Unit 4 Living things ( Unit 4 p.p.40 - 52)
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| Families Talking out about family and friends (p.p. 40 - 41) | 5.L1understand a sequence of supported classroom instructions 5.L3 understand an increasing range of unsupported basic questions on general and curricular topics (Ex 1 - 3 p.40). 5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics (Mitchel's Family p.40) 5.C4 evaluate and respond constructively to feedback from others 5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics (p.41) 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges (p.42) 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics (My Family, topic) 5.R1 understand the main points in a limited range of short simple texts on general and curricular topics (the text " Twinsburg" p.42) 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 55.C4 evaluate and respond constructively to feedback from others 5.UE1 use appropriate structure " Have got" describing people in a photo 5.C7 develop and sustain a consistent argument when speaking or writing | WB p. 26 | ||||||||||||||||||||||||||||
| A Festival Listening, reading, writing and talking about a festival for twins | WB p. 27 | |||||||||||||||||||||||||||||
| My Family and possessions | 5.L3 understand an increasing range of unsupported basic questions on general and curricular topics (Ex. 1 - 2 p.43) 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 and their possessions 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 (ex. 1-2 p.44) 5.UE3 use a growing variety of adjectives on a limited range of familiar general and curricular topics 5.C5use feedback to set personal learning objectives | WB p. 28 | ||||||||||||||||||||||||||||
| Describing people and families | WB p. 29 | |||||||||||||||||||||||||||||
| People's appearance and possessions p.45 | 5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics using a structure have got (affirmative, negative, questions and short answers) p.45 5.UE1 use appropriate form of " have got" describing people's appearance and possessions 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics (Ex. 1 - 3. p.45) | Describe a member of your family (w) | ||||||||||||||||||||||||||||
| People in a photo Talking out about people in a photo (appearance and character) p.46 | 5.L3 understand an increasing range of unsupported basic questions on general and curricular topics (ex 1 - 4 p.46) 5.W3 write with support factual descriptions at text level which describe people (ex.4) 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.C4 evaluate and respond constructively to feedback from others (Teacher's book p.117) | WB p.30 | ||||||||||||||||||||||||||||
| Describing people for a blog p.47 | 5.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics (ex.1 p 47) 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.UE1 use appropriate conjunctions and, or, but describing people 5.UE3 use a growing variety of adjectives and on a limited range of familiar general and curricular topics | A letter to a friend WB p.31 | ||||||||||||||||||||||||||||
| My Country. Living things Talking out different animals p.48 Comparing plants, animals and human beings and producing a Venn diagram. | 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.W8 spell most high-frequency words accurately for a limited range of general topics (ex.1p.48) 5.UE1 use appropriate degree of comparison describing animals on a limited range of familiar general and curricular topics (ex 3 - 6 p.48) | Animal in Kazakhstan (w) | ||||||||||||||||||||||||||||
| Locations of items (p.49) | 5.UE9 use prepositions of place and a structure there is / there are to describe where something is on a limited range of familiar general and curricular topics (ex 1-2 p49) 5.C6 organise and present information clearly to others 5.L3 understand an increasing range of unsupported basic questions on general and curricular topics 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics | WB p.32 | ||||||||||||||||||||||||||||
| My Family. Project p.50 - p.51 | 5.L3 understand an increasing range of unsupported basic questions on general and curricular topics 5.S1 provide basic information about a family and a family tree 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 topic475.R3 understand the detail of an argument on a limited range of familiar general and curricular topics5 5.R6 recognise the attitude or opinion of the writer in a song (Ex 1 - 4 p.53) | Family Tree | ||||||||||||||||||||||||||||
| Reading for pleasure p.53 | p.53 ex.4 | |||||||||||||||||||||||||||||
| Summative Control work 2 | words | |||||||||||||||||||||||||||||
| Correction work and Unit revision | Vocabulary, reflection task, check point Review of the unit (p.52) | WB p.33 | ||||||||||||||||||||||||||||
| Celebrations and special days Talking about family celebrations and relationships p.54 - p.55 | 5.L1understand a sequence of supported classroom instructions 5.L2 understand an increasing range of unsupported basic questions which ask for personal information (Ex.1 - 2. p.54) 5.C6 organise and present information clearly to others (Ex.3) 5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics (ex.4) 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 (Ex.5) 5.C6 organise and present information clearly to others 5.W7 use with some support appropriate layout at t5.R3 understand the detail of an argument on a limited range of familiar general and curricular topics 5.C2 use speaking and listening skills to provide sensitive feedback to peers | WB p.34 | ||||||||||||||||||||||||||||
