2018-2019 оқу жылы2018-2019 учебный год2018-2019 academic year
| № | № | Unit | Theme of the lesson | Learning objectives/ Strands | hours | Date | Notes | ||||||||||||
| Home and away | Homeandaway | 5.C9 use imagination to express thoughts, ideas, experiences and feelings 5.L1understand a sequence of supported classroom instructions 5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges | |||||||||||||||||
| Home and away Diagnostic test | 5.C9 use imagination to express thoughts, ideas, experiences and feelings 5.L1understand a sequence of supported classroom instructions 5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges | ||||||||||||||||||
| Prepositions | 5.UE11 use be/look/sound/feel/taste/smell like and use bemade of on a limited range of familiar general and curricular topics 5.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics 5.W3 write with support factual descriptions at text level which describe people, places and objects | ||||||||||||||||||
| Possessiveadjectivesandpronouns | 5.W7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics 5.C8 develop intercultural awareness through reading and discussion 5.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups | ||||||||||||||||||
| Theverbtobe | 5.L1understand a sequence of supported classroom instructions 5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics 5.S2 ask simple questions to get information about a limited range of general topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchange | ||||||||||||||||||
| Daysoftheweek | 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 5.UE3 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.UE4 use determiners including any, no each, every on a limited range of familiar general and curricular topics | ||||||||||||||||||
| Counries, nationalitiesandlanguages | 5.L1understand a sequence of supported classroom instructions 5.UE8 use future forms will for predictions and be going to to talk about already decided plans on a limited range of familiar general and curricular topics 5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topiс | ||||||||||||||||||
| Let'sdothequiz | 5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics 5.S2 ask simple questions to get information about a limited range of general topics 5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics | ||||||||||||||||||
| Askingforclarification | 5.L1understand a sequence of supported classroom instructions 5.L3 understand an increasing range of unsupported basic questions on general and curricular topics 5.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topic | ||||||||||||||||||
| Climateandfood | 5.W6 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics 5.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics 5.UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics | ||||||||||||||||||
| Weatherandclimate | 5.S2 ask simple questions to get information about a limited range of general topics 5.R5deduce meaning from context in short texts on a limited range of familiar general and curricular topics 5.UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics | ||||||||||||||||||
| SAU 1 Weather and climate | Recognise basic general questions without support; Give basic information about themselves and others at sentence level; Make up basic interrogative sentences and get information about the topic. | ||||||||||||||||||
| Animals | 5.S2 ask simple questions to get information about a limited range of general topics 5.R5deduce meaning from context in short texts on a limited range of familiar general and curricular topics 5.UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics | ||||||||||||||||||
| 2. Living things | Animalactions | 5.L3 understand an increasing range of unsupported basic questions on general and curricular topics 5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics 5.C4 evaluate and respond constructively to feedback from others | |||||||||||||||||
| Presentsimple | 5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics | ||||||||||||||||||
| Plants | 5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 5.W3 write with support factual descriptions at text level which describe people, places and objects 5.W7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics 5.W8 spell most high-frequency words accurately for a limited range of general topics | ||||||||||||||||||
| Was/were | 5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 5.W3 write with support factual descriptions at text level which describe people, places and objects | ||||||||||||||||||
| Discoverculture | 5.UE1 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.UE9 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 5.C4 evaluate and respond constructively to feedback from others | ||||||||||||||||||
| HuskiesTheunit'shelper | 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics 5.W7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics 5.UE1 use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics | ||||||||||||||||||
| Asking for and giving directions | 5.L3 understand an increasing range of unsupported basic questions on general and curricular topics 5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges | ||||||||||||||||||
| SAU 2description of an animal | 5.R4 Read with some support a limited range of short fiction and non-fiction texts. 5.W2 Write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics. | ||||||||||||||||||
| AnimalswithbackbonesReading | 5.L3 understand an increasing range of unsupported basic questions on general and curricular topics 5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics | ||||||||||||||||||
| SAT 1 Summative Assessment for term | 5.L6 Deduce meaning from context in short, supported talk on an increasing range of general and curricular topics. 5.L1Understand a sequence of supported classroom instructions. 5.R1Understand the main points in a limited range of short simple texts on general and curricular topics. 5.W1Plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics. 5.W2 Write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics. 5.W7 Use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics 5.S1 Provide basic information about themselves and others at sentence level on an increasing range of general topics. 5.S3 Give an opinion at sentence level on a limited range of general and curricular topics. | ||||||||||||||||||
