flat or in a house?

• - What rooms do you have in your flat/house?
• - And what’s your favorite place at home?
• - Do you have the room of your own? What is there in it?
 Home and garden 1
Describing and designing rooms and furniture and
talking and writing about them.

• 5.C4 evaluate and respond constructively to • All learners will be able to: ask and
feedback from others answer personal questions with some
• 5.UE14 use prepositions to talk about time
support
and location use prepositions like to describe
things and about to denote topic use • Most learners will be able to: answer
prepositions of direction to, into, out of, the questions without support;
from, towards on a limited range of familiar • Some learners will be able to:
general and curricular topics understand most of the language used
by the teacher at the lesson
Warm up

https://youtu.be/iZinb6rVozc
Look at the sentences.
My dad is in the kitchen.
The dog is on the sofa.
The toys aren’t under the table.
How do you think what are the words written in bold? Do you know any
prepositions of place? Make your examples.
Remember the rule.
We use prepositions of place to say where things are.
e.g. Where’s the cat? It’s hiding behind the chair. I don’t like sitting next
to my brother in the car. Have you got any apples? Yes, they’re in the
fridge between the grapes and the oranges.
Kitchen Sitting room

Children’s room
 Home and garden 2
Describing and designing gardens and
talking and writing about them

• 5.R1 understand the main points in a limited • All learners will be able to: make
range of short simple texts on general and simple questions on general curricular
curricular topics topic.
• 5.UE14 use prepositions to talk about time and
location use prepositions like to describe • Most learners will be able to:
things and about to denote topicuse respond to the questions using basic
prepositions of direction to, into, out of, from, information.
towards on a limited range of familiar general • Some learners will be able to:
and curricular topics describe the real facts and tell to the
• 5.W3 write with support factual descriptions class.
at text level which describe people, places and
objects
What do you know about the
animal in the picture?
What would you like to know about
it?
Write three questions.
Check these words:
Ghost, high up, mountains, hide,
forest, come out, tracks, thick, fur,
spots, tail, protect, prey, paws, wild,
sheep, goat, attack, jump, kill,
endangered species, hope, survive.
Write a place where live the
leopard.
And share with your partner.
 Home and garden 2
Describing and designing gardens and talking and writing
about them

• 5.L4 understand the main points of • All learners will be able to: name the
supported extended talk on a range of animals correctly
general and curricular topics
• Most learners will be able to:
• 5.UE3 use a growing variety of adjectives
and regular and irregular comparative and describe animals using adjectives
superlative adjectives on a limited range of correctly
familiar general and curricular topics • Some learners will be able to: define
• 5.W3 write with support factual the descriptions correctly
descriptions at text level which describe
people, places and objects.
Listen and repeat what are these words in your language?

• Trout – mouth, eyes, tail, fin, scales.

• Goat –horns, ears, body, legs, hooves, fur.
• Seagull – head, beak, wings, tail, feathers.
Describing animals.

• Parrot
• Bear
• Giraffe
• Choose an animal. Your partner asks questions to find out
which it is.
• A: Has it got a long neck?
• B: No, it hasn’t.
• Has it got …?
 City 1
Describing fantasy cities and reading, writing
and talking about them.

• 5.UE 12 use common regular and • All learners will be able to: use adverbs in
irregular adverbs, simple and a simple sentences to express thoughts.
comparative forms, adverbs of
• Most learners will be able to: say adverbs
frequency and adverbs of definite
time : last week, yesterday on a to point out the places of city
limited range of familiar general • Some learners will be able to: identify the
and curricular topics places using the adverbs correctly
• 5.W3 write with support factual
descriptions at text level which
describe people, places and objects
Warm up

https://youtu.be/iZinb6rVozc
Adverbs of frequency usually go
______ the main verb, but ____the
verb to be.
•How often do you …
•*eat fish?
•*go swimming?
•*watch TV?
•*play tennis?
•*tidy your room?
•*go to the theatre?
•*get up early?
•*go to bed late?
•A: how often do you eat fish?
B: I never eat fish.
 City 1

• 5.UE 12 use common regular and • All learners will be able to: understand
irregular adverbs, simple and
the adverbs of time and use to complete
comparative forms, adverbs of
frequency and adverbs of definite sentences
time : last week, yesterday on a • Most learners will be able to: define the
limited range of familiar general and degrees of adverbs correctly to use in
curricular topics sentences
• 5.W3 write with support factual • Some learners will be able to: construct
descriptions at text level which the sentences with the right steps.
describe people, places and objects
Warm up

https://youtu.be/JoF_d5sgGgc

Pre-learning
https://youtu.be/E6a92KZ2kMw
 City 2
Creating a map of a fantasy city and writing
a persuasive text about it

• 5.C4 evaluate and respond • All learners will be able to: use
constructively to feedback from comparative and superlative adjectives
others with some support
• 5.S6 communicate meaning clearly • Most learners will be able to: define
at sentence level during, pair, group the degrees of adverbs correctly to use
and whole class exchanges in sentences
• 5.S7use appropriate subject-specific • Some learners will be able to: create
vocabulary and syntax to talk about a fantasy map of an ideal city and
a limited range of general topics write a persuasive text
 Warm up

https://infourok.ru/go.html?href=https%3A
%2F%2Fwww.youtube.com%2Fwatch%3F
v%3D2gLhjEWvM1k
 Worksheet - 1

A: What do you like about your city?