| International Festivals p.56 | 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 5.L1understand a sequence of supported classroom instructions 5.L2 understand an increasing range of unsupported basic questions which ask for personal information 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 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.C5 use feedback to set personal learning objectives 5.UE7 use simple present to express the activities on special days | WB p.38 | ||||||||||||||||||||||||||||
| Special days in my home p.57 | WB p.35 | |||||||||||||||||||||||||||||
| Holidays in different seasons p.58 Talking about things you to do during holidays in different seasons | 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 (Ex.1 - 3p.58) 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.R1 understand the main points in a limited range of short simple texts on general and curricular topics (Ex.4.p.58) 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.UE3 use Present Simple (negative) to speak about activities | WB p.36 | ||||||||||||||||||||||||||||
| Holiday's Activity p.59 | WB p.37 | |||||||||||||||||||||||||||||
| Making suggestions p.60 Listening and role-playing a story about activities | 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.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.C9 use imagination to express thoughts, ideas, experiences and feelings 5.R2 understand with little support specific information and detail in short, simple texts 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.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics 5.UE 13 use numbers on a limited range of familiar general and curricular topics | A dialogue | ||||||||||||||||||||||||||||
| Special occasions p.61 Writing an e-mail about special day | 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.W3 write with support an e - mail about a special day 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 | WB p.39 | ||||||||||||||||||||||||||||
| Holidays in Kazakhstan p.62 - p.63 | 5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics5.S3 give an opinion at sentence level on a limited range of general and curricular topics 5.S3 give an opinion at sentence level on a limited range of general and curricular topics 5.UE6 use prepositions, basic personal and demonstrative pronouns,have to on a limited range of familiar general and curricular topics 5.UE5 use questions, including tag questions to seek agreement, and clarify meaning on a limited range of familiar general and curricular topics | A holiday in Kazakhstan (project) | ||||||||||||||||||||||||||||
| What we value p.64 - p.65 | 5.L8 understand supported narratives, including some extended 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.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 a friendship relationship 5.W5 link without support sentences using basic coordinating connectors | Ex.5 p.64 (St.B) | ||||||||||||||||||||||||||||
| Summative Control work 3 | words | |||||||||||||||||||||||||||||
| Correction work and Unit revision p.p. 66 - 67 | Review (p.p.65 - 66) | Vocabulary, reflection task, check point | ||||||||||||||||||||||||||||
| Learning. Studying Habits Talking about studying habits and a school day. p.p.68 - 69 | 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.S3 give an opinion at sentence level on a limited range of general and curricular topics (I think - I don't think) 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.UE1 use adverbs of frequency to describe studying habits (Ex. 3 -5 p.68) 5.UE10 use present simple to express 5.S3 give an opinion at sentence level on a limited range of general and curricular topics | WB p.42 | ||||||||||||||||||||||||||||
| A day at school p.70 | 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.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 5.C2 use speaking and listening skills to provide sensitive feedback to peers 5.C8 develop intercultural awareness through reading and discussion 5.W8 spell most high-frequency words accurately for a limited range of general topics 5.W9 punctuate written work at text level on a limited range of familiar general with some accuracy 5.UE10 use present continuous forms with present and future meaning on a limited range of familiar general and curricular topics | WB p.43 | ||||||||||||||||||||||||||||
| A school report p.71 | WB p.44 | |||||||||||||||||||||||||||||
| Language and communication p.72 - p.73 | 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 (Language quiz) p.72 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 5.R7 recognise typical features at word, sentence and text level in a limited range of written genres 5.W3 write with support factual descriptions at text level which describe people and animals 5.UE14 use Present Simple (question form) to ask and answer questions on a limited range of familiar general and curricular topics | WB p.44 | ||||||||||||||||||||||||||||
| Asking questions in class p.74 | WB p.45 | |||||||||||||||||||||||||||||
| Writing a report p.75 | 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.R6 recognise the attitude or opinion of the writer in short texts on a limited range of 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 5.W6 link, with some support, sentences into coherent paragraphs using basic connectors 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.C4 evaluate and respond constructively to feedback from others | WB p.46 | ||||||||||||||||||||||||||||
