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аталған тармақтар міндетті болып табылады, алайда мұғалім шеберлігіне, оқушылардың
ерекшелігіне, қолжетімділігіне, қажеттілігіне қарай қосымша тармақтар қоса алатын
мүмкіндігі бар екенін ескерткен.
Сондықтан да ҚМЖ-ны барынша ауқымды етіп, міндетті тармақтарға қосымша
тармақтарды қосып жоспарладық.
Module 1 “Animals ”

LESSON: Module 1 Lesson 1 The Theme: Animal types

Date: Teacher's name:

CLASS:

Learning objective(s) To talk about animal types; to talk about elephants, snakes and penguins.
that
this lesson is
contributing to
Lesson objectives All learners will be able to:
3.S1 make basic statements related to personal information, people and objects on familiar
topics and classroom routines
3.L5 identify missing phonemes in incomplete words
3.UE14 use basic prepositions of location and position: at, behind, between, in, in front of,
near, next to, on, to to describe where people and things are use prepositions of time: on, in, at
to talk about days and times (the usage of prepositions is given in Module 4 “Our Town” )
3.UE9 use common present simple forms [positive, negative, question] and contractions
to talk about what you want and like and habits and facts
3.UE5 use interrogative pronouns including which, what, where, whose to ask who people are
and what they are doing (pronouns which, where, whose are practiced in Module 6)
Assessment criteria Learners have met the learning objectives if they can talk about animal types: about
elephants, snakes and penguins.
Language focus Structures: Interrogative pronouns (what, which); Present Simple
Language in use: I live on land. I eat eggs and small animals. I look for food at night.
What am I? I’m a snake. Do snakes live in Antarctica? Yes, they do./No, they don’t.

Target vocabulary mammal: elephant reptile: snake bird: penguin

Cross - curricular Science (Exs 1 and 4)
links
ICT skills Using videos& pictures, working with URLs (Internet)
Previous learning ‘Animal’ vocabulary
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
BEGINNIN (An activity to introduce yourself Hello, I’m (Mrs Interactive
G THE and greet the pupils.) Sharipova). Whiteboard
LESSON Wait by the door and greet the Say: Hello again. The Software
pupils as they arrive. pupils repeat, chorally
8 min. When everyone is seated, write and/or individually.
your name on the board and Stand in front of a
introduce yourself to the class. pupil, introduce
Point to your name on the board yourself and elicit
and to yourself and say: his/her name.
Repeat with some more
pupils.
e.g. Teacher: Hello, I’m
Mrs Sharipova. Pupil 1:
Hello, I’m Assel. etc
Have the pupils go
around the
classroom, shake
hands and introduce
themselves.
e.g. Pupil 1: Hello, I’m
(Berik).
Pupil 2: Hello, I’m
 (Ulan). etc

PRESENTAT Look at the pictures. Which Answer key T praise active Ss with Whiteboard
ION AND animal is a mammal? a reptile? mammal: elephant phrases such as: “Good Pupils Book
PRACTICE a bird? reptile: snake job! Poster
Write mammal, reptile, bird on bird: penguin Well done!” “One
more time, please”
30 min. board. Explain their meaning
(mammals feed their babies milk
from their own bodies,
reptiles lay eggs and use the heat
from the sun to keep their
blood warm, birds have feathers and
wings and in most cases
can ly). Ask the pupils, in L1 if
necessary, to name some
mammals, e.g. dog, elephant. Write
them on the board under
the correct heading. Repeat the
activity for reptiles and birds.
Refer the pupils to the picture on the
previous page and elicit
the animals. Point to the penguin
and ask: What type of animal
is the penguin? Elicit: A bird. Then
point to the elephant and
ask: What type of animal is the
elephant? Elicit: A mammal.
Repeat the activity for the snake.
Read and name the animal. Answer key T praise active Ss with Whiteboard
Read the instructions and explain 1 snake 2 elephant 3 phrases such as: “Good Pupils Book
the activity. Allow the pupils penguin job! Poster
some time to read the sentences and Well done!” “One
more time, please”
write the names of the
animals. Check their answers.
True or False? In pairs, decide. Answer key T praise active Ss with Whiteboard
Check your answers online 1B2A3A4B5B phrases such as: “Good Pupils Book
or with your teacher. Chose a pupil and ask: Do job! Poster
Read the instructions and explain snakes live in Antarctica? Well done!” “One
more time, please”
the activity. Go through the Elicit: No, they don’t.
sentences and elicit any unknown Then, in pairs, the pupils
words. ask and answer
Allow the pupils some time to read questions as in the
the sentences about snakes example.
and choose True or False. Once the Answer key
pupils have finished, 2 A: Do snakes smell with
provide them with the correct their tongue?
answers or have them go online B: Yes, they do.
to find the answers. 3 A: Do snakes sleep with
their eyes open?
B: Yes, they do.
4 A: Do snakes eat only
three times a year?
B: No, they don’t.
5 A: Do snakes stop
growing when they are one
year old?
B: No, they don’t.
Find some facts about one of the Ask the pupils to use the T praise active Ss Whiteboard
other two animals. Present them Internet or other sources with phrases such as: Pupils Book
to the class. and find some facts about “Good job! Poster
 the elephant or the Well done!” “One
penguin. They can include more time, please”
a picture or a drawing.
Tell them to use the
sentences in Ex. 3 as a
model. Allow them time to
finish their assignment.
Alternatively, assign it for
homework.
Have them present
their assignments to
the class during this
lesson or the next.
Display their work in
the classroom. Note:
Once you have
corrected their
assignments,
guide your pupils on how
to file them in their
Language Portfolios.
ENDING (An activity to ACTIVITY BOOK T praise active Ss Whiteboard
THE consolidate the language (Optional) with phrases such as: Pupils Book
LESSON of the lesson.) Divide the If you wish, “Good job! Poster
class into two teams, A you can Well done!” “One
7 min. and B. Invite a pupil assign some more time, please”
from each team to the or all of the
board. Whisper an correspondi
animal from the lesson ng activities
to the pupils. The from the
pupils then have to Activity
draw clues on the Book for
board related to the homework. If this is the
animal. They are not case, make sure you
allowed to speak, write explain them first in class.
words or use gestures.
Each team has two
minutes to guess the
correct animal. The first
team to do so, wins a
point for his/her team.
Continue with other
pupils from each team.
The team with the most
points wins the game.
Module 1

LESSON: Module 1 Lesson 2 The Theme: Body parts

Date: Teacher's name:

CLASS:

Learning objective(s) To talk about parts of the body; to practise describing appearance.
that this lesson is
contributing to
Lesson objectives All learners will be able to:
3.S1 make basic statements related to personal information, people and objects on
familiar topics and classroom routines
3.L5 identify missing phonemes in incomplete words
3.UE9 use common present simple forms [positive, negative, question] and
contractions to talk about what you want and like and habits and facts

Assessment criteria Learners have met the learning objectives if they can talk about parts of the body;
describe appearance.
Language focus • Structures: the verb ‘have got’ (affirmative), adjectives
• Language in use: We have got green eyes. It’s got one mouth.
Target vocabulary Parts of the body: hair, legs, nose, head, hands, ears, mouth, eyes
ICT skills Using audios
Extra materials • Flashcards (1-8);
• Pictures of mammals, reptiles and birds for the Beginning the Lesson activity.
Previous learning ‘Animal’ vocabulary
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of the Organization moment: “I wish….” method helps At the organization CD player
lesson 1.Greeting. to start the lesson with moment T tries to Microphone
Warming-up Ask about the weather. Open the telling supporting words to award active Ss. cards
Team work envelop and ask students to take each other. «The praise»
8 min. the cards with numbers. They The aim: To develop Ss method is used to
should find their team according speaking skills and create evaluate Ss with
to the number:1 First 2. Second friendly atmosphere phrases like:
3.Third Efficiency: By telling the “Good job!
wishes they show their Well done!”
In differentiation part «Magic
appreciations .
cards» method was used to
encourage them to identify the
numbers. And find his/her team.
PRESENT Listen, point and repeat. Extension (Optional) T praise active Ss Whiteboard
ATION Then number. Name a part of the body. with phrases such Pupils Book
AND Pupils’ books closed. Put up Ask the pupils to point to as: “Good job! Poster
PRACTICE the flashcards, one at a time, the corresponding part Well done!” “One
30 min. and say the corresponding on their body. Repeat as more time, please”
words. The pupils repeat, many times as you think
chorally and/or individually. is necessary.
Point to each flashcard in Pupils’ books
random order. Ask individual open. Play the CD.
pupils to name the part of the The pupils listen,
body. Ask the rest of the point to the
class for verification. pictures and repeat
the words. Play the
CD again pausing
after each word.
The pupils repeat,
chorally and/or
 individually. Then
they write the
corresponding
number next to
each word. Check
their answers.
Answer key legs 8 head 1
ears 4 eyes 3 nose 5 hands
7 mouth 6
Rearrange the letters and Check their answers. T praise active Ss Whiteboard
write the words. Answer key with phrases such Pupils Book
Refer the pupils to the 2 mouth 3 eyes 4 ears 5 as: “Good job! Poster
jumbled letters and the parts nose 6 legs Well done!” “One
of the body. The pupils more time, please”
rearrange the letters and write
the words. Allow the pupils
some time to complete the
activity.
Complete. Use have got or Check their answers. T praise active Ss Whiteboard
has got. Answer key with phrases such Pupils Book
Say, and then write on the 2 has got 3 have got 4 as: “Good job! Poster
board: I have got a pencil. have got 5 has got 6 have Well done!” “One
The pupils repeat, chorally got more time, please”
and/or individually.
Underline the words in bold
and explain the meaning.
Say, then write: I’ve got a
pencil. Underline the short
form and explain how it is
formed. Follow the same
procedure and present the
rest of the persons in the
affirmative form.
Then say and write on the
board: a big car – big cars.
Underline the words in bold
and explain that adjectives do
not have a plural form even
when they describe plural
nouns.
Pupils’ books open. Go
through the Study spot
section briefly. Allow the
pupils some time to
complete the activity.