| Whichanimal | 5.W8 spell most high-frequency words accurately for a limited range of general topics 5.W7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics 5.W9 punctuate written work at text level on a limited range of familiar general with some accuracy | ||||||||||||||||||
| II term – 24 hours | |||||||||||||||||||
| 3. Values | Familyandfriends | 5.L1understand a sequence of supported classroom instructions 5.L2 understand an increasing range of unsupported basic questions which ask for personal information 5.C6 organise and present information clearly to others 5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics | |||||||||||||||||
| A bigFamily | 5.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics 5.W3 write with support factual descriptions at text level which describe people, places and objects | ||||||||||||||||||
| Languagefocus | 5.R1 understand the main points in a limited range of short simple texts on general and curricular topics 5.R3 understand the detail of an argument on a limited range of familiar general and curricular topics 5.R9 recognise the difference between fact and opinion in short, simple texts on an increasing range of general and curricular topics | ||||||||||||||||||
| DascribingPeople | 5.L1understand a sequence of supported classroom instructions 5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics 5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics | ||||||||||||||||||
| Language focus 1 have got Reading | 5.UE3 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.UE6 use basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything on a limited range of familiar general and curricular topics | ||||||||||||||||||
| My family, by Boris Moldanov | 5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 5.UE 13 use might may could to express possibility on a limited range of familiar general and curricular topics | ||||||||||||||||||
| A FamilyFestival | 5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics 5.S5 keep interaction going in basic exchanges on a growing range of general and curricular topics 5.UE2 use quantifiers many, much, a lot of,a few on a limited range of familiar general and curricular topics | ||||||||||||||||||
| Speakingonthephone | 5.UE3 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.UE6 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.UE16 use conjunctions so, if, when, where, before, after to link parts of sentences on a limited range of familiar general and curricular topics | ||||||||||||||||||
| Mybestfriend | 5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics 5.S3 give an opinion at sentence level on a limited range of general and curricular topics 5.W3 write with support factual descriptions at text level which describe people, places and objects | ||||||||||||||||||
| SAU 3 CLIL. Math. Fraction | 5.L8 Understand supported narratives, including some extended talk, on an increasing range of general and curricular topics. 5.S3 Give an opinion at sentence level on a limited range of general and curricular topics. | ||||||||||||||||||
| Whatwevalue | 5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics 5.S3 give an opinion at sentence level on a limited range of general and curricular topics 5.W3 write with support factual descriptions at text level which describe people, places and objects | ||||||||||||||||||
| 4. Theworldofwork | Jobs | 5.C8 develop intercultural awareness through reading and discussion 5.S3 give an opinion at sentence level on a limited range of general and curricular topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.UE16 use conjunctions so, if, when, where, before, after to link parts of sentences on a limited range of familiar general and curricular topics | |||||||||||||||||
| Timesaroundtheworld | 5.L1 understand a sequence of supported classroom instructions 5.S3 give an opinion at sentence level on a limited range of general and curricular topics 5.C2 use speaking and listening skills to provide sensitive feedback to peers | ||||||||||||||||||
| Anonlineforum | 5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics 5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics 5.R7 recognise typical features at word, sentence and text level in a limited range of written genres | ||||||||||||||||||
| Outdoorandservicejob | 5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics 5.S2 ask simple questions to get information about a limited range of general topics 5.S3 give an opinion at sentence level on a limited range of general and curricular topics 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 5.R4 read with some support a limited range of short fiction and non-fiction texts | ||||||||||||||||||
| Language focus 2 Past simple regular verbs | 5.R7 recognise typical features at word, sentence and text level in a limited range of written genres familiar general topics and some curricular topics 5.UE1 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.UE16 use conjunctions so, if, when, where, before, after to link parts of sentences on a limited range of familiar general and curricular topics | ||||||||||||||||||
| ChineseGymnast | 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 5.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics 5.R9 recognise the difference between fact and opinion in short, simple texts on an increasing range of general and curricular topics | ||||||||||||||||||
| Askingforinformation | 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.W3 write with support factual descriptions at text level which describe people, places and objects 5.UE10 use present continuous forms with present and future meaning on a limited range of familiar general and curricular topics | ||||||||||||||||||
| Champion swimmer | 5.UE2 use quantifiers many, much, a lot of,a few on a limited range of familiar general and curricular topics 5.UE9 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 5.W9 punctuate written work at text level on a limited range of familiar general with some accuracy 5.UE17use if clauses (in zero conditionals); use where clauses use before/after clauses (with past reference); use defining relative clauses with which who that where to give details on a limited range of familiar general and curricular topics | ||||||||||||||||||