| Famous Kazakh artists Finding out and writing about famous Kazakh artists p.p.76 - 77 | 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges 5.C8 develop intercultural awareness through reading and discussion 5.W3 write with support factual descriptions at text level which describe famous Kazakh artists 55.UE9 use simple present and simple past regular and irregular forms to describe the life of famous people 5.W9 punctuate written work at text level on a limited range of familiar general with some accuracy 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges | A Famous person from Kazakhstan (a report) | ||||||||||||||||||||||||||||
| Countries, people and jobs p.78 | WB p.47 | |||||||||||||||||||||||||||||
| CLIL. Music: Appreciating music p.79 Listening and making a questionnaire about music you like | 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 (Ex.3 - 4 p.79) 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 (Ex.1 p.79) 5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics | WB p.48 | ||||||||||||||||||||||||||||
| Summative Control work 4 | words | |||||||||||||||||||||||||||||
| Correction work and Unit revision | Review. Units 6. (p.p.80 - 81) Vocabulary, reflection task, check point | WB p.49 | ||||||||||||||||||||||||||||
| Holiday activities p.82 - p.83 | 5.L1understand a sequence of supported classroom instructions 5.L2 understand an increasing range of unsupported basic questions which ask for personal information 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 55.UE9 use simple present and imperatives to describe holiday activities 5.S3 give an opinion at sentence level on a limited range of general and curricular topics | WB p.50 | ||||||||||||||||||||||||||||
| On holiday p.84 | 5.L3 understand an increasing range of unsupported basic questions on general and curricular topics 5.C3respect differing points of view and understand a blog 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.R2 understand with little support specific information and detail in short, simple 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.C8develop intercultural awareness through reading and discussion 5.UE9 use simple present and present continuous simple to describe routines, habits and states on a limited range of familiar general and curricular topics | WB p.51 | ||||||||||||||||||||||||||||
| Holiday Activities p.85 | WB p.52 | |||||||||||||||||||||||||||||
| Dangerous journeys p.86 Talking and writing about holiday activities and creating a programme for a dangerous journey | 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 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 places and people 5.UE10 use present continuous forms with present and future meaning on a limited range of familiar general and curricular topics | A programme for a dangerous journey (w) WB p.53 | ||||||||||||||||||||||||||||
| Holiday Activities p.87 | WB p.54 | |||||||||||||||||||||||||||||
| Holiday. A phone conversation p.88 | 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.S3 give an opinion at sentence level on a limited range of general and curricular topics5. C8develop intercultural awareness through reading and discussion 5.L3 understand an increasing range of unsupported basic questions on general and curricular topics 5.W4 write with support a sequence of extended sentences in a paragraph to give basic personal information | WB p.55 | ||||||||||||||||||||||||||||
| An email about a holiday p.89 | WB p.56 An email (w) | |||||||||||||||||||||||||||||
| Weekend arrangements p.90 - p.91 Talking about job and future arrangements | 5.L2 understand an increasing range of unsupported basic questions which ask for personal information 5.L3 understand an increasing range of unsupported basic questions on general and curricular topics C8develop intercultural awareness through reading and discussion 5.W3 write with support factual descriptions at text level which describe job and future arrangements 5.UE14 use possessive adjectives and pronouns to talk about people and objects 5.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups 5.UE10 use present continuous forms with present and future meaning on a limited range of familiar 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 | WB p.57 | ||||||||||||||||||||||||||||
| A tourist information poster p.92 | A tourist information poster | |||||||||||||||||||||||||||||
| CLIL. Math: Recording and presenting data | 5.L1understand a sequence of supported classroom instructions 5.S2 ask simple questions to get information about a limited range of general topics 5.R1 understand the main points in a limited range of short simple texts on general and curricular topics 5.S3 give an opinion at sentence level 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 | p.95 Ex.3(w) | ||||||||||||||||||||||||||||
| Summative Control work 92 | Summative Control work | |||||||||||||||||||||||||||||
| Correction work and Unit revision | Unit 7 Review p.94 | Project work | ||||||||||||||||||||||||||||
| Unit 8 Creativity (Unit 8 p.p. 96 - 103) | ||||||||||