Count and write. Then say. Check their answers. T praise active Ss Whiteboard
Point to the monster and ask Answer key with phrases such Pupils Book
the pupils to count how many b4c3d3e4f5 as: “Good job! Poster
eyes, noses, ears, hands and Then the pupils report Well done!” “One
legs it has. Then ask them to back to the class more time, please”
write the numbers, as in the forming complete
example. sentences with the verb
‘have got’.
Answer key
It’s got four eyes.
It’s got four hands.
It’s got three noses.
It’s got five legs. It’s
got three ears.
 Listen and number. Check their answers.
Point to the children and ask Answer key
the pupils to describe them. order of pictures: 2, 1, 3, 4
Play the CD twice, if necessary. AUDIOSCRIPT
The pupils listen and write the One - He’s got red
number. hair and green eyes.
Two - She’s got red
hair and green eyes.
Three - He’s got
black hair and green
eyes. Four - She’s
got black hair and
blue eyes.
ENDING THE (An activity to consolidate the ACTIVITY BOOK T praise active Ss Whiteboard
LESSON language of the lesson.) (Optional) with phrases such Pupils Book
7 min. Ask the pupils to describe their If you wish, you can as: “Good job! Poster
best friend. assign some or all of Well done!” “One
e.g. Pupil 1: My best the corresponding more time, please”
friend is Ulan. He’s activities from the
got black hair and Activity Book for
green eyes. etc homework. If this is
the case, make sure
you explain them
first in class.
LESSON: Module 1 Lesson 3 The Theme: Body parts (1)

Date: Teacher's name:

CLASS:

Learning objective(s) To listen to and read a story about the characters’ experience on a farm; to
that this lesson is practise describing a monster; to learn how to pronounce the sound \ɒ\.
contributing to
Lesson objectives All learners will be able to:
3.R5 understand the main points of simple sentences on familiar topics by using
contextual clues
3.R1 read and spell out words for others
3.S3 use a limited range of basic words, phrases and short sentences to describe
objects, activities and classroom routines
3.S1 make basic statements related to personal information, people and objects on
familiar topics and classroom routines
3.L6 understand some specific information in short, slow, carefully articulated talk
on routine and familiar topics

Assessment criteria Learners have met the learning objectives if they can listen to and read a story about
the characters’ experience on a farm; describe a monster; learn how to
pronounce the sound \ɒ\.
Language focus Structures: Consolidation.
Language in use: Time for bed! What’s that? It’s got two big eyes! Has it got any
ands?
Yes, it has. Biscuit? That’s a funny name!
Target vocabulary Consolidation
ICT skills Using audios
Previous learning ‘Animal’ vocabulary, the verb ‘have got’ (affirmative), adjectives
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of the
Organization moment: “I wish….” method helps At the organization CD player
lesson1.Greeting. to start the lesson with moment T tries to Microphone
Warming-up
Ask about the weather. Open telling supporting words to award active Ss. «The cards
Team workthe envelop and ask students each other. praise» method is used
7 min.to take the cards with The aim: To develop Ss to evaluate Ss with
numbers. They should find speaking skills and create phrases like:
their team according to the friendly atmosphere “Good job!
number:1 First 2. Second Efficiency: By telling the Well done!”
3.Third wishes they show their
appreciations .
In differentiation part
«Magic cards» method was
used to encourage them to
identify the numbers. And
find his/her team.
PRESENTATIO Listen and read. Read the story and T praise active Ss with Whiteboard
N AND Go through the pictures of choose. phrases such as: “Good Pupils Book
PRACTICE the story and set the scene Allow the pupils job! Poster
30 min. by asking the pupils some time to read the Well done!” “One
questions about what they story silently and more time, please”
can see in the pictures. complete the activity.
e.g. Teacher: (pointing Check their answers.
to the children and Answer key
grandma in picture one) 2a3b
Liam, Lilly and Daisy
are with Daisy’s
Grandma and Grandpa.
(pointing to the big eyes in
picture two) What are
these?
Class: Eyes
Teacher: Yes! Two big
eyes! etc
Play the CD. The pupils
listen and follow the
story in their books.
Then individual pupils
read out the story.
Tick (✓) the right Answer key T praise active Ss with Whiteboard
sentence. 3 Amir, come and say phrases such as: “Good Pupils Book
Refer the pupils to the hello! job! Poster
picture and the Play the CD again with Well done!” “One
sentences. The pupils pauses for the pupils to more time, please”
read the sentences and repeat, chorally and/or
tick the one that individually.
corresponds to the
picture. Check their
answers.
Act out the story - For stronger T praise active Ss with Whiteboard
classes: Assign phrases such as: “Good Pupils Book
roles to the pupils. job! Poster
Allow them Well done!” “One
enough time to more time, please”
rehearse their
roles in groups.
Encourage them
to come to the
front
and act out the story.
For weaker classes:
Select a short exchange
from the story for the
pupils to act out in pairs.
Talking point. Listen and A: What does your T praise active Ss with Whiteboard
read. monster look like, ... ? phrases such as: “Good Pupils Book
Make a new dialogue with B: It’s got ... and a big ... ! job! Poster
your friend. A: Has it got any ... ? Well done!” “One
Refer the pupils to the B: Yes, it has. It’s got more time, please”
picture and the dialogue. ..........................................
Play the CD. The pupils Look!
listen and follow along. A: What’s its name?
Pause the CD for the B: ... .
pupils to repeat, chorally A.......? That’s a funny
and/or individually. name!
The pupils, in pairs, act Suggested answer key
out similar dialogues Kanat: What
about themselves. Go does your
around the classroom monster look
providing any necessary like, Dana?
help. Ask some of the Dana: It’s got
pairs to come to the front five eyes and a
of the classroom and act big ear!
out the dialogue. If you Kanat: Has it got any
wish, write the following legs?
on the board so the pupils Dana: Yes, it has. It’s
can refer to it while doing got six legs. Look!
the task. Kanat: What’s its name?
 Dana: Coco.
Kanat: Coco? That’s a
funny name!
Listen, point and repeat. Complete. Then listen
Write the letter o on the and repeat.
board. Point to it and say: Refer the pupils to the
\ɒ\. picture. Elicit dog, long
The pupils repeat, and body. Draw the
chorally and/or pupils’ attention again
individually. Point to the to the \ɒ\ sound. Allow
letter again and ask the the pupils some time to
pupils to say the sound. complete the missing
Refer the pupils to the letters. Check their
pictures. Point to the answers.
dog and say: Answer key
\ɒ\ – dog. The pupils repeat, Bob, the dog has got a
chorally and/or long body!
individually. Play the CD for the pupils
Check their pronunciation. to listen and repeat. Ask
Repeat the procedure for individual pupils to read
long and body. Play the out the phrase. Check
recording. The pupils listen, their pronunciation and
point and repeat. Then point intonation.
to the pictures at random
and elicit the sound and the
words.
Extension (Optional) Answer key T praise active Ss with Whiteboard
Write the following words long, frog, body, dog, doll phrases such as: “Good Pupils Book
on the board: long, duck, job! Poster
frog, funny, body, nose, Well done!” “One
dog, doll. Ask individual more time, please”
pupils to come to the board
and circle the words that
have the
\ɒ\ sound. Ask the rest of
the class for verification.
ENDING THE (An activity to ACTIVITY BOOK T praise active Ss with Whiteboard
LESSON consolidate the language (Optional) phrases such as: “Good Pupils Book
8 min. of the lesson.) Ask the If you wish, you can job! Poster
pupils to draw a dog. assign some or all of the Well done!” “One
When they finish, have corresponding activities more time, please”
them present their from the Activity Book
drawings to the class and for homework. If this is
describe their dogs. the case, make sure you
Display their work in the explain them first in class.
classroom.
e.g. Pupil 1: My
dog is really cute!
It’s brown and
white. It’s got
brown eyes and a
long tail.
Module 1

LESSON: Module 1 Lesson 4 The Theme: Body parts (2)

Date: Teacher's name:

CLASS:

Learning objective(s) To talk about farm animals and pets.

that this lesson is
contributing to
Lesson objectives All learners will be able to:
3.R5 understand the main points of simple sentences on familiar topics by using contextual clues
3.R1 read and spell out words for others
3.S3 use a limited range of basic words, phrases and short sentences to describe objects,
activities and classroom routines
3.S1 make basic statements related to personal information, people and objects on familiar
topics and classroom routines
3.L6 understand some specific information in short, slow, carefully articulated talk on
routine and familiar topics

Assessment criteria Learners have met the learning objectives if they can talk about farm animals and
pets.
Language focus Structures: the verb ‘have got’ (negative/interrogative/short answers)
Language in use: Nanny Rose hasn’t got black hair. Has Liam got red hair? Yes, he has. My
pet has got a big body and four short legs.
Target vocabulary Farm animals: cow, goat, rabbit, chicken, duck, frog
Pets: pony, dog, cat, parrot
ICT skills Using audios
Extra materials The On the Farm poster.
Previous learning ‘Animal’ vocabulary, the verb ‘have got’ (affirmative), adjectives

Part of the Teacher’s activity Student’s activity Assessment Resources

lesson/Time
Beginning of the Organization moment: “I wish….” method helps to At the organization CD player
lesson 1.Greeting. start the lesson with telling moment T tries to Microphone
Warming-up Ask about the weather. Open the supporting words to each award active Ss. cards
Team work envelop and ask students to take other. «The praise»
7 min. the cards with numbers. They The aim: To develop Ss method is used to
should find their team according speaking skills and create evaluate Ss with
to the number:1 First 2. Second friendly atmosphere phrases like:
3.Third Efficiency: By telling the “Good job!
wishes they show their Well done!”
In differentiation part «Magic
appreciations .
cards» method was used to
encourage them to identify the
numbers. And find his/her team.
PRESENTATIO Listen, point and repeat. Then Extension (Optional) T praise active Ss Whiteboard
N AND match. Name an animal. The pupils with phrases such Pupils Book
PRACTICE Pupils’ books closed. Put up mime it or make a sound as: “Good job! Poster
the On the Farm poster on the associated with this animal. Well done!” “One
30 min. board. Point to each animal, Repeat with other animals. more time, please”
one at a time, and say the Pupils’ books open. Play the
corresponding words. The CD. The pupils listen, point to
pupils repeat, chorally and/or and repeat the words. Play the
individually. Point to each CD again pausing after each
animal in random order. Ask word. The pupils repeat,
individual pupils to name the chorally and/or individually.
animal. Ask the rest of the Then they match the pictures
 class for verification. to the animals. Check their
answers.
Answer key: 1 a 2 d 3 f 4 e 5
b6c
Find the animals and write. Answer key T praise active Ss Whiteboard
Refer the pupils to the pictures 2 rabbit 3 duck 4 dog 5 with phrases such Pupils Book
and the word search. The chicken 6 frog as: “Good job! Poster
pupils look at the pictures, Well done!” “One
write the names of the animals more time, please”
and circle the words in the
word search. Check their
answers.
Make sentences. Allow the pupils some T praise active Ss Whiteboard
Pupils’ books closed. Point to time to complete the with phrases such Pupils Book
your hair. Say, then write on the activity. Check their as: “Good job! Poster
board: Have I got (black) hair? answers. Well done!” “One
The pupils repeat, chorally Answer key more time, please”
and/or individually. Underline 2 My dog hasn’t got big ears.
the words in bold. Follow the 3 They haven’t got pink
same procedure and present the noses.
rest of the persons in the 4 Rabbits haven’t got small
interrogative form. Point to ears.
your hair again. Say, then write: Roy the clown hasn’t got a
I have not got (fair) hair. big head.
Follow the same procedure and
present the negative form, long
and short form. Ask again:
Have I got (black) hair?
Write: Yes, I have. The pupils
repeat, chorally and/or
individually. Explain how the
positive short answer is
formed. Point to a male pupil,
say, and then write: Has he
got (black) hair? The pupils
repeat, chorally and/or
individually. Underline the
words in
bold. Say and write: No, he
hasn’t. The pupils repeat,
chorally and/or individually.
Explain how the negative short
answer is formed. Pupils’
books open. Go through the
Study spot section briefly.
Look, read and answer. Answer key: 2 they have 3 T praise active Ss Whiteboard
The pupils look at the they haven’t 4 it hasn’t with phrases such Pupils Book
pictures, read the as: “Good job! Poster
questions and answer Well done!” “One
them. Allow the pupils more time, please”
some time to complete
the activity. Check their
answers.
Which is Nurlan’s pet? Read, Refer the pupils to the pets T praise active Ss Whiteboard
choose and say. and elicit them. Then the with phrases such Pupils Book
pupils read the text and as: “Good job! Poster
complete the activity. Check Well done!” “One
their answers. more time, please”
Answer key: dog
ENDING THE Ask the pupils to draw an ACTIVITY BOOK T praise active Ss Whiteboard
LESSON animal on a piece of paper (Optional) with phrases such Pupils Book
8 min. without showing it to anyone. If you wish, you can as: “Good job! Poster
In pairs, the pupils ask and assign some or all of the Well done!” “One
answer questions to find out corresponding activities more time, please”
their partner’s animal. from the Activity Book
e.g. Pupil 1: Has it got big ears? for homework. If this is
Pupil 2: No, it hasn’t. etc the case, make sure you
explain
them first in class.
Module 1

LESSON: Module 1 Lesson 5 The Theme: Animal song and dance (1)

Date: Teacher's name:

CLASS:

Learning objective(s) To talk about farm animals; to write about a farm; to develop the pupils’ listening skills
that this lesson is through a song.
contributing to
Lesson objectives All learners will be able to:
3.UE4 use determiners a, an, the, some, any, this, these, that, those to identify things
(a, an, the are also practiced in Module 1 Lesson 2, some, any are practiced in Module
4 Buildings )
3.L9 recognise the spoken form of familiar words and expressions
3.L2 recognise with considerable support an increasing range of common
personal questions
3.W1 write with support short responses at phrase level to questions and other
prompts

Assessment criteria Learners have met the learning objectives if they can talk about farm animals;
write about a farm; develop listening skills through a song.
Language focus Structures: demonstrative pronouns (this, that, these, those), articles (a, an, the),
some/any
Language in use: Grandpa has got ten cows now! This is a frog. I’ve got a goat and
an eagle. I’ve got some cows, too! I haven’t got any chickens.

