Explanatory note

Explanatory note

This medium term plan for 5^th grade was developed in accordance with the State Compulsory Education Standard (primary, lower secondary and upper secondary education) approved by Republic of Kazakhstan government decree dated №1080 dated 23 August, 2012, in accordance with methodical guidance “Education process management peculiarities in comprehensive schools in Kazakhstan for 2017-2018 academic year” approved by academic council of National Academy of Education named after Y. Altynsarin (protocol

№ 7 dated 15 May, 2020).

“Excel for Kazakhstan, grade 5” book is used in educational process. Authors: Virginia Evans, Jenny Dooley, Bob Obee, “Express Publishing”, 2017

In the study of the subject "The English language" in the 5th grade have 3 hours a week,102 hours a year

Assessment of the results of studying English is carried out with the use of Criteria-based assessment system. Summative assessment is carried out on the completion of the educational information unit study in a certain learning period. 11 Summative Assessment tests are planned.

List of topics:

1. Home and away

2. Living things

3. Values

4. World of Work

5. Creativity

6. Reading for pleasure

7. Fantasy world

8. Sports

9. Holidays

The English language programme content

Grade 5

1) Content. Speaking and listening skills to solve problems creatively and cooperatively in groups; to provide sensitive feedback to peers. Respect differing points of view. Evaluate and respond constructively to feedback from others; use feedback to set personal learning objectives. Organise and present information clearly to others. Develop and sustain a consistent argument when speaking or writing. Develop intercultural awareness through reading and discussion. Use imagination to express thoughts, ideas, experiences and feelings. Use talk or writing as a means of reflecting on and exploring a range of perspectives on the world.

2) Listening. A sequence of supported classroom instructions. Unsupported basic questions which ask for personal information; on general and curricular topics. The main points of supported extended talk; most specific information and detail of short, supported talk on a wide range of familiar topics. Deducing meaning from context in short supported talk. Opinion of the speaker(s) in basic, supported talk. Supported narratives on an increasing range of topics.

3) Speaking. Basic information about themselves and others at sentence level. Simple questions. An opinion at sentence level. Responding with limited flexibility at sentence level to unexpected comments. Interaction going in basic exchanges. Communicating meaning clearly at sentence level during, pair, group and whole class exchanges using appropriate subject-specific vocabulary and syntax. Recounting basic stories and events.

4) Reading. The main points in a limited range of short simple texts; specific information and detail; the detail of an argument in short, simple texts. on a limited range of texts. Short fiction and non-fiction texts with some support. Deducing meaning from context; the attitude or opinion of the writer in short texts on a limited range of texts. Typical features at word, sentence and text level in a limited range of written genres. Paper and digital reference resources to check meaning and extend understanding. The difference between fact and opinion in short, simple texts.

5) Writing. Planning, writing, editing and proofreading at text level with support. A sequence of short sentences in a paragraph. Factual descriptions at text level which describe people, places and objects. A sequence of extended sentences in a paragraph to give basic personal information. Basic coordinating connectors. Linking sentences into coherent paragraphs using basic connectors. Appropriate layout at text level. Most high-frequency words accuracy. Punctuation in written work at text level with some accuracy.

6) Use of English. Appropriate countable and uncountable nouns, including common noun phrases describing times and location. Quantifiers many, much, a lot of, a few. A growing variety of adjectives and regular and irregular comparative and superlative adjectives. Determiners including any, no each, every. Questions, including tag questions to seek agreement, and clarify meaning. Basic personal and demonstrative pronouns and quantitative pronouns some, any, something, nothing anything. Simple perfect forms of common verbs to express what has happened [indefinite time]. Future forms will for predictions and be going to to talk about already decided plans. Simple present and simple past regular and irregular forms to describe routines, habits and states. Present continuous forms with present and future meaning. Be/look/sound/feel/taste/smell like and use be made of on a limited range of familiar general and curricular topics. Common regular and irregular adverbs, simple and comparative forms, adverbs of frequency and adverbs of definite time: last week, yesterday. Might, may, could to express possibility; prepositions to talk about time and location. Prepositions like to describe things and about to denote topic; prepositions of direction to, into, out of, from, towards. Common verbs followed by infinitive verb / verb + ing patterns.

Тhe learning objectives to the lessons are chosen by a teacher depending on their learners' level.

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