| Jobs in Kazakhstan | 5.L7recognise the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics 5.S2 ask simple questions to get information about a limited range of general topics 5.L5 understand most specific information and detail of short, supported talk on a wide range of familiar topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.W8 spell most high-frequency words accurately for a limited range of general topics 5.UE6 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.UE16 use conjunctions so, if, when, where, before, after to link parts of sentences on a limited range of familiar general and curricular topics | ||||||||||||||||||
| SAU 4 Unit revision | 5.R5 Deduce meaning from context in short texts on a limited range of familiar general and curricular topics. 5.W3 Write with support factual descriptions at text level which describe people, places and objects. | ||||||||||||||||||
| Jobs in Kazakhstan | 5.W8 spell most high-frequency words accurately for a limited range of general topics 5.UE6 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.UE16 use conjunctions so, if, when, where, before, after to link parts of sentences on a limited range of familiar general and curricular topics | ||||||||||||||||||
| SAT 2 | 5.L8 Understand supported narratives, including some extended talk, on an increasing range of general and curricular topics 5.R2 Understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics. 5.W7 Use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics. 5.W5 Link without support sentences using basic coordinating connectors 5.S7 Use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics. | ||||||||||||||||||
| Unit revision | 5.W8 spell most high-frequency words accurately for a limited range of general topics 5.UE6 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.UE16 use conjunctions so, if, when, where, before, after to link parts of sentences on a limited range of familiar general and curricular topics | ||||||||||||||||||
| III term – 30 hours | |||||||||||||||||||
| 5. Creativity | Arts | 5.L1understand a sequence of supported classroom instructions 5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 5.W3 write with support factual descriptions at text level which describe people, places and objects | |||||||||||||||||
| KungfuSchool | 5.L1understand a sequence of supported classroom instructions 5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 5.W3 write with support factual descriptions at text level which describe people, places and objects | ||||||||||||||||||
| Language focus Can for ability and permission | 5.W7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics 5.UE6 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.UE16 use conjunctions so, if, when, where, before, after to link parts of sentences on a limited range of familiar general and curricular topics | ||||||||||||||||||
| A podcast | 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.R3 understand the detail of an argument on a limited range of familiar general and curricular topics 5.UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics | ||||||||||||||||||
| Languagefocus 2 objectpronouns | 5.S3 give an opinion at sentence level on a limited range of general and curricular topics 5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics 5.UE1 use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics | ||||||||||||||||||
| SouthAfricanschoolgirl | 5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges | ||||||||||||||||||
| A welshschool | 5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.R1 understand the main points in a limited range of short simple texts on general and curricular topics 5.UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics | ||||||||||||||||||
| Askingandgivingpermission | 5.S8 recount basic stories and events on a range of general and curricular topics 5.R1 understand the main points in a limited range of short simple texts on general and curricular topics 5.UE16 use conjunctions so, if, when, where, before, after to link parts of sentences on a limited range of familiar general and curricular topics 5.S8 recount basic stories and events on a range of general and curricular topics | ||||||||||||||||||
| Writingane-mail | 5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics 5.R1 understand the main points in a limited range of short simple texts on general and curricular topics 5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges | ||||||||||||||||||
| CLIL.Artimagesandcomunication | 5.R1 understand the main points in a limited range of short simple texts on general and curricular topics 5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges | ||||||||||||||||||
| SAU 5 Unit revision | 5.L5 Understand most specific information and detail of short, supported talk on a wide range of familiar topics. 5.S8 Recount basic stories and events on a range of general and curricular topics. | ||||||||||||||||||
| 6. Readingforpleasure | Making music | 5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics | |||||||||||||||||
| ArthurConanDoylesbiography | 5.C4 evaluate and respond constructively to feedback from others 5.L3 understand an increasing range of unsupported basic questions on general and curricular topics 5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges | ||||||||||||||||||
| The Hound of the Baskervilles Part 1 | 5.L4 understand the main points of supported extended talk on a range of general and curricular topics 5.W3 write with support factual descriptions at text level which describe people, places and objects | ||||||||||||||||||
| The Hound of the Baskervilles.Part 2 | 5.C7 develop and sustain a consistent argument when speaking or writing 5.W4 write with support a sequence of extended sentences in a paragraph to give basic personal information | ||||||||||||||||||
| A description of the scene | 5.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics 5.W4 write with support a sequence of extended sentences in a paragraph to give basic personal information | ||||||||||||||||||
| Myfavouritebook | 5.C9 use imagination to express thoughts, ideas, experiences and feelings 5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics | ||||||||||||||||||