Target vocabulary Consolidation

ICT skills Using audios
Previous learning ‘Animal’ vocabulary, the verb ‘have got’ (affirmative, negative and
interrogative), adjectives
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of the Organization moment: “I wish….” method At the organization CD player
lesson 1.Greeting. helps to start the lesson moment T tries to Microphone
Warming-up Ask about the weather. Open the with telling supporting award active Ss. cards
Team work envelop and ask students to take words to each other. «The praise»
8 min. the cards with numbers. They The aim: To develop method is used to
should find their team according Ss speaking skills and evaluate Ss with
to the number:1 First 2. Second create friendly phrases like:
3.Third atmosphere “Good job!
Efficiency: By telling Well done!”
In differentiation part «Magic
the wishes they show
cards» method was used to
their appreciations .
encourage them to identify the
numbers. And find his/her team.
PRESENTATION Listen and read. Then Check their answers. T praise active Ss Whiteboard
AND PRACTICE complete. Answer key: 1 cows with phrases such Pupils Book
Refer the pupils to the picture 2 chickens 3 goats as: “Good job! Poster
30 min. and ask them questions. Then individual pupils Well done!” “One
e.g. Teacher: (pointing to Daisy) read out the text. more time, please”
Who’s this? Pupil 1: Daisy.
Teacher: (pointing to the
cow) What animal is this?
Pupil 2: It’s a cow. etc
Play the CD. The pupils listen
and follow along in their
books. Allow the pupils some
time to read the text silently
and complete the activity.
Look and say. Then Allow the pupils T praise active Ss Whiteboard
write: This, That, These some time to with phrases such Pupils Book
or Those. complete the activity. as: “Good job! Poster
Pupils’ books closed. Stand Check their answers. Well done!” “One
near a schoolbag, point to it and Answer key: 2 Those 3 more time, please”
say: This is a schoolbag. The These 4 That
pupils repeat, chorally and/or
individually. Write the sentence
on the board and underline the
word in bold. Stand further
away from the schoolbag, point
to it and say: That is a
schoolbag. The pupils repeat,
chorally and/or individually.
Write the sentence on the board
and underline the word in bold.
Explain that we use this for
something/someone that is near
us and that for
something/someone further
away from us. Follow the same
procedure and present these and
those.
Pupils’ books open. Read the
instructions and explain the
activity.
PORTFOLIO: You are on Note: Once you have T praise active Ss Whiteboard
a farm. Talk with your corrected their writing with phrases such Pupils Book
friends. Then write about activities, guide your as: “Good job! Poster
it. pupils on how to file Well done!” “One
Refer the pupils to the picture them in their more time, please”
and elicit the animals. Then ask Language Portfolios.
the pupils, in pairs or in groups,
to talk about their farms. As
homework, tell the pupils to
draw a farm on a piece of paper
and use the text in Ex. 22 as a
I’m here on Grandpa and
Grandma’s farm. It’s great
here! Grandpa has got eight
ducks now! His favourite
duck is Fifi! Grandma has
got seven rabbits. They are
very funny. Grandpa and
Grandma have got four cows,
too! The cows have got
babies. They are very cute!
Let’s Sing! Extension (Optional) T praise active Ss Whiteboard
Ask the pupils to look at the Write some animals with phrases such Pupils Book
farmer and the cow. Say: I’m a on the board, e.g. as: “Good job! Poster
farmer, my name is Sam. cat, horse, goat, Well done!” “One
Encourage the pupils to repeat mouse. Elicit and more time, please”
after you. Follow the same write the sounds they
procedure and present the rest make, e.g. miaow,
of the song. Play the CD. The neigh, beh, eek.
pupils listen and follow along in Make a sound. Invite
their books. Play the CD again. a pupil to tell you
The pupils listen and sing which animal it is.
 along. Then the pupils, in
pairs or in groups,
choose one animal
and make a new
verse for the song.
Then they sing it to
the class.
Which animals have you Suggested answer key T praise active Ss Whiteboard
got on your farm? Look, I’ve got a dog and with phrases such Pupils Book
choose and say. Then some chickens. I’ve as: “Good job! Poster
make your Farm Book. got a goat, too! I Well done!” “One
Refer the pupils to the pictures. haven’t got any more time, please”
Elicit the animals. Then read the cows.
sentences in the speech bubble Then ask the pupils
aloud. Remind pupils that we to find pictures of
use a before singular nouns that farm animals and
start with a consonant and an make their own farm
before singular nouns that start books. Have them cut
with a vowel. Also revise the out the farm animals
use of some and any. Remind and glue one animal
pupils that we use some with per page. The pupils
countable plural nouns in can also draw the
affirmative sentences and any animals, if they
with uncountable nouns in choose to. Go around
interrogative and negative the classroom
sentences. Explain the activity. proving any
The pupils choose which necessary help. When
animals they have got on their they finish, help them
farm. Ask individual pupils to staple the pages
report back to the class. together.
Alternatively, assign it
for homework.
Note: Once you have
checked their projects,
guide your pupils on
how to file them in
their Language
Portfolios.
ENDING Project: Home needed ACTIVITY BOOK T praise active Ss Whiteboard
THE Divide the class into groups. (Optional) with phrases such Pupils Book
LESSON Assign each group the names If you wish, you can as: “Good job! Poster
of some animals, e.g. horse, assign some or all of Well done!” “One
7 min. goat, mouse, rabbit, etc. Ask the corresponding more time, please”
the pupils to draw a home for activities from the
each of the animals (i.e. a farm Activity Book for
for the goat and the horse, a homework. If this is
cage for the mouse and the the case, make sure
rabbit, etc). you explain them first
in class.
Module 1

LESSON: Module 1 Lesson 6 The Theme: Animal song and dance (2), SA1

Date: Teacher's name:

CLASS:

Learning objective(s) To explore other subject areas (Maths); to learn how many legs animals have got; to talk
that this lesson is about location; to say what some animals are doing.
contributing to Check pupils’ knowledge on Module 1
Lesson objectives All learners will be able to:
3.UE10use common present continuous forms [positive, negative, question] 3.L9
recognise the spoken form of familiar words and expressions
3.L2 recognise with considerable support an increasing range of common
personal questions
3.W1 write with support short responses at phrase level to questions and other
prompts

Assessment criteria Learners have met the learning objectives if they can explore other subject areas (Maths);
learn how many legs animals have got; talk about location; say what
some animals are doing.
Language focus Structures: Prepositions of place, present continuous, the definite article (the)
Language in use: How many legs? Two plus two is four. Where’s the duck in your
picture? It’s in the tree. Look at the ducks! What are they doing?
Target vocabulary Numbers: Consolidation.
Animals: snake, duck, horse, butterly, spider
Cross - curricular Maths (Ex. 26)
links
Extra materials The How Many Legs? poster.
Previous learning ‘Animal’ vocabulary, the verb ‘have got’ (affirmative, negative and
interrogative), adjectives, demonstrative pronouns (this, that, these, those),
articles (a, an, the), some/any
Plan

Part of the Teacher’s activity Student’s activity Assessment Resources

lesson/Time
Beginning of the Organization moment: “I wish….” method helps to At the organization CD player
lesson 1.Greeting. start the lesson with telling moment T tries to Microphone
Warming-up Ask about the weather. supporting words to each award active Ss. cards
Team work Open the envelop and ask other. «The praise»
8 min. students to take the cards The aim: To develop Ss method is used to
with numbers. They should speaking skills and create evaluate Ss with
find their team according to friendly atmosphere phrases like:
the number:1 First 2. Efficiency: By telling the “Good job!
Second 3.Third wishes they show their Well done!”
appreciations .
In differentiation part
«Magic cards» method was
used to encourage them to
identify the numbers. And
find his/her team.
PRESENTATIO How many legs? Count How many legs have T praise active Ss Whiteboard
N AND and write. you got? with phrases such Pupils Book
PRACTICE Pupils’ books closed. Pupil 1: Two. as: “Good job! Poster
Explain to the pupils, in Teacher: (pointing to the Well done!” “One
30 min. L1 if necessary, that you legs of two pupils) How more time, please”
are going to talk about many legs have you and
animals and how many Kairat got?
legs they have got. Ask Pupil 2: Four.
pupils to name some Teacher: Yes, four. Two
animals they know and legs plus two legs is four
how many legs they’ve legs. etc
got. Put up the How Many
Point to one of your legs Legs? poster on the board.
and say: One leg. Then, Point to the first picture
point to both of your and say: Snake. The pupils
legs and say: Two legs. repeat, chorally and/or
Write on the board: individually. Then ask:
1+1=2. Say: One plus one How many legs has the
is two. The pupils repeat, snake got? Elicit: The
chorally and/or snake hasn’t got any legs!
individually. Explain to Point to the second picture
the pupils that we use + and say: Duck. The pupils
when we want to add repeat, chorally and/or
something to something individually. Then ask:
else and = to show the How many legs has the
result of the addition. Ask duck got? Elicit: Two.
individual pupils to come Follow the same procedure
to the front of the and present the rest of the
classroom. Put them in animals.
line, point to their legs and Pupils’ books open. Tell
ask questions. the pupils to look at the
animals, count their
legs, do the sums and
write the numbers.
Allow the pupils some
time to complete the
activity. Check their
answers.
Answer key: 2 fourteen 3
four 4 eight 5 ten 6 six
Where are the Suggested answer key T praise active Ss Whiteboard
following animals 2 A: Aidar, where’s the with phrases such Pupils Book
in your friend’s horse in your picture? B: as: “Good job! Poster
picture? Talk with It’s under the tree. Well done!” “One
him/her and find 3 A: Aidar, more time, please”
out. where’s the
Pupils’ books closed. Put butterfly in your
your pen on the book. picture? B: It’s
Say, then write on the above the tree.
board: Where’s my pen? 4 A: Aidar, where’s the
On the book. Underline spider in your picture? B:
the word in bold. The It’s on the house.
pupils repeat after you. A: Aidar, where’s the snake
Follow the same in your picture? B: It’s near
procedure and present the the house.
rest of the prepositions.
Remind the pupils that
the definite article the is
used in front of a noun
when we know exactly
what we are referring to.
Pupils’ books open. Go
through the prepositions
briefly. Then point to the
picture and elicit the
names of the animals.
Read the example and
 explain the activity. The
pupils, in pairs, ask and
answer questions as in the
example.
7 min. Talk with your friend. Suggested answer key T praise active Ss Whiteboard
- For weaker classes: A: Look at the frogs! What with phrases such Pupils Book
Point to the picture and are they doing? B: They’re as: “Good job! Poster
elicit the names of the jumping. Well done!” “One
animals and the actions. A: Jumping? Cool! more time, please”
Write them on the board: A: Look at the eagles! What
ducks – swimming, frogs – are they doing? B: They’re
jumping, eagles – flying, flying.
cats – climbing a tree, A: Flying? Cool!
rabbits – hopping, goats – A: Look at the cats! What
eating. Read the example are they doing? B: They’re
and explain the activity. climbing a tree.
Then the pupils, in pairs, A: Climbing a tree? Cool!
ask and answer as in the A: Look at the rabbits!
example. What are they doing? B:
- For stronger classes: They’re hopping.
Point to the picture and A: Hopping? Cool!
elicit the names of the A: Look at the goats! What
animals and the actions. are they doing? B: They’re
Read the example. eating.
Remind the pupils that A: Eating? Cool!
we use the present
continuous to describe
actions happening at the
moment we are talking.
Then pupils, in pairs,
ask and answer questions
as in the example
Module 1
LESSON: Module 1 Lesson 7 The Theme: Unit Revision (Our World)