B:_________________________________
A:Why is that?/ What do you mean?
B:_________________________________
A: And what do you dislike about your city?
B:_________________________________
A: Why is that a problem?
B:_________________________________
Worksheet - 2
Worksheet - 3
Unit revision

• 5.W8 spell most high-frequency words • All learners will be able to: spell
accurately for a limited range of general
topical words accurately
topics
• 5.S6 communicate meaning clearly at • Most learners will be able to:
sentence level during, pair, group and express special information clearly
whole class exchanges • Some learners will be able to:
communicate meaning clearly during
the group work.
Look at the pictures. Which
shows:
a lion?
A mouse?
A centaur?
A minotaur?
A wolf?
Read the text and complete the
sentences.
1.The writer of the Narnia is ….
2.The king of the Narnia is ……. .
3.Reepicheep can … .
4.Gryphons can …. .
5.Centaurs look like … .
6.Minotaurs are against …
Make notes under the headings. Use your notes to
present Narnia to the class.
What is Narnia?
Talking animals
Mythical creatures
Complete the sentences
with:
wise,
cruel,
creatures,
army,
fight,
enemies.
 World 1
Finding out and talking about environmental
problems and suggesting solutions.

• 5.L1understand a sequence of supported • All learners will be able to: relate the
classroom instructions
meaning of the topic with mother
• 5.S6 communicate meaning clearly at
sentence level during, pair, group and language
whole class exchanges • Most learners will be able to: transfer
the meaning of the dialogue in mother
language
• Some learners will be able to:
categorize the meaning of the dialogue
correctly.
Expressing fear
 I am afraid of …
 Get it away from
me!
 Are you sure it’s
safe?
 O my goodness!
Calming down
Don’t be silly!
Would you like to
Read the dialogue again and answer the questions.
1. What is Frank’s pet?

2. How old is it?

3. What does Frank think of his pet?

4. Does Sue like it?

Find parts of the dialogue which mean:

1. Oh no!
2. What’s the problem?
3. I’m terrified of spiders.
4. How about giving it a try?
Pronunciation /Ɔ:/, /a:/

• Ɔ:/ morning, sport

• /a:/ garden, Mark
 World 2
Learning a song about helping the
environment and writing a recipe to make an
ideal world.

• 5.L1 understand a sequence • All learners will be able to: relate the
of supported classroom
meaning of the topic with mother
instructions
• 5.S6 communicate meaning language
clearly at sentence level • Most learners will be able to: transfer
during, pair, group and the meaning of the dialogue in mother
whole class exchanges language
• Some learners will be able to:
categorize the meaning of the dialogue
correctly.
Warm up
Worksheet 1

Save energy

Use public transport

Use less meat
The song earth day
• https://youtu.be/UbnRANz4nT0
 Earth Day
Earth Day is about raising awareness about the importance of
protecting our planet and taking action. The first Earth Day came
about after a U.S. Senator from Wisconsin, Gaylord Nelson, saw
the devastating impact of a massive oil spill in Santa Barbara,
California. Not willing to sit on the sidelines anymore, Senator
Nelson organized a national “teach in” to educate and inspire
people to protect the environment.
Since the first Earth Day was celebrated in 1970, it has generated
public support for the Environmental Protection Agency, as well
as environmental laws such as the Clean Air Act, the Water
Quality Improvement Act, and the Endangered Species Act.

https://youtu.be/yl3zgcL0Tv8
 World 2
Learning a song about helping the environment and writing a recipe to
make an ideal world.

• 5.L1 understand a sequence of

• All learners will be able to: understand the
supported classroom instructions
• 5.S6 communicate meaning main idea of the author
clearly at sentence level during, • Most learners will be able to: define
pair, group and whole class true/false sentences definitely
exchanges • Some learners will be able to: present the
features of creatures clearly.
Warm up

Stand up!
Jump!
Dance!
Do exercise!
Clap your hands!
Turn around!
Sit down!
concept checking question:

• Where is it from the Australia’s Bunyip?

• What is there in national emblem of Kazakhsatn?
 Learning a song about helping the environment
and writing a recipe to make an ideal world.

• 5.C10use talk or writing as a means • All learners will be able to: find out
of reflecting on and exploring a range the basic question’s answer
of perspectives on the world • Most learners will be able to: replace
• 5.R2 understand with little support the words correctly
specific information and detail in • Some learners will be able to: respond
short, simple texts on a limited range to the questions about favorite film.
of general and curricular topics.
 Warm up
• https://youtu.be/YRnSht-ONtU
 Check these words.
• Jungle, director, feature, evil, protect.
 Follow the plan.

- Name of film, director, actors in the film.

- Story (what happens, who the main characters are)
- recommendation
• What kind of film the “Jungle Book”?