| Myfavouritecharacter | 5.S8 recount basic stories and events on a range of general and curricular topics 5.L6 deduce meaning from context in short, supported talk on an increasing range | ||||||||||||||||||
| 7. Fantasyworld | Placesinatown 1 | of general and curricular topics 5.R1 understand the main points in a limited range of short simple texts on general and curricular topics 5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges | |||||||||||||||||
| Fantasyorreality | 5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics 5.R1 understand the main points in a limited range of short simple texts on general and curricular topics 5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges | ||||||||||||||||||
| Homeandgarden | 5.S8 recount basic stories and events on a range of general and curricular topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges | ||||||||||||||||||
| Listeningaconversation | 5.S5 keep interaction going in basic exchanges on a growing range of general and curricular topics 5.C4 evaluate and respond constructively to feedback from others 5.W3 write with support factual descriptions at text level which describe people, places and objects 5.C10use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 5.UE6 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.UE14 use prepositions to talk about time and location; | ||||||||||||||||||
| Language focus 2 Preposion of location | 5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.W6 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics 5.UE1 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.C7 develop and sustain a consistent argument when speaking or writing 5.UE8 use future forms will for predictions and be going to to talk about already decided plans on a limited range of familiar general and curricular topics | ||||||||||||||||||
| Crossingcities | 5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 5.R3 understand the detail of an argument on a limited range of familiar general and curricular topics 5.W8 spell most high-frequency words accurately for a limited range of general topics 5.UE8 use future forms will for predictions and be going to to talk about already decided plans on a limited range of familiar general and curricular topics 5.UE17use if clauses (in zero conditionals); use where clauses use before/after clauses (with past reference); use defining relative clauses with which who that where to give details on a limited range of familiar general and curricular topics | ||||||||||||||||||
| Getting around in Hong Kong | 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 5.W6 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics 5.UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics | ||||||||||||||||||
| Sequensing | 5.L1understand a sequence of supported classroom instructions 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.UE16 use conjunctions so, if, when, where, before, after to link parts of sentences on a limited range of familiar general and curricular topics | ||||||||||||||||||
| SAU 6 A description of a place | 5.W2 Write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics. 5.R6 Recognize the attitude or opinion of the writer in short texts on a limited range of general and curricular topics. | ||||||||||||||||||
| A description of a place | 5.L7recognise the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics 5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics 5.UE7 use simple perfect forms of common verbs to express what has happened [indefinite time] on a limited range of familiar general and curricular topics | ||||||||||||||||||
| SAT 3 | 5.L4 Understand the main points of supported extended talk on a range of general and curricular topics. 5.R2 Understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 5.W6 Link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics. 5.W8 Spell most high-frequency words accurately for a limited range of general topics. 5.S1 Provide basic information about themselves and others at sentence level on an increasing range of general topics. | ||||||||||||||||||
| CLIL.Drawingtools | 5.L7recognise the opinion of the speaker(s) in basic, supported talk on an increasing range of general and curricular topics 5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics 5.UE7 use simple perfect forms of common verbs to express what has happened [indefinite time] on a limited range of familiar general and curricular topics | ||||||||||||||||||
| IV term – 24 hours | |||||||||||||||||||
| 8. Sports | Sportsforall | 5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.C2 use speaking and listening skills to provide sensitive feedback to peers 5.UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics | |||||||||||||||||
| A paralympicchampion | 5.L4 understand the main points of supported extended talk on a range of general and curricular topics 5.S2 ask simple questions to get information about a limited range of general topics 5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics | ||||||||||||||||||
| Language focus 1 yes/no questions | 5.R4 read with some support a limited range of short fiction and non-fiction texts 5.UE6 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.C3 respect differing points of view | ||||||||||||||||||
| Listeningaconversation | 5.R1 understand the main points in a limited range of short simple texts on general and curricular topics | ||||||||||||||||||
| Language focus 2 Past simple: Wh-questions Thebowler | 5.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics 5.UE8 use future forms will for predictions and be going to to talk about already decided plans on a limited range of familiar general and curricular topics | ||||||||||||||||||
| 5.UE 12 use common regular and irregular adverbs, simple and comparative forms, adverbs of frequency and adverbs of definite time: last week, yesterday on a limited range of familiar general and curricular topics 5.UE 13 use might may could to express possibility on a limited range of familiar general and curricular topics | |||||||||||||||||||
| Thehiglandgames | 5.L3 understand an increasing range of unsupported basic questions on general and curricular topics 5.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics | ||||||||||||||||||