Date: Teacher's name:

CLASS:

Learning objective(s) To talk about zoos in the USA and in Kazakhstan; to consolidate the language of the
that this lesson is module.
contributing to Check pupils’ knowledge on Module 1
Lesson objectives All learners will be able to:
3.UE8 use simple imperative forms [positive and negative] for basic commands and
instructions (during SA1 and in Module 2 School Rules)
3.R3 read and follow with considerable support simple, words, phrases and sentences
on familiar and general topics and familiar instructions for classroom activities
3.L1 understand a range of short basic supported classroom instructions (during SA1
and in Module 2 School Rules)
3.S3 use a limited range of basic words, phrases and short sentences to describe
objects, activities and classroom routines
3.S6 use short answers appropriately in short, basic exchanges and take turns when
speaking with others in a limited range of short, basic exchanges
Assessment criteria Learners have met the learning objectives if they can: To talk about zoos in the
USA and in Kazakhstan; to consolidate the language of the module.
Language focus Structures: Consolidation.
Language in use: The San Diego Zoo in California, USA, is very big. There are over
3,700 animals there. Visit Almaty Zoo in Kazakhstan and see animals from all over
the world! You can see zebras, elephants and even white lions.
Target vocabulary Animals: lions, elephants, giraffes, pandas, zebras
Cross - curricular Maths
links
ICT skills Using audios
Extra materials Pictures of animals (panda, zebra, lion, giraffe, elephant) for Ex. 29.
Formative Assessment Worksheets for Module 1, one for each pupil.
Previous learning ‘Animal’ vocabulary, the verb ‘have got’ (affirmative, negative and
interrogative), adjectives, demonstrative pronouns (this, that, these, those),
articles (a, an, the), some/any
Plan

Part of the Teacher’s activity Student’s activity Assessment Resources

lesson/Time
Beginning of the Organization moment: “I wish….” method helps to At the organization CD player
lesson 1.Greeting. start the lesson with telling moment T tries to Microphone
Warming-up Ask about the weather. Open supporting words to each award active Ss. cards
Team work the envelop and ask students other. «The praise»
7 min. to take the cards with The aim: To develop Ss method is used to
numbers. They should find speaking skills and create evaluate Ss with
their team according to the friendly atmosphere phrases like:
number:1 First 2. Second Efficiency: By telling the “Good job!
3.Third wishes they show their Well done!”
appreciations .
In differentiation part
«Magic cards» method was
used to encourage them to
identify the numbers. And
find his/her team.
PRACTICE Listen and read. Look, read and complete. T praise active Ss Whiteboard
30 min. (Activities to introduce and Explain the activity. Allow with phrases such Pupils Book
practise the topic of the the pupils some time to read as: “Good job! Poster
lesson.) the text silently and Well done!” “One
 Pupils’ books closed. Put complete the activity. Check more time, please”
the pictures of the animals their answers.
you have brought to class on Answer key: 1 3,700 3 world
the board. Point to them and 2 pandas 4 lions Then
name each animal. The individual pupils read out the
pupils repeat after you. Ask texts.
the pupils, in L1 if
necessary, to tell you what
they know about these
animals (where they live,
what they eat, etc.) If you
wish, play a guessing game.
Describe an animal and the
pupils try to guess it.
e.g. Teacher: It has got four
legs, it is black and white
and it eats bamboo. What is
it?
Class: It’s a panda!
Pupils’ books open. Ask the
pupils to look at the
pictures. Have a picture
discussion.
e.g. Teacher: (pointing to
the giant panda) What
animal is it?
Pupil A: It’s a giant panda.
Teacher: What colour is it?
Pupil B: It’s black and
white. etc.
Play the CD. The pupils
listen and follow the texts in
their books.
ENDING THE Extension activity ACTIVITY BOOK T praise active Ss Whiteboard
LESSON (Optional) (Optional) with phrases such Pupils Book
Project: My favourite zoo If you wish, you can assign as: “Good job! Poster
8 min. Ask the pupils, in pairs, to some or all of the Well done!” “One
make a collage of corresponding activities from more time, please”
drawings or pictures of a the Activity Book for
zoo from their country and homework. If this is the case,
write a short description. make sure you explain them
They can use the Internet first in class.
to find pictures and
information. Alternatively,
assign it for homework.
The pupils then present
their projects to the class.
Display their work in the
classroom. Suggested
answer key Visit Karagandy
Zoo in
Kazakhstan and see
kangaroos, wolves, bears
and more. Karagandy zoo
is a very special place to
visit!
Note: Once you have
corrected their writing
activities, guide your
pupils on how to file them
in their Language
Portfolios.
Module 1

LESSON: Module 1 Lesson 8 The Theme: Unit Revision

Date: Teacher's name:

CLASS:

Learning objective(s) To talk about zoos in the USA and in Kazakhstan; to consolidate the language of the
that this lesson is module.
contributing to Check pupils’ knowledge on Module 1
Lesson objectives All learners will be able to:
3.L4 recognize with support short basic questions relating to features such as
colour and number
3.S2 ask questions in order to satisfy basic needs and find information on
familiar topics and classroom routines
3.S3 use a limited range of basic words, phrases and short sentences to describe
objects, activities and classroom routines
3.S6 use short answers appropriately in short, basic exchanges and take turns when
speaking with others in a limited range of short, basic exchanges

Assessment criteria Learners have met the learning objectives if they can: To talk about zoos in the
USA and in Kazakhstan; to consolidate the language of the module.
Language focus Structures: Consolidation.
Language in use: The San Diego Zoo in California, USA, is very big. There are over
3,700 animals there. Visit Almaty Zoo in Kazakhstan and see animals from all over
the world! You can see zebras, elephants and even white lions.

Target vocabulary Animals: lions, elephants, giraffes, pandas, zebras

ICT skills Using audios
Extra materials Pictures of animals (panda, zebra, lion, giraffe, elephant) for Ex. 29.
Formative Assessment Worksheets for Module 1, one for each pupil.
Previous learning ‘Animal’ vocabulary, the verb ‘have got’ (affirmative, negative and
interrogative), adjectives, demonstrative pronouns (this, that, these, those),
articles (a, an, the), some/any
Plan

Part of the Teacher’s activity Student’s activity Assessment Resources

lesson/Time
Beginning of the Organization moment: “I wish….” method helps to At the organization CD player
lesson 1.Greeting. start the lesson with telling moment T tries to Microphone
Warming-up Ask about the weather. Open supporting words to each award active Ss. cards
Team work the envelop and ask students other. «The praise»
8 min. to take the cards with The aim: To develop Ss method is used to
numbers. They should find speaking skills and create evaluate Ss with
their team according to the friendly atmosphere phrases like:
number:1 First 2. Second Efficiency: By telling the “Good job!
3.Third wishes they show their Well done!”
appreciations .
In differentiation part
«Magic cards» method was
used to encourage them to
identify the numbers. And find
his/her team.
PRACTICE CHECKPOINT 1 Answer key: B 5 T praise active Ss Whiteboard
Read and number. C2D1E3F4 with phrases such Pupils Book
30 min. Elicit the animals in the as: “Good job! Poster
pictures. The pupils then Well done!” “One
read the sentences and more time, please”
 number the pictures.
Read and underline. Answer key: 1 haven’t 2 T praise active Ss Whiteboard
The pupils read the Have 3 has 4 have with phrases such Pupils Book
sentences and underline as: “Good job! Poster
the correct words in bold. Well done!” “One
more time, please”
Look and complete. Answer key: 1 mouth 2 head T praise active Ss Whiteboard
The pupils look at 3 ears 4 eyes 5 legs with phrases such Pupils Book
the pictures and as: “Good job! Poster
complete the Well done!” “One
sentences with the more time, please”
words in the list.
Read and choose. Answer key: T praise active Ss Whiteboard
The pupils read the 2d3f4c5a6e with phrases such Pupils Book
questions and choose as: “Good job! Poster
the correct answer for Extra Check: The pupils Well done!” “One
each are now ready to do pages more time, please”
12 - 13 in the Activity Book.
ENDIN ACTIVITY BOOK If you wish, you can assign T praise active Ss Whiteboard
G THE (Optional) some or all of the with phrases such Pupils Book
LESSO corresponding activities as: “Good job! Poster
N from the Activity Book for Well done!” “One
homework. If this is the more time, please”
8 min. case, make sure you explain
them first in class.
Module 2 Day & Night Lesson plan 1

LESSON: Module 2 Lesson 1 The Theme: Day & Night (1)

Date: Teacher's name:

CLASS:

Learning objective(s) To talk about sources of light; to talk about day and night.
that this lesson is
contributing to

Lesson objectives All learners will be able to:

 3.S4 respond to basic supported questions giving personal and factual
information
 3.UE9 use common present simple forms [positive, negative, question] and
contractions to talk about what you want and like and habits and facts (also is
practiced in ex14, р. 23, Story time pp.32-33)
 3.R5 understand the main points of simple sentences on familiar topics by using
contextual clues
 3.L1 understand a range of short basic supported classroom instructions
(following the instructions when doing exercises)
 3.L2 recognize with considerable support an increasing range of common
personal questions
 3.L3 understand the main points of short, slow and carefully articulated talk
on routine and familiar topics features such as colour and number
 3.L6 understand some specific information in short, slow, carefully
articulated talk on routine and familiar topics
 3.L7 use contextual clues to predict content in short, supported talk on
routine and familiar topics
Assessment criteria Learners have met the learning objectives if they can talk about sources of light; about
day and night.
Language focus Structures: Consolidation.
Language in use: Which light comes from nature? Which light do we make?
Target vocabulary Sources of light: candle, torch, stars, lamp, trafic lights, moon
daytime, night-time
Cross - curricular Science (Exs 2 and 4)
links
Extra materials Completed Progress Report Cards.
Previous learning ‘Animal’ vocabulary

Plan

Part of the Teacher’s activity Student’s activity Assessment Resources

lesson/Time
Beginning of the Organization moment: “I wish….” method helps At the organization CD player
lesson 1.Greeting. to start the lesson with moment T tries to Microphone
Warming-up Ask about the weather. Open the telling supporting words to award active Ss. cards
Team work envelop and ask students to take each other. «The praise»
8 min. the cards with numbers. They The aim: To develop Ss method is used to
should find their team according speaking skills and create evaluate Ss with
to the number:1 First 2. Second friendly atmosphere phrases like:
3.Third Efficiency: By telling the “Good job!
wishes they show their Well done!”
In differentiation part «Magic
appreciations .
cards» method was used to
encourage them to identify the
numbers. And find his/her team.
Hand out the completed Ask: How can you see
 Progress Report Cards for the during the day? What
previous module and ask the helps us see? Elicit:
pupils to file them in their The sun. Then ask:
Language Portfolios. What helps us see at
night?
Elicit: The moon,
electricity, etc.
PRESENTATI Can you find these in the Pupils’ books closed. T praise active Ss Whiteboard
ON picture? Number. Have a discussion, in L1 if with phrases such Pupils Book
AND necessary, about the as: “Good job! Poster
PRACTICE sources of light around us. Well done!” “One
During this process more time, please”
30 min. present the words in Ex. 2.

