Ppt Ағылшын 1-Тоқсан 5-Сынып

Lesson №1
Rooms and Furniture

Lesson objectives:
All learners will be able to:
identify some specific information from the text and use some target vocabulary to describe
some features of houses accurately in response to prompts and in production tasks
Most learners will be able to:
identify most specific information from the text and use a range of target vocabulary to
describe some features of houses accurately in response to prompts and in production tasks
Some learners will be able to:
Identify all specific information from the text and use a range of target vocabulary to describe
some features of houses accurately in response to prompts and in production tasks
Greeting
Organization moment.
Ask students who is in their family.
Tell students that many different people may be in their families, from grandparents to parents to
cousins
Tell me about one member of your family?
Try to tell personal information.
Using «Question time» Ss take ideas “Speking time” method
from the question, there are 6 Ss tell about their family members about half or 2 minutes.
questions, but Ss answer not for all
questions, only some of them can «The praise» method is used to evaluate
cover the topic.
with phrases like:
“Good job!
Well done!”
What’s in this module?
Read the title of the module Home & Away! and ask Ss to suggest what
they think it means. Go through the topic list and stimulate a discussion
to prompt Ss’ interest in the module.
To present vocabulary for rooms

Play the recording. Ss listen and repeat chorally or individually.
Draw Ss’ attention to the pictures and elicit which room is which.
To present/practise vocabulary related to furniture

Play the next recording. Ss listen and repeat chorally or individually.
Elicit the L1 equivalents from various Ss.
Explain the task and read out the headings, translating them if necessary.
Read the example sentences aloud and then Ss work in closed pairs and
write the words under the headings and make sentences of their own.
To predict the content of a text
Direct Ss’ attention to the pictures and elicit what they
show. Ask Ss to say what they think the buildings look
like. Give prompts if necessary. Ask: Which building looks
like: a football? a violin? a piano?
Play the recording. Ss listen and follow the text in their
books.
Direct Ss to the Word List to look up the meanings of the
words in the Check these words box.
To read for specific information

Allow Ss time to read the text again and answer the questions.
Check Ss’ answers.
To check comprehension of a text
Allow Ss two minutes to go through the text. Ss close their books and try to
remember two things from each text and tell their partner.
Ask some pairs to report back to the class. Ss open their books and check.
Play the video. Ss watch it then answer the questions that accompany it.
Reflection
To develop critical thinking skills
Explain the task and read the prompts aloud.

Brainstorm with Ss for interesting ideas.
Allow Ss time to write their sentences, then ask various Ss around the
class to read their sentences aloud.
Thanks for your attention
Lesson №2
Module 1 Lesson 2
Lesson objectives:
use, pronounce and spell some target vocabulary accurately in production tasks with support
use, pronounce and spell most target vocabulary accurately in production tasks and integrate
with some success in extended writing task
use, pronounce and spell a range of target vocabulary accurately in production tasks and
integrate to good effect in extended writing task
Greeting
Ss should continue saying good
Teacher gives strings students to say warm words to each other. words, wishes to each other passing
the string.
Be happy
Be healthy
«The praise» method is used to evaluate Save your family
with phrases like:
“Good job!
Well done!”
To present vocabulary for furniture and appliances
Draw Ss’ attention to the picture. Play the recording.

Ss listen and repeat chorally or individually. Elicit the
L1 equivalents.
To categorise vocabulary
Read the Study Skills box aloud to explain the function of the task.
Write the headings on the board. Ss look at the picture for a minute then close their books. Ss copy the headings into
their notebooks and try to list as many words as they can remember under each heading. Ss in pairs check their
answers and add more words under each heading.
Check Ss’ answers on the board.
To write about your ideal bedroom
Explain the task and allow Ss some time to draw their ideal bedroom and
write about it. Ss then compare with their partner and note the similarities and
differences.
Ask various pairs around the class to present their ideal bedroom to the class.
Alternatively, assign the task as HW and check Ss’ answers in the next
lesson. Display the drawings to the class...
Game
A Play in teams. One team says a letter from the English alphabet. The other team says a word
which starts with this letter and is related to houses/rooms/furniture/ appliances. If the team can’t think of
a word within 5” they miss their turn. Any correct answer gets 1 point. The team with the most points
wins.
Team AS1: P!
Team BS1: Pillow!
Which room am I in?