| Expressinginterest | 5.W6 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics 5.UE10 use present continuous forms with present and future meaning on a limited range of familiar general and curricular topics 5.UE15 use common verbs followed by infinitive verb / verb + ing patterns on a limited range of familiar general and curricular topics | ||||||||||||||||||
| A teenathlete | 5.L3 understand an increasing range of unsupported basic questions on general and curricular topics 5.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics 5.W6 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics | ||||||||||||||||||
| CLIL. PE. Outdoor sports and activities | 5.UE10 use present continuous forms with present and future meaning on a limited range of familiar general and curricular topics 5.UE15 use common verbs followed by infinitive verb / verb + ing patterns on a limited range of familiar general and curricular topics | ||||||||||||||||||
| Kazakhstan'ssportingsuccess | 5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics 5.UE2 use quantifiers many, much, a lot of,a few on a limited range of familiar general and curricular topics | ||||||||||||||||||
| SAU 7 unit revision | 5.L4 Understand the main points of supported extended talk on a range of general and curricular topics. 5.S1 Provide basic information about themselves and others at sentence level on an increasing range of general topics. | ||||||||||||||||||
| 9. Holidays | Seasonsandwether | 5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics 5.UE2 use quantifiers many, much, a lot of,a few on a limited range of familiar general and curricular topics | |||||||||||||||||
| Adventure | 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.W3 write with support factual descriptions at text level which describe people, places and objects 5.R4 read with some support a limited range of short fiction and non-fiction texts 5.UE16 use conjunctions so, if, when, where, before, after to link parts of sentences on a limited range of familiar general and curricular topics | ||||||||||||||||||
| Language focus 1 to be going to | 5.L3 understand an increasing range of unsupported basic questions on general and curricular topics 5.C3respect differing points of view 5.S3 give an opinion at sentence level on a limited range of general and curricular topics 5.W4 write with support a sequence of extended sentences in a paragraph to give basic personal information | ||||||||||||||||||
| Listeningaconversation | 5.W7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics 5.C8develop intercultural awareness through reading and discussion 5.UE9 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 | ||||||||||||||||||
| Language focus 2 Future with will/won't | 5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics 5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges | ||||||||||||||||||
| Alaska | 5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 5.W3 write with support factual descriptions at text level which describe people, places and objects 5.W6 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics 5.UE10 use present continuous forms with present and future meaning on a limited range of familiar general and curricular topics | ||||||||||||||||||
| Summercamp | 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.R1 understand the main points in a limited range of short simple texts on general and curricular topics 5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics | ||||||||||||||||||
| Makingsuggestions | 5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics 5.W4 write with support a sequence of extended sentences in a paragraph to give basic personal information 5.W6 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics | ||||||||||||||||||
| Writing an e-mail | 5.W3 write with support factual descriptions at text level which describe people, places and objects 5.UE14 use prepositions to talk about time and location; use prepositions like to describe things and about to denote topic use prepositions of direction to, into, out of, from, towards 5.UE16 use conjunctions so, if, when, where, before, after to link parts of sentences on a limited range of familiar general and curricular topics 5.C1 use speaking and listening skills to solve problems creatively andcooperatively in groups 5.UE17 use if clauses (in zero conditionals); use where clauses; use before/after clauses (with past reference) use defining relative clauses with which who that where to give details on a limited range of familiar general and curricular topics | ||||||||||||||||||
| SAU 8 Unit revision | 5.R1 Understand the main points in a limited range of short simple texts on general and curricular topics. 5.W3 Write with support factual descriptions at text level which describe people, places and objects. | ||||||||||||||||||
| CLIL. Math. Frequency tables and bar charts | 5.L1understand a sequence of supported classroom instructions 5.S2 ask simple questions to get information about a limited range of general topics 5.S3 give an opinion at sentence level on a limited range of general and curricular topics 5.R1 understand the main points in a limited range of short simple texts on general and curricular topics 5.W7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics | ||||||||||||||||||
| SAT 4 | 5.L8 Understand supported narratives, including some extended talk, on an increasing range of general and curricular topics. 5.R3 Understand the detail of an argument on a limited range of familiar general and curricular topics 5.W4 Write with support a sequence of extended sentences in a paragraph to give basic personal information. 5.S2 Ask simple questions to get information about a limited range of general topics | ||||||||||||||||||
| Amazingadventure | 5.L1understand a sequence of supported classroom instructions 5.S2 ask simple questions to get information about a limited range of general topics 5.S3 give an opinion at sentence level on a limited range of general and curricular topics 5.R1 understand the main points in a limited range of short simple texts on general and curricular topics 5.W7 use with some support appropriate layout at text level for a limited range of written genres on familiar general topics and some curricular topics | ||||||||||||||||||