Read and complete. Use Allow the pupils some T praise active Ss Whiteboard
daytime or night- time to complete the with phrases such Pupils Book
time Ex. 1 p. 19 Read the activity. Check their as: “Good job! Poster
instructions and explain the answers. Well done!” “One
activity. Refer the pupils to the Answer key: night-time, more time, please”
picture. Explain/Elicit daytime
the concept of daytime and
night-time, in L1 if
necessary, and how important
it is for us. Talk about
the things we do in the daytime
and the night-time. Ask
the pupils to imagine what the
world would be like if
there was no daytime or night-
time. Have a brief
discussion.
Refer the pupils to the
sentences.
Pupils’ books open. Ex. 2 p. Check their answers. T praise active Ss Whiteboard
19 Read the instructions Answer key: with phrases such Pupils Book
and explain the activity. Refer b4c3d5e6f2 as: “Good job! Poster
the pupils to the picture Well done!” “One
on page 18. Allow the pupils more time, please”
some time to read the
words, find them in the picture
and write the corresponding
number.

Read and answer. x. 2 p. 19. Check their answers. T praise active Ss Whiteboard
Use the words Answer key: with phrases such Pupils Book
from Ex. 2. Read the 1 light from the moon and as: “Good job! Poster
instructions and explain the stars Well done!” “One
activity. Ask the pupils to 2 light from a candle, a more time, please”
answer the questions. torch, a lamp and traffic
lights

Riddle Time! Read and complete. T praise active Ss Whiteboard

Read the instructions and explain the activity. Refer the with phrases such Pupils Book
pupils to the riddle. Allow the pupils some time to read as: “Good job! Poster
and complete the activity. Check their answers Well done!” “One
more time, please”
ENDING THE Divide the class into groups. Suggested answer key T praise active Ss Whiteboard
LESSON Half of the groups make Things we can see with phrases such Pupils Book
collages of things we see during the day: the as: “Good job! Poster
7 min. during the day and the sun, rainbows, clouds, Well done!” “One
remaining groups make etc. more time, please”
collages of things we see ACTIVITY BOOK
during the night. The pupils (Optional)
can use pictures from If you wish, you can
magazines or draw pictures. assign some or all of
Arrange a class display. Make the corresponding
sure you display their work activities from the
somewhere in the classroom. Activity Book for
homework. If this is
the case, make sure
you explain them first
in class.
Module 2 Lesson plan 2

LESSON: Module 2 Lesson 2 The Theme: Day & Night (2)

Date: Teacher's name:

CLASS:

Learning objective(s) To talk about clothes and accessories.

that this lesson is
contributing to

Lesson objectives All learners will be able to:

 3.S4 respond to basic supported questions giving personal and factual
information
 3.UE9 use common present simple forms [positive, negative, question] and
contractions to talk about what you want and like and habits and facts (also is
practiced in ex14, р. 23, Story time pp.32-33)
 3.R5 understand the main points of simple sentences on familiar topics by using
contextual clues
 3.L1 understand a range of short basic supported classroom instructions
(doing exercises and in Module 2 Lesson School Rules pp.26-27)
 3.L2 recognise with considerable support an increasing range of common
personal questions
 3.L3 understand the main points of short, slow and carefully articulated talk on
routine and familiar topics features such as colour and number
 3.L6 understand some specific information in short, slow, carefully
articulated talk on routine and familiar topics
 3.L7 use contextual clues to predict content in short, supported talk on
routine and familiar topics
Assessment criteria Learners have met the learning objectives if they can: Talk about clothes and
accessories.
Language focus Structures: plurals (regular and irregular)
Language in use: There are two boys in the bedroom. There are two jumpers. How
many jumpers are there?
Target vocabulary Clothes and accessories: cap, scarf, gloves, boots, jumper, jeans;
put on, take off
ICT skills Using audios
Extra materials The Clothes poster.

Previous learning 'Sources of light' vocabulary

Part of the Teacher’s activity Student’s activity Assessment Resources

lesson/Time
Beginning of the Organization moment: “I wish….” method helps to At the organization CD player
lesson 1.Greeting. start the lesson with telling moment T tries to Microphone
Warming-up Ask about the weather. Open supporting words to each award active Ss. «The cards
Team work the envelop and ask students other. praise» method is
7 min. to take the cards with The aim: To develop Ss used to evaluate Ss
numbers. They should find speaking skills and create with phrases like:
their team according to the friendly atmosphere “Good job!
number:1 First 2. Second Efficiency: By telling the Well done!”
3.Third wishes they show their
appreciations .
In differentiation part
«Magic cards» method was
used to encourage them to
identify the numbers. And
find his/her team.
PRESENTATI  Listen, point and Extension activity (Optional)
ON repeat. Then match. Point to items of clothing the
AND Pupils’ books closed. Put pupils are wearing and ask
PRACTICE up the Clothes poster on the the pupils to name them.
board. Point to the Pupils’ books open. Ex. 5 p.
30 min. items/phrases, one at a 20
time, and say Play the CD. The pupils
the corresponding words. listen, point to the words and
The pupils repeat, chorally repeat. If you wish, play the
and/or individually. Point to CD again pausing after each
the items/phrases in word/phrase. The pupils
random order. Ask repeat, chorally and/or
individual pupils to name individually. The pupils look
them. at the pictures and match
Ask the rest of the class for them to the words. Check
verification. their answers.
Answer key:
1c2d3h4g5f6e7a8b
 Choose and complete. Check T praise active Ss with Whiteboard
Ex. 6 p. 20 their answers. phrases such as: Pupils Book
Point to and elicit the jobs. Answer key: 2 trousers 3 “Good job! Poster
Explain the activity. Allow jeans 4 boots 5 dress 6 Well done!” “One
the pupils some time to shoes 7 scarf 8 skirt more time, please”
complete the activity..
Thinking cap. Ask Answer keys: The police T praise active Ss with Whiteboard
questions: p. 20 Who office works during the phrases such as: Pupils Book
works only during the day and at night. The “Good job! Poster
day? Who works during gardener works during the Well done!” “One
the day and at night? Point day. The more time, please”
to the police office and nurse works during the day
ask: Does he work only and at night. The teacher
during the day? Elicit works during the day.
answer: No.
Listen and choose. Pupils’ books open. Ex. 7 T praise active Ss with Whiteboard
Pupils’ books closed. Say p.21 Go through the Study phrases such as: Pupils Book
and write: one lamp – two spot section briefly. Explain “Good job! Poster
lamps. Underline the -s. the activity and allow the Well done!” “One
The pupils repeat, chorally pupils some time to complete more time, please”
and/or individually. Elicit it. Check their answers.
the formation of the plural Answer key: 2. knives 3
number (by adding -s to the touches 4 boxes 5 children 6
noun). Explain to the pupils teeth
that there are some
exceptions to the rule.
Write the word potato on
the board. Point to it, say
and
write: one potato – two
potatoes. Underline -es. The
pupils repeat, chorally
and/or individually. Follow
the
same procedure and present
the rest of the spelling rules
as well as the irregular
plural nouns.
Listen and draw the Sources of Energy. Ex.9 T praise active Ss with Whiteboard
lines. Ex. 8 p.21 Play p.21 Look at the things in phrases such as: Pupils Book
the CD, twice if ex.8 again. Which use “Good job! Poster
necessary. The pupils electricity? Which use Well done!” “One
 listen and complete the electricity and batteries? more time, please”
activity. Check their Tell the class. Explain what
answers. electricity and battery mean.
The pupils draw a line Read the example and
from the remote control to explain the activity. Answer
the bedroom. The pupils keys:
draw a line from the Cookers use electricity.
laptop to the bathroom. Clocks use electricity and
The pupils draw a line battery. Microwave use
from the lamp to the electricity. Laptop use
bedroom. The pupils draw electricity and batteries.
a line from the clock to Remote controls use
the bedroom. The pupils batteries. Mobile phones use
draw a line from the batteries. Lamps use
microwave to the kitchen. electricity.
The pupils draw a line
from the mobile phone to
the bathroom.
ENDING THE Say one of the words ACTIVITY BOOK T praise active Ss with Whiteboard
LESSON from the lesson. Ask a (Optional) phrases such as: Pupils Book
pupil to draw it on the If you wish, you can assign “Good job! Poster
8 min. board. Ask the rest of some or all of the Well done!” “One
the class for corresponding activities from more time, please”
verification. the Activity Book for
homework. If this is the case,
make sure you explain them
first in class.
 Module 2 Lesson plan 3

LESSON: Module 2 Lesson 3 The Theme: Sources of light (1)

Date: Teacher's name:

CLASS:

Learning objective(s) To listen to and read a story about the characters playing football; to practise talking
that this lesson is about clothes; to learn how to distinguish between and pronounce the sounds \tʃ\ and
contributing to \ʃ\.

Lesson objectives All learners will be able to:

 3.S1 make basic statements related to personal information, people and
objects on familiar topics and classroom routines
 3.UE3 use common adjectives in descriptions and to talk about simple
feelings
 3.L6 understand some specific information in short, slow, carefully
articulated talk on routine and familiar topics
 3.W7 spell some familiar high-frequency words accurately during guided
writing activities
 3.R3 read and follow with considerable support simple, words, phrases and
sentences on familiar and general topics and familiar instructions for classroom
activities
Assessment criteria Learners have met the learning objectives if they can: listen to and read a story about the
characters playing football; talk about clothes; learn how to distinguish between and
pronounce the sounds \tʃ\ and \ʃ\.
Language focus Structures: Consolidation.
Language in use: Take off your caps and scarves! And your jumpers, too. Hey!
Those
dogs have got our clothes! I like that scarf! Which one?
Target vocabulary Consolidation
ICT skills Using audios
Previous learning 'Sources of light' & 'Clothes and Accessories ' vocabulary
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of the Organization moment: “I wish….” method helps to At the CD player
lesson 1.Greeting. start the lesson with telling organization Microphone
Warming-up Ask about the weather. Open the envelopsupporting words to each other. moment T tries to cards
Team work and ask students to take the cards withThe aim: To develop Ss award active Ss.
8 min. numbers. They should find their team speaking skills and create «The praise»
according to the number:1 First 2. Second
friendly atmosphere method is used to
3.Third Efficiency: By telling the evaluate Ss with
wishes they show their phrases like:
In differentiation part «Magic cards» appreciations . “Good job!
method was used to encourage them to Well done!”
identify the numbers. And find his/her
team.
PRESENTATI Listen and read. Ex.10 p. 22 T praise active Whiteboard
ON AND Go through the pictures of the story Ss with phrases Pupils Book
PRACTICE and set the scene by asking the such as: “Good Poster
pupils questions about what they can job!
30 min. see in the pictures. Well done!”
e.g. Teacher: (pointing to picture “One more
1) Where are Liam and Jake? time, please”
Class: At the park.
Teacher: What do they want to play?
Class: Football. etc
Play the CD. The pupils listen and
 follow the story in
their books.
Read the story and choose the Check the pupils’ answers. T praise active Whiteboard
clothes. Answer key: scarves, Ss with phrases Pupils Book
Allow the pupils some time to read jumpers such as: “Good Poster
the story silently job!
and complete the activity. Well done!”
“One more
time, please”
Read the story again. Put the Answer key: T praise active Whiteboard
sentences in order. c Liam and Jake are at the Ss with phrases Pupils Book
Explain the activity. Allow the pupils park. such as: “Good Poster
some time to read a They want to play football job!
the story silently and complete the with some boys. Well done!”
activity. Check the d The boys take off their “One more
pupils’ answers. caps, scarves and jumpers. time, please”
b The dogs run away with
the boys’ clothes.
Play the CD again with
pauses for the pupils to
repeat, chorally and/or
individually.
Act out the story For stronger classes: T praise active Whiteboard
Assign roles to the pupils. Ss with phrases Pupils Book
Allow them enough time to such as: “Good Poster
rehearse their roles in job!
groups. Encourage them to Well done!”
come to the front and act out “One more
the story. time, please”
- For weaker classes: Select
a short exchange from the
story for the pupils to act
out in pairs.
Talking point: Listen and read. Suggested answer key T praise active Whiteboard
Make a new Assel: I like that jumper! Ss with phrases Pupils Book
dialogue with your friend. Dana: Which one? such as: “Good Poster
Refer the pupils to the picture and Assel: The pink and red one. job!
the dialogue. Play the CD. The Dana: It’s great! Let’s buy Well done!”
pupils listen and follow along. Pause it. “One more
the CD for the pupils to repeat, time, please”
chorally and/or individually. Sounds spots
The pupils, in pairs, act out (Activities to familiarise the
similar dialogues about pupils with the
themselves. Go around the pronunciation
classroom providing any of the sounds \tʃ \ and \ ʃ \
necessary help. Ask some pairs to and to distinguish between
come to the front of
the classroom and act out the
dialogue. If you wish,
write the following on the board so
the pupils can refer
to it while they are completing the
activity.
A: I like ...!
B: Which one?
A: The ... .
B: ... great! Let’s buy
Listen, point and repeat. Answer key: \tʃ\: chicken, T praise active Whiteboard
Refer the pupils to the picture of choose, Ss with phrases Pupils Book
cherry and say: ch \tʃ\ such as: “Good Poster
 – cherry. The pupils repeat, job!
chorally and/or individually. Check Well done!”
their pronunciation. Repeat the “One more
procedure for chase. Point to the time, please”
picture of dish and say: sh \ ʃ \ –
dish. The pupils repeat, chorally
and/or individually. Check their
pronunciation. Repeat the
procedure for fish. Explain to the
pupils the difference between the
two sounds, \tʃ\ and \ ʃ \. Play the
CD. The pupils listen, point and
repeat. Then point to the pictures at
random and elicit the sounds and
the words. Extension activity
(Optional)
Write the following words on the
board: chicken, sheep, shop, choose,
short, child. Ask individual pupils to
come to the board, read out the
words and write them next to the
correct sound.
child \ʃ\: sheep, shop, short
Complete. Then listen and repeat. Check their answers. T praise active Whiteboard
Refer the pupils to the picture. Answer key: The cherry is Ss with phrases Pupils Book
Elicit cherry, ish, dish and chase. chasing the dish and the such as: “Good Poster
Draw the pupils’ attention again to fish! Play the CD for the job!
the \tʃ\ and \ʃ\ sounds. Allow the pupils to listen and repeat. Well done!”
pupils some time to complete the Ask the pupils to read out “One more
missing letters in their notebooks. the sentence. Check their time, please”
pronunciation and
intonation.
ENDING THE Ask the pupils to work in pairs. One ACTIVITY BOOK T praise active Whiteboard
LESSON pupil names the clothes/accessories (Optional) Ss with phrases Pupils Book
he/she wants to buy, e.g. blue jeans, If you wish, you can assign such as: “Good Poster
7 min. red gloves, etc and the other draws some or all of the job!
rough sketches of the items. Then corresponding activities Well done!”
they swap roles. from the Activity Book for “One more
homework. If this is the time, please”
case, make sure you explain
them first in class.
Module 2 Lesson plan 4

LESSON: Module 2 Lesson 4 The Theme: Sources of light (2) SA 2

Date: Teacher's name:

CLASS:

Learning objective(s) To talk about school rules; to ask for and give/ refuse permission. To
that this lesson is check pupils’ knowledge of Module 2
contributing to

Lesson objectives All learners will be able to:

 3.S1 make basic statements related to personal information, people and
objects on familiar topics and classroom routines
 3.UE13 use can to talk about ability and to make requests and offers
 use can / can’t to talk about permission
 3.L6 understand some specific information in short, slow, carefully
articulated talk on routine and familiar topics
 3.R3 read and follow with considerable support simple, words, phrases and
sentences on familiar and general topics and familiar instructions for classroom
activities

Assessment criteria Learners have met the learning objectives if they can: Talk about school rules; ask for
and give/ refuse permission.
Language focus Structures: past simple; must, must not (mustn’t); can/can’t (permission). Language in
use: Gulnara and Marzhan wore their school uniforms. Ann made a lot of noise, but
Karlygash was very quiet. You must be quiet in class. You mustn’t shout.
Can I watch TV tonight? No, you can’t.

Target vocabulary uniform;

Rules: chew gum, shout, drop litter, be
quiet, make noise
ICT skills Using audios
Extra materials Copies of SA 1 worksheets, Flashcards (9-14).
Previous learning 'Sources of light' & 'Clothes and Accessories ' vocabulary

Part of the Teacher’s activity Student’s activity Assessment Resources

lesson/Time
Beginning of the Organization moment: “I wish….” method helps to At the organization CD player
lesson 1.Greeting. start the lesson with telling moment T tries to Microphone
Warming-up Ask about the weather. Open
supporting words to each award active Ss. cards
Team work the envelop and ask students to
other. «The praise»
7 min. take the cards with numbers.
The aim: To develop Ss method is used to
They should find their team
speaking skills and create evaluate Ss with
according to the number:1 First
friendly atmosphere phrases like:
2. Second 3.Third Efficiency: By telling the “Good job!
wishes they show their Well done!”
In differentiation part «Magic
appreciations .
cards» method was used to
encourage them to identify the
numbers. And find his/her team.
PRESENTATI Listen, point and repeat. Pupils’ books open. Play the T praise active Ss Whiteboard
ON AND Then read and match. CD. The pupils listen, with phrases such Pupils Book
PRACTICE Pupils’ books closed. Put up point to the words/phrases as: “Good job! Poster
the flashcards on the board. and repeat. If you wish, play Well done!” “One
30 min. Point to them, one at a time, the CD again pausing after more time, please”
and name them. The pupils each word/phrase. The
repeat, chorally and/or pupils repeat, chorally and/or
individually. Repeat the individually. The pupils
procedure with the remaining look at the pictures and
flashcards. Then point to each match them to the words.
flashcard in random order. Check
Ask individual pupils to name their answers.
them. Answer key: 1 d 2 b 3 f 4 c 5
Extension activity (Optional) a6e
Remove the flashcards from
the board and shuffle them.
Write the corresponding
word/phrase for each flashcard
on the board. Ask a pupil to
come to the board. Give
him/her a flashcard. Ask
him/her to put it above the
corresponding word/ phrase.
Ask the rest of the class for
verification.
Read. Then point and say Answer key: 1 Akbota 2 T praise active Ss Whiteboard
their names. Gulnara 3 Dana 4 Marzhan 5 with phrases such Pupils Book
Refer the pupils to the picture Karlygash as: “Good job! Poster
and explain the activity. Well done!” “One
Allow the pupils some time to more time, please”
read the sentences and
say the correct corresponding
names.
Complete. Use: must or Check their T praise active Ss Whiteboard
mustn’t. answers. with phrases such Pupils Book
Pupils’ books closed. Say, Answer key: 2 must 3 as: “Good job! Poster
then write on the board: You mustn’t 4 must 5 mustn’t 6 Well done!” “One
must be quiet in class. You mustn’t more time, please”
mustn’t eat in class.
Underline the words in bold.
The pupils repeat, chorally
and/or individually. Explain
that we use must to say
what we are obliged to do and
mustn’t to say what we
are forbidden to do.
Pupils’ books open. Explain
the activity. Allow the
pupils some time to complete
the activity.
Let’s Play Answer key: T praise active Ss Whiteboard
Point to the picture and read Pupil 1: (showing a ‘not with phrases such Pupils Book
the speech bubbles. chew gum’ drawing) What’s as: “Good job! Poster
Explain the game. Ask the the rule? Well done!” “One
pupils to think of some Pupil 2: We mustn’t chew more time, please”
school rules and write them on gum in class. etc
the board. Then the
pupils choose and illustrate a
rule. The pupils, in pairs,
take turns presenting the rules,
asking and answering
questions, as in the example.
Talk with your friend. Answer key: T praise active Ss Whiteboard
Say, then write on the board: Pupil 1: Can I eat your with phrases such Pupils Book
Can I come in? Answer: sandwich? Pupil 2: No, you as: “Good job! Poster
Yes, you can. Underline the can’t. Well done!” “One
words in bold. Say, then Pupil 1: Can I play your more time, please”
 write: Can I go out? No, you violin? Pupil 2: Yes, you
can’t. The pupils repeat, can.
chorally and/or individually. Pupil 1: Can I jog in your
Explain that we use can to room? Pupil 2: No, you
ask for permission. Explain the can’t.
activity. The pupils Pupil 1: Can I wear your
complete the activity in pairs. scarf? Pupil 2: Yes, you can.
Ask some pairs to report Pupil 1: Can I shout in the
back to the class. garden? Pupil 2: Yes, you
can.
Checking of pupils’
knowledge of Module 2.
Pupils do the tasks of SA 2
ENDING THE Ask a pupil to think of a ACTIVITY BOOK T praise active Ss Whiteboard
LESSON classroom rule and mime (Optional) with phrases such Pupils Book
it. The rest of the class If you wish, you can assign as: “Good job! Poster
8 min. tries to guess the rule. some or all of the Well done!” “One
Repeat the activity with corresponding activities from more time, please”
other pupils. the Activity Book for
homework. If this is the case,
make sure you explain them
first in class.
Module 2 Lesson plan 5

LESSON: Module 2 Lesson 5 The Theme: Out at Night (School Rules)

Date: Teacher's name:

CLASS:

Learning objective(s) To revise school rules; to write about classroom rules; to develop the pupils’
that this lesson is listening skills through a song.
contributing to

Lesson objectives All learners will be able to:

 3.S6 use short answers appropriately in short, basic exchanges and take turns when
speaking with others in a limited range of short, basic exchanges
 3.S3 use a limited range of basic words, phrases and short sentences to
describe objects, activities and classroom routines
 3.L7 use contextual clues to predict content in short, supported talk on routine
and familiar topics
 3.L8 understand short narratives spoken slowly and distinctly on routine and
familiar topics

Assessment criteria Learners have met the learning objectives if they can: revise school rules; write about
classroom rules; develop the pupils’ listening skills through a song.
Language focus Structures: Consolidation.
Language in use: We must wear a uniform. We mustn’t chew gum.
Target vocabulary Consolidation
ICT skills Using audios
Previous learning ‘School rules’ vocabulary, the modals ‘must / mustn't’