B Play in pairs. Say a sentence about a room you are in. Your partner says the name of the room.
A: There’s a wardrobe in it.
B: Bedroom!
Reflection
“I know/want to know/knew” method.
T gives cards.
And explains the instructions.
Feedback:
Lesson №3
Module 1 Lesson 3
Lesson objectives:
Greeting
Sing a song “A family” . T shows the video of the song.
Ss sing a song together.

Ss look at their book the text of the
song.
Feedback:
T shows thumbs up to Ss.
It means that they can sing very good! And
motivate Ss to study a new theme.
To present there is/there are
Explain that we use there is to talk about the existence of sth in the singular and there
are in the plural.
Read the examples in the table aloud and then elicit the answers to complete the
rules from Ss around the class.
To practise there is/there are

Explain the task and read the example aloud.
Ss complete the task.
To practise there is/there are through personalisation

Explain the task and allow Ss time to complete the sentences
about their own bedrooms.
Check Ss’ answers around the class.
To practise using some and any
Allow Ss some time to complete the sentences
To revise a/an and present some – any

Read the first two example sentences aloud and elicit that we use a with singular items that
begin with a consonant sound and an with singular items that begin with a vowel sound.
Read the next example sentence aloud and explain that we use some in affirmative sentences
for plural items.
Read the final two example sentences aloud and explain that we use any in negative plural
sentences and interrogative plural sentences.
Ask different Ss to read the examples aloud, then elicit when each is used to complete the
rules
Reflection
“Think” method.
T gives students which uncompleted written.
T using this method knows how many
They should complete the sentence. students understand the new lesson.
My family is important to me because ______.

Lesson №4
Module 1 Lesson 4
Lesson objectives:
Greeting
“Yes, No, Stand up” method helps
students to understand the new
theme.
Show a different picture of actions that repeats every day.
Students will say the actions. «The praise» method is used to
evaluate Ss with phrases like:
Watch the video. Warm up “Yes, No, Stand up”
“Good job!
1. Tell the students that answering “Yes” means “Stan up” and
answer “No” means sit down. Well done!”
2. Do you like chocolate?
Do you like to run?
Is 2+2= ?
Then ask students do they understand.
After students understand , get a stronger student to ask
questions.
To present prepositions of place
Ss close their books. Present prepositions of place using your book. Put your book on
the desk, then ask and answer: Where’s my book? It’s on the desk.
Put your book in your bag, then ask and answer:
Where’s my book? It’s in my bag, etc. Present the rest of the prepositions of place in the
same way.
Then put your book in various places around the classroom and ask Ss to tell you its
location.
Ss open their books. Refer Ss to the drawings and the example and explain the task.
Elicit answers from Ss around the class.
To practise prepositions of place
Explain the task and allow Ss some time to complete the
text. Check Ss’ answers by asking various Ss to read out the
completed text.
To present ordinal numbers and practise pronunciation; to practise asking and

answering questions using ordinal numbers
Play the recording with pauses for Ss to listen and repeat chorally or individually. Pay
special attention to Ss’ pronunciation and intonation and correct where necessary.
Read the task aloud and draw Ss’ attention to the prompts, then read out the example.
Ss complete the task in pairs. Monitor the activity around the class and ask some Ss
to ask and answer in front of the class.
To pronounce /θ/, /δ/
Explain to Ss that th can be pronounced two ways.