| Culture Talking and writing about art, sightseeing activities and public buildings | 5.L1understand a sequence of supported classroom instructions 5.L4 understand the main points of supported extended talk on a range of general and curricular topics (Ex.1 p.96) 5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics (Ex.2 - 4 p.96) 5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics (Ex.3 - 5 p.96) 5.W3 write with support factual descriptions at text level which describe people, places and objects (Ex.6) 5.W6 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics (p.97) 5.C4 evaluate and respond constructively to feedback from others 5.UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives describing landmarks of Astana 5.C5 use feedback to set personal learning objectives 5.R1 understand the main points in a limited range of short simple texts on general and curricular topics (p.97) | WB p.58 | ||||||||
| Astana famous landmarks | Astana famous landmarks presentation | |||||||||
| Planning a visit to Astana p.98 Finding out about and describing places to visit in Astana | 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 (p.98) 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 information about Astana 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 (Tours of Astana p.98) 25.C3 respect differing points of view (What to visit in Astana) .C10use talk or writing as a means of reflecting on and exploring a range of perspectives on The world (I want to visit....) | Astana (mind - map) | ||||||||
| Plans and intentions p.99 Reading and listening to stories about visiting Kazakhstan | 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 a structure to be going to express intention and plan on a limited range of familiar general and curricular topics (Ex.1 - 2 p.99) 5.W3 write with support factual descriptions at text level which describe people, places and objects to visit and activities (Ex.3-4 p.99) 5.W6 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics (p.100) 5.C9 use imagination to express thoughts, ideas, experiences and feelings describing a film (Film review) | WB p.59 Film review | ||||||||
| Films and stories p.100 | ||||||||||
| Asking a plan p.101 | 5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics (Ex.1 - 2p.101) 5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges (Ex.3 p.101) 5.R1 understand the main points in a limited range of short simple texts on general and curricular topics (describe a picture Ex.4) 5.UE3 use a structure to be going to (questions) to ask about plans | Ex.5 p.101 (St. B) | ||||||||
| Reading for pleasure Reading and listening to a story about the life of a president of Kazakhstan | 5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics (p.103) 5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics 5.S8 recount basic story and events on a 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 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.S8 recount basic stories and events on a range of general and curricular topics | My Favourite film (w) | ||||||||
| Film Review | 5.L6 deduce meaning from context in short, supported talk on an increasing range of general and curricular topics 25.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics 5.C4 evaluate and respond constructively to feedback from others 5.C5 use feedback to set personal learning objectives 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 | The Film Quiz | ||||||||
| Summative Control work 5 | words | |||||||||
| Correction work and Unit revision | Unit 8 Review (p.102) | Vocabulary, reflection task, check point | ||||||||
| Unit 9 Reading for pleasure | ||||||||||
| Reading for pleasure p.104 Learners read non-fiction books in Kazakh, English, Russian languages | All Reading learning objectives for Grade 5 Some of the Listening and Speaking learning objectives will be addressed when learners talk about reading. 5.W1 plan, 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.C4 evaluate and respond constructively to feedback from others 5.C5 use feedback to set personal learning objectives 5.L3 understand an increasing range of unsupported basic questions on general and curricular topics 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 5.W4 write with support a sequence of extended sentences in a paragraph to give basic personal information 5.C7 develop and sustain a consistent argument when speaking or writing 5.UE1 use Past Simple to tell a story | WB p.60 | ||||||||
| Reading for pleasure. Types of writing | Story Fact file | |||||||||
| Reading for pleasure A Famous story p.106 | Ex.4 p.106 St.B. | |||||||||
| Reading for pleasure Telling a story p.107 | Ex. 4 p.107 (retell) | |||||||||
| Reading for pleasure Biography of a writer p.108 | All Reading learning objectives for Grade 6. Many of the Listening and Speaking learning objectives, and some of the Writing learning objectives, will be addressed when learners think about and discuss what they have read about a writer. 5.C9 use imagination to express thoughts, ideas, experiences and feelings 5.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics 5.UE1 use Past Simple (negative and questions) to speak about past events tell a story | Biography of a writer (project) Ex.4 p.109 WB p.61 Book Review | ||||||||
| Past events p.109 | ||||||||||
| Reading for pleasure Discussing a text | ||||||||||
| A Book festival p.111 | ||||||||||
| Summative Control work 6 | words | |||||||||
| Correction work and Unit revision | Unit 9. Review p.110 | Vocabulary, reflection task, check point | ||||||||
Total 102
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