Part of the Teacher’s activity Student’s activity Assessment Resources

lesson/Time
Beginning of the Organization moment: “I wish….” method helps to At the organization CD player
lesson 1.Greeting. start the lesson with telling moment T tries to Microphone
Warming-up Ask about the weather. Open supporting words to each award active Ss. cards
Team work the envelop and ask students to other. «The praise»
8 min. take the cards with numbers. The aim: To develop Ss method is used to
They should find their team speaking skills and create evaluate Ss with
according to the number:1 friendly atmosphere phrases like:
First 2. Second 3.Third Efficiency: By telling the “Good job!
wishes they show their Well done!”
In differentiation part
appreciations .
«Magic cards» method was
used to encourage them to
identify the numbers. And find
his/her team.
PRESENTATI Read and choose. Then Answer key: 2 mustn’t T praise active Ss Whiteboard
ON AND listen and check. 3 mustn’t 4 mustn’t 5 with phrases such Pupils Book
PRACTICE Explain the activity. Read must 6 must as: “Good job! Poster
the title and ask the pupils 7 mustn’t 8 must Well done!” “One
30 min. to tell you what they think Then individual pupils read more time, please”
the text will be about. out the text.
(Rules that pupils have to
follow in the classroom.)
The pupils read the text
silently and circle must or
mustn’t. Play the CD. The
pupils listen and check their
answers
Where were they Answer key:
yesterday? Read, 1 They were at the library.
match and say. 2 They were at the pool.
Explain the activity. Refer the 3 They were at the park. 4
pupils to the sentences. They were in the street. 5
Explain the meaning of They were at the zoo.
was/were. Allow the pupils 6 They were at the train
some time to read and match station.
the sentences. Check the
pupils’ answers.
PORTFOLIO: Talk Suggested answer key: T praise active Ss Whiteboard
with your friends. Then My Classroom Rules We with phrases such Pupils Book
write your classroom mustn’t eat in class. We as: “Good job! Poster
rules. mustn’t chew gum. Well done!” “One
Refer the pupils to the We mustn’t climb on the more time, please”
picture and the rules. Ask desks. We must be kind to
the pupils, in pairs or in others.
groups, to talk about the We must be quiet in class.
rules in their own We mustn’t skateboard in
classroom. Go around the class.
classroom providing any Note: Once you have
necessary help. For corrected their writing
homework, tell the pupils activities, guide your pupils
to write their own on how to file them in their
classroom rules and use Language Portfolios.
the text in Ex. 22 as a
model.
 Let’s Sing! Extension activity T praise active Ss Whiteboard
Refer the pupils to the (Optional) with phrases such Pupils Book
picture. Point to Charlie and Write the following as: “Good job! Poster
ask: Who’s this? Elicit: words on the board: Well done!” “One
Charlie. Point to the song school, eat, line, cool, more time, please”
and say: Follow the seat, ine, neat, rule,
classroom rules when you street, pool. Ask the
go to school! The pupils pupils to match the
repeat, chorally and/or rhyming words.
individually. Follow the Answer key: school –
same procedure and present cool – rule – pool, eat
the rest of the song. During – seat – neat – street,
this stage, present/elicit any line – fine
unknown words/phrases. (See the Introduction for
Play the CD. The pupils further ideas on how to
listen and follow along in exploit the songs.)
their books. Divide the
class into three groups and
assign a verse to each
group. Play the song again
and ask each group to sing
their corresponding verse.
Time permitting, play the
song again for the pupils to
sing together as a class.
Let’s Play Suggested answer key: T praise active Ss Whiteboard
Explain the Noughts and We mustn’t listen to loud with phrases such Pupils Book
Crosses game. Divide the music. We mustn’t be late. as: “Good job! Poster
class into pairs or two teams. You must wear your boots. Well done!” “One
Allocate one pupil/team as X You must be kind to your more time, please”
and the other as O. The friends. We mustn’t eat in
pupils take turns making bed.
sentences with the phrases We mustn’t eat too much
 given. If the sentence is chocolate. We must go to
correct, then they mark the bed early.
phrase with X or O. The You must tidy your room.
winner is the pupil/team that You must help your mum.
has three Xs or Os
horizontally, vertically or
diagonally.
ENDING Project: My room rules Suggested answer key: T praise active Ss Whiteboard
THE Ask the pupils to make a list My Room Rules with phrases such Pupils Book
LESSON of rules for their rooms. Ask You mustn’t eat in here. as: “Good job! Poster
them to present them to the You must knock on the Well done!” “One
7 min. class. door. You mustn’t drop more time, please”
litter.
Maria

ACTIVITY BOOK
(Optional)
If you wish, you can assign
some or all of the
corresponding activities
from the Activity Book for
homework. If this is the
case, make sure you
explain them first in class.
Module 2 Lesson plan 6

LESSON: Module 2 Lesson 6 The Theme: Out at night (2)

Date: Teacher's name:

CLASS:

Learning objective(s) To explore other subject areas (Social Science); to learn how to be safe when out at
that this lesson is night; to talk about and compare clothes and things to wear when out at night.
contributing to

Lesson objectives All learners will be able to:

 3.S6 use short answers appropriately in short, basic exchanges and take turns when
speaking with others in a limited range of short, basic exchanges
 3.S3 use a limited range of basic words, phrases and short sentences to
describe objects, activities and classroom routines
 3.W7 spell some familiar high-frequency words accurately during guided
writing activities
 3.L8 understand short narratives spoken slowly and distinctly on routine and
familiar topics

Assessment criteria Learners have met the learning objectives if they can: explore other subject areas
(Social Science); learn how to be safe when out at night; talk about and compare clothes
and things to wear when out at night.
Language focus Structures: Comparisons.
Language in use: Cars have got lights, but they may still not see you. So this is what
you must do. The day is darker.
Target vocabulary caps, stickers, shoes, bags, relective stripes,safety
Adjectives: new, old, big, small, long, short, bright, dark, warm, cold, colourful
Cross - curricular s Social Science (Exs 26 and 29)

ICT skills Using audios

Extra materials The Be Bright, Be Seen! poster;
Previous learning ‘School rules’ vocabulary, the modals ‘must / mustn't’

Part of the Teacher’s activity Student’s activity Assessment Resources

lesson/Time
Beginning of the Organization moment: “I wish….” method helps At the organization CD player
lesson 1.Greeting. to start the lesson with moment T tries to Microphone
Warming-up Ask about the weather. telling supporting words to award active Ss. cards
Team work Open the envelop and ask each other. «The praise»
7 min. students to take the cards The aim: To develop Ss method is used to
with numbers. They should speaking skills and create evaluate Ss with
find their team according to friendly atmosphere phrases like:
the number:1 First 2. Efficiency: By telling the “Good job!
Second 3.Third wishes they show their Well done!”
appreciations .
In differentiation part
«Magic cards» method was
used to encourage them to
identify the numbers. And
find his/her team.
PRESENTAT Read, choose and Pupils’ books open. Refer T praise active Ss Whiteboard
ION AND complete. Then the pupils to the text and with phrases such Pupils Book
PRACTICE listen and check. explain the activity. The as: “Good job! Poster
Pupils’ books closed. pupils read, choose the Well done!” “One
30 min. Write Out at Night on the correct words and more time, please”
board. Explain to the complete the text. Then
 pupils, in L1 if necessary, they listen and check their
that you are going to talk answers.
about ways of being seen Answer key: 2 shoes 3
at night. Ask the pupils to bags 4 stickers
think of different ways we
can be seen when we are
out at night. Have a class
discussion about why this
is important.Put up the Be
Bright, Be Seen! poster on
the board. Point to the
first picture and say:
bright clothes. The pupils
repeat, chorally and/or
individually. Follow the
same procedure and
present the remaining
items on the poster.
What must you do when Suggested answers: T praise active Ss Whiteboard
you are out at night? A: you must wear bright with phrases such Pupils Book
Talk with your friends. colourful clothes. as: “Good job! Poster
Read the examoles and B: That’s right. You must Well done!” “One
explain the activity. The also wear reflective caps, more time, please”
pupils in pairs, say what vest, belts and shoes.
they must do when they
are out night. Check
round the class.
Read and match. Check their answers. T praise active Ss Whiteboard
Refer the pupils to the Answer key: with phrases such Pupils Book
adjectives. Explain their 2d3a4b5c as: “Good job! Poster
meaning. The pupils read Well done!” “One
and match them to their more time, please”
corresponding opposites.
Allow the pupils enough
time to complete the
activity.
Read and tick (✓). Pupils’ books open. Go T praise active Ss Whiteboard
Pupils’ books closed. Say, through the Study spot with phrases such Pupils Book
then write on the board: section briefly. Read the as: “Good job! Poster
My bike is bigger than instructions and explain Well done!” “One
your bike. Underline the the activity. Allow the more time, please”
words in bold. The pupils pupils some time to
repeat after you. Explain complete the activity.
to the pupils that when we Check their answers.
compare animals, people, Answer key:
or things, we add -er to 2 Picture B 3 Picture A 4
the adjective. Picture B 5 Picture B
Drill your pupils: 6 Picture B
e.g. Teacher: new Pupil 1:
newer Teacher: long Pupil
2: longer, etc
Over to you: Make a Explain the activity. Tell T praise active Ss Whiteboard
poster of bright and the pupils that they will with phrases such Pupils Book
reflective clothes and make a poster of bright as: “Good job! Poster
things to wear on dark and reflective clothes and Well done!” “One
days or when you are things to wear on dark more time, please”
out at night. Present it to days or when they are out
the class. at night. Ask the pupils to
use the Internet or other
 sources to find the
corresponding pictures. If
they wish, they can draw
and colour the items.
Alternatively, assign it for
homework. After the
pupils have finished their
posters, they present them
to the class. Make sure
you display their work
somewhere in the
classroom.
ENDING Say a sentence e.g. My ACTIVITY BOOK T praise active Ss Whiteboard
THE bike is big.Ask a child to (Optional) with phrases such Pupils Book
LESSON respond by making a If you wish, you can as: “Good job! Poster
comparison, e.g. My bike assign some or all of Well done!” “One
7 min. is bigger than your bike. the corresponding more time, please”
Repeat with some more activities from the
sentences and pupils. Activity Book for
homework. If this is
the case, make sure
you explain
them first in class.
Module 2 Lesson plan 7

LESSON: Module 2 Lesson 7 The Theme: SAT 1

Date: Teacher's name:

CLASS:

Learning objective(s) Check pupils’ knowledge of Term 1

that this lesson is S6 use short answers appropriately in short, basic exchanges and take turns when
contributing to speaking with others in a limited range of short, basic exchanges
3.S3 use a limited range of basic words, phrases and short sentences to describe objects,
activities and classroom routines
3.W7 spell some familiar high-frequency words accurately during guided
writing activities
3.L5 identify missing phonemes in incomplete words
3.L7 use contextual clues to predict content in short, supported talk on routine and
familiar topics
3.L8 understand short narratives spoken slowly and distinctly on routine and familiar
topics
Lesson objectives All learners will be able to:
identify some detailed arguments in the SAT and use some target vocabulary to make
simple points accurately in response to prompts and in written work