Play the recording. Ss listen and repeat.
Draw Ss’ attention to the words ending in th and inform them that whenever an ordinal
number ends in th it always has a /θ/ sound and that all pronouns that begin with th have
a /δ/ sound.
Elicit other words with the same sounds from Ss around the class.
To practise describing location
Explain the task and read the example exchange aloud. Ss work in pairs and ask
and answer questions.
Monitor the activity around the class and then ask some pairs to act out their
exchanges.
Reflection
Traffic light method is used to find out was the lesson clear or not. Use the stickers.
«Conclusion» method is used to finish the lesson.
Descriptor:
Can use the Present Simple form, describe
the routines and give the translation-
2points.
Ss evaluate each other and encourage
classmate with phrases like:
Well done! Brilliant! Good job! I like it!
Lesson №5
Module 1 Lesson 5
Lesson objectives:
Greeting
“Education tree”
Teacher divides the tree in two parts. To the 1 part Ss should
write what they know about new theme. And an another part «The praise» method is used to
they should write what they want to know. evaluate Ss with phrases like:
“Good job!
Well done!”
Ss take the cards and writes how many character adjective they know.
And to describe their friends write the characters that they want to know
To present vocabulary for household insects
Direct Ss’ attention to the pictures.
Play the recording with pauses for Ss to repeat chorally or individually.
Elicit the L1 equivalents.

Ask Ss to read the title and the introduction and then
elicit the topic of the text.
Play the recording and Ss listen and follow the text in
their books.
Direct Ss to the Word List to look up the meanings of the
words in the Check these words box.
To check comprehension of a text
Ss read the text in Ex. 2. Ss close their books and talk in pairs about what they learnt
from the text that they didn’t know before.
Monitor the activity around the class and then ask some Ss to tell the rest of the class
their answers.
Play the video. Ss watch it and then do the exercises that accompany it
To listen for specific information
Explain the task and ask Ss to read through the gapped

text about the museum and think about what
information may be missing.0 (e.g. 1 noun, 2 noun, 3
number, 4 noun, 5 number, 6 number)
Play the recording. Ss listen and fill the gaps.
Reflection
“Memory game” method.
Teacher gives Ss paper to check their memory.
Who will write more than 10 that will get excellent smile.

Feedback:
Smiles
Lesson №6
Module 1 Lesson 6
Lesson objectives:
use some target language accurately to form questions and in spoken and written production
tasks with support
use most target language accurately to form questions and in spoken and written production
tasks with support
use most target language accurately to form questions and in spoken and written production
tasks with little support
Greeting
Teacher shows students a lot of picture with different faces.

Ss looking at the picture describe their actions.
Feedback:
Ss says:
Sad T prays Ss using the method
Happy “Humburger”.
Ugly person
“wishes
Angry
Etc. Comments, wishes”.
To present the imperative
Draw Ss’ attention to the table and elicit how the imperative is formed (with the verb but
without the subject. The negative imperative is formed with Do not/Don’t and the verb).
Write the following on the board to explain the use of the imperative.
– Be quiet! (order)
– Fold the paper in half. (instruction)
– Have a biscuit. (offer)
– Call me later, please. (request)
To practise the imperative

Explain the task. Ss complete it.
Check Ss’ answers on the board.
To find information about insects and
present it to the class
Explain the task. Ask Ss how much they know about insects.
Ask Ss to work in groups and look up information on the
Internet using the key word in the search bar or in
encyclopaedias / other reference books. Tell Ss that they can
use the website suggested on the Express Publishing website to
help them.
Ask various groups of Ss to present their work to the class.
To prepare a quiz about insects and play it with the class
Explain the task. Ask Ss to prepare a series of quiz questions.

Ss work in groups. They decide who will do the research, who will write
the questions and who will type them up and design the quiz layout.
Reflection
“About me” method.

T says them to say one sentence using like, doesn’t like, hate, love

Feedback:
“Two stars, one wish”
Lesson №7
Module 1 Lesson 7
Lesson objectives:
take part in some exchanges using some target language accurately and intelligibly and
identify some target information in listening task
take part in a range of exchanges using most target language accurately and with some
appropriate intonation and identify most target information in listening task
take part in a range of exchanges using most target language accurately and with clear
intonation and identify all target information in listening task
Greeting
Organization moment. After writing T tries to
answer all the questions and
appreciate their work
“Telling the time” saying “well done”,
“Excellent”.
T shows Ss a clock to ask times.
- What is the time, please?
- It’s … .
Teacher shows video about time.
• Ss respond if possible and say the time.