Assessment criteria Learners have met the learning objectives if they can:
Language focus Grammar of Modules 1-2
Target vocabulary Vocabulary of Modules 1-2
Cross - curricular Maths , Science, Social Science
links
ICT skills Using audios
Extra materials Assessment Worksheets for SAT 1, one per pupil.
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of Organization moment: “I wish….” method helps At the organization CD player
the lesson 1.Greeting. to start the lesson with moment T tries to Microphone
Warming-up Ask about the weather. telling supporting words to award active Ss. «The cards
Team work Open the envelop and ask each other. praise» method is used
8 min. students to take the cards The aim: To develop Ss to evaluate Ss with
with numbers. They speaking skills and create phrases like:
should find their team friendly atmosphere “Good job!
according to the number:1 Efficiency: By telling the Well done!”
First 2. Second 3.Third wishes they show their
appreciations .
In differentiation part
«Magic cards» method
was used to encourage
them to identify the
numbers. And find his/her
team.
30 min. Go through the tasks to Pupilss do speaking task. T praise active Ss with Whiteboard
be sure pupils know phrases such as: “Good Pupils Book
what they need to do job! Poster
and how to do the Well done!” “One more
tasks. time, please”
Give pupils time to
do the tasks on
Listening (Play the
recording twice.
 Pupils listen and
complete the task),
Use of English and
Reading.
End of the The Ladder method was Ss use their stickers to show Descriptor: Whiteboard
lesson. used as a reflection. T their knowledge according Speak on the theme Pupils Book Poster:
asks Ss to stick their to the lesson “My day”, Success Ladder.
Reflection stickers to the Success Green- I understood -can describe classroom
Ladder. Yellow-I have some with prepositions of
questions place
Red-I need a help. -can use ordinal
Individual
numbers - 2points.
work:
Aim: To know how many
7 min.
Ss got the theme. Ss evaluate each other
Efficiency: and encourage
Ss can use colors to show classmate with phrases
how much do they like:
remember. Well done! Brilliant!
Differentiation: Good job! I like it!
«Conclusion» method is
used to finish the lesson.
Module 2 Lesson plan 8

LESSON: Module 2 Lesson 8 The Theme: Unit Revision

Date: Teacher's name:

CLASS:

Learning objective(s) To talk about traditional costumes from Scotland, Kazakhstan and Japan.
that this lesson is
contributing to

Lesson objectives All learners will be able to:

 3.S6 use short answers appropriately in short, basic exchanges and take turns when
speaking with others in a limited range of short, basic exchanges
 3.S3 use a limited range of basic words, phrases and short sentences to
describe objects, activities and classroom routines
 3.W7 spell some familiar high-frequency words accurately during guided
writing activities
 3.L7 use contextual clues to predict content in short, supported talk on routine
and familiar topics
 3.L8 understand short narratives spoken slowly and distinctly on routine and
familiar topics

Assessment criteria Learners have met the learning objectives if they can: Talk about traditional
costumes from Scotland, Kazakhstan and Japan.
Language focus Structures: Consolidation.
Language in use: Hello! My name’s Angus and I’m from Scotland. I’m wearing my
kilt.
Target vocabulary Countries: Scotland, Kazakhstan, Japan
Clothes: kilt, traditional costume, kimono
ICT skills Using audios
Extra materials Formative Assessment Worksheets for Module 2, one per pupil.
Previous learning ‘School rules’ vocabulary, the modals ‘must / mustn't’

Part of the Teacher’s activity Student’s activity Assessment Resources

lesson/Time
Beginning of the Organization moment: “I know you are….” At the organization CD player
lesson 1.Greeting. method helps to start the moment T tries to Microphone
Warming-up Ask about the weather. Open lesson with telling award active Ss. cards
Team work the envelop and ask students supporting words to each «The praise» method
8 min. to take the cards with other. is used to evaluate Ss
numbers. They should find The aim: To develop Ss with phrases like:
their team according to the speaking skills and create “Good job!
number:1 First 2. Second 3. friendly atmosphere Well done!”
Third Efficiency: By telling the
wishes they show their
In differentiation part
appreciations .
«Magic cards» method was
used to encourage them to
identify the numbers. And
find his/her team.
PRACTICE Listen and read. T praise active Ss Whiteboard
Pupils’ books with phrases such as: Pupils Book
30 min. open. Ask the “Good job! Poster
pupils to look at Well done!” “One
the pictures. Have more time, please”
a picture
discussion.
 e.g. Teacher: (pointing to
the Scottish boy) Where
is he from?
Pupil 1: From Scotland.
Teacher: Yes. He’s wearing
a kilt. etc
Play the CD. The
pupils listen and follow
the texts in their books.
Read and choose. Check the pupils’ answers. T praise active Ss Whiteboard
Explain to the pupils that Then ask with phrases such as: Pupils Book
they have to read the texts individual pupils to read “Good job! Poster
silently and choose the out the texts. Well done!” “One
correct word. Tell the Answer key: 1 a 2 b 3 b 4 a more time, please”
pupils to 5a6b
underline the sentences in
the texts where they found
the answers. Allow the
pupils some time to
complete
the activity.
Number. Answer key: 1 scarf 2 T praise active Ss Whiteboard
Elicit the items of clothing gloves 3 boots 4 jumper 5 with phrases such as: Pupils Book
depicted. The pupils then jeans “Good job! Poster
number the pictures Well done!” “One
accordingly. more time, please”

Write the plurals. Answer key: 1 boots 2 caps T praise active Ss Whiteboard
The pupils read the words 3 scarves 4 knives 5 fish with phrases such as: Pupils Book
and write the plurals. “Good job! Poster
Well done!” “One
more time, please”
Read and underline. Answer key: 1 longer 2 T praise active Ss Whiteboard
The pupils read the bright 3 bigger 4 smaller 5 with phrases such as: Pupils Book
sentences and underline the short “Good job! Poster
correct words in bold. Well done!” “One
more time, please”
Read and choose. Answer key:1 A 2 A 3 A 4 T praise active Ss Whiteboard
The pupils read the B 5B 6 B 7 B 8 A 9 B 10 with phrases such as: Pupils Book
sentences and complete A “Good job! Poster
them. Extra Check: The pupils Well done!” “One
are now ready to do page more time, please”
22
in the Activity Book.
End of the lesson. The Ladder method was used Ss use their stickers to show Descriptor: Whiteboard
as a reflection. T asks Ss to their knowledge according Speak on the theme Pupils Book
Reflection stick their stickers to the to the lesson “My day”, Poster: Success
Success Ladder. Green- I understood -can describe Ladder.
Yellow-I have some classroom with
questions prepositions of place
Individual work:
Red-I need a help. -can use ordinal
7 min.
numbers - 2points.
Aim: To know how many
Ss got the theme. Ss evaluate each
Efficiency: other and encourage
Ss can use colors to show classmate with
how much do they phrases like:
remember. Well done! Brilliant!
Differentiation: Good job! I like it!
«Conclusion» method is
used to finish the lesson.
Module 2 Lesson plan 9 OPTIONAL

LESSON: Module 2 Lesson 9 The Theme: Storytime! (Twinklinka)

Date: Teacher's name:

CLASS:

Learning objective(s) To practise reading for pleasure; to listen to and read a story from Sri Lanka about
that this lesson is Twinklinka, a beautiful but vain doll.
contributing to

Lesson objectives All learners will be able to:

 3.L7 use contextual clues to predict content in short, supported talk on
routine and familiar topics
3.L8 understand short narratives spoken slowly and distinctly on routine and
familiar topics

Assessment criteria Learners have met the learning objectives if they can: practise reading for pleasure; listen
to and read a story from Sri Lanka about Twinklinka, a beautiful but vain doll.

Language focus Structures: Consolidation.

Language in use: This doll is perfect for a little princess. You are very beautiful. I
haven’t got enough money for that one dear. What about me? You’re dirty and ugly.
You’ve got a heart of gold!
Target vocabulary princess, beautiful, money, dirty, ugly
ICT skills Using audios
Extra materials Flashcards (15-19); Story cards
Photocopies of the story cards from the Teacher’s Resource Pack CD-ROM, one set per
pupil.
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of Organization moment: Write the word beautiful on At the organization CD player
the lesson 1.Greeting. the board and explain/ elicit moment T tries to award Microphone
Warming-up Ask about the weather. what it means, in L1 if active Ss. «The praise» cards
Team work Open the envelop and necessary. Ask the pupils what method is used to
7 min. ask students to take the they think makes a person evaluate Ss with phrases
cards with numbers. beautiful. Ask, in L1 if like:
They should find their necessary, if a person’s “Good job!
team according to the beautiful appearance also Well done!”
number:1 First 2. makes them a good person.
Second 3. Third Explain to the pupils that
they’re going to read a story
In differentiation part
from Sri Lanka about a doll
«Magic cards» method
named Twinklinka.
was used to encourage
them to identify the
numbers. And find
his/her team.
PRACTICE Listen, point and Extension activity (Optional) T praise active Ss with Whiteboard
repeat. Ask the pupils to look at all phrases such as: “Good Pupils Book
30 min. Pupils’ books closed. the flashcards again. Invite job! Poster
Put up the flashcards guesses, in L1 if necessary, as Well done!” “One more
on the board. to how they are related to the time, please”
Point to them, one at a story. Accept all answers.
time, and name them. Pupils’ books open. Play the
The pupils repeat, CD. The pupils listen, point to
chorally and/or the pictures and repeat the
individually. Repeat words. Play the CD again
the procedure with the pausing after each word. The
remaining flashcards. pupils repeat, chorally and/or
Then point to each individually.
flashcard in random
order. Ask individual
pupils to name
them.
Listen and read. Play the CD. The pupils T praise active Ss with Whiteboard
Twinklinka is a listen and follow the story phrases such as: “Good Pupils Book
very beautiful in their books. Refer the job! Poster
doll! True or pupils to the sentence about Well done!” “One more
False? Twinklinka and check their time, please”
Go through the answers.
pictures of the story Answer key: True
and set the scene by
asking the pupils
questions about
whatbthey can see
in the pictures.
e.g. Teacher:
(pointing to picture
one) Look at
Twinklinka. Is she
beautiful?
Class: Yes.
Teacher: She’s the
perfect doll for a
princess! etc
Who says Check their answers. T praise active Ss with Whiteboard
these Answer key: 1 A 2 B 3 A 4 A phrases such as: “Good Pupils Book
sentences? Play the CD again with pauses job! Poster
Read the for the pupils to repeat, Well done!” “One more
story and chorally and/or individually. time, please”
choose. Then ask individual pupils to
Read the instructions read out the story.
and explain the
activity. The pupils
read the story and
choose the correct
picture, A or B.
Allow the pupils
some time to
complete the activity.

Smiles Values! Extension activity (Optional) T praise active Ss with Whiteboard

Refer the pupils to the Hand out the story cards. phrases such as: “Good Pupils Book
Smiles Values! section Ask the pupils to colour job! Poster
and read it aloud. them. Explain to the pupils Well done!” “One more
Have a discussion, in that they can use the story time, please”
L1 if necessary, about cards to make their own
the moral of the story. story books. If you wish,
Tell the pupils that you can do some activities
appearance can be as a class. For instance, you
deceptive. People that can have the pupils spread
look beautiful may not out the cards in random
necessarily have a order. Play the story with
heart of gold! We pauses. The pupils listen and
shouldn’t concentrate raise the corresponding
on what we see cards.
outside, but try to find
people that love us for
 who we are and not for
what we look like.
ENDING Project: My favourite Then ask them to draw and T praise active Ss with Whiteboard
THE toy character from a colour their favourite toy phrases such as: “Good Pupils Book
LESSON fairytale Ask the character. job! Poster
pupils if they know Display their work in the Well done!” “One more
7 min. any other stories with classroom. time, please”
toys (Pinocchio, The
Tin Soldier, Woody,
etc).