• Use the table and the clock faces to ask each other the
time.
To identify the situation and speakers in a dialogue
Ask Ss to read the first exchange and elicit answers to the questions in the rubric.
To identify the context of a dialogue and practise pronunciation/intonation

Explain the task. Ss read the sentences and say what they think the dialogue is about (talking
about someone’s room and things).
Play the recording. Ss listen and check.
To practise intonation
Play the recording with pauses for Ss to repeat the sentences chorally or individually.
Elicit the L1 equivalents.
To learn synonymous phrases
Read the phrases aloud. Refer Ss back to the
dialogue and elicit the synonymous ones from
various Ss around the class.

Play the recording. Ss listen and follow the dialogue in their books and mark the statements.
To act out a dialogue

•Play the recording for Ex. 3 again. Divide the class into groups of three and ask them to take
roles and read the dialogue aloud.
Monitor the activity around the class and ask some groups to read the dialogue aloud in
front of the class.
To practise role-playing
Explain the situation.

Remind Ss that they can use the dialogue in Ex. 3 s a model as well as any
ideas of their own to complete the task. Encourage Ss to try and be original
and not just copy the dialogue.
Ss complete the task in pairs. To help Ss, draw the following diagram
(See T’s Book) on the board and elicit appropriate phrases Ss should
use. Write them on the board. Ss can refer to the diagram while doing
the task.
Reflection
Teacher shows times

1.30
04.15.
10.10
05.35
18.45
20.00
And asks them use these times to make a suggestion to meet with their friends.

Lesson №8
Module 1 Lesson 8
Lesson objectives:
identify some specific information in texts and research and write short organised text using
some of their own words
identify most specific information in texts and research and write short organised text using a
range of their own words
identify all specific information in texts and research and write more extended organised text
using a range of their own words
Greeting
Organization moment. Feedback:
“Smiles”
Teacher shows pictures Ss about qualities of people.

Fun
Kind
Friendly
Honest
Helpful
Loyal
To stimulate interest in the topic and listen and read for specific information
Refer Ss to the pictures and ask Ss to tell you what they know about
these landmarks. Elicit answers and ask Ss to tell you what
information they would like to know about them and write it on the
board (e.g. Where are they located? What are they made of? When
were they built?)
Play the recording. Ss listen and follow the texts in their books and
find the answers to their questions.
Direct Ss to the Word List to look up the meanings of the words in
the Check these words box.
Ss read the questions and then read the text again and answer them.
To consolidate information from a text

This task may be completed with books closed or open.
Elicit sentences from various Ss around the class.
Play the video. Ss watch it, then do the exercises that

accompany it.
To write about a special building in your country
Explain the task and brainstorm with Ss about special landmarks in

your country they may know about.
Assign the task as HW and tell Ss to work in pairs and collect
information about a building/landmark using the Internet,
encyclopaedias or other reference books and use it to write a short
paragraph.
Remind Ss to include the name, location and special features and
ask Ss to stick a picture to decorate their piece of writing.
Reflection
To create a poster on special buildings in the country
Ss work in groups. They find pictures

of special buildings and landmarks in
their country. Then, they design and
layout a poster using these materials.
Ss display their posters to the class.
Lesson №9
Module 1 Lesson 9
Lesson objectives:
Greeting
Feedback:
Teacher explains about celebrations of countries. Shows a lot of
demonstrations to discuss in class. “Two stars, a wish”
Direct Ss’ attention to the picture and tell them that this is the London Eye.
Elicit the meaning of Design & Technology (a school subject that covers all forms of art) and
explain that some buildings/ structures can be considered a work of art because of their
unusual design.
Explain the task and allow some time to read through the statements and decide which are true
and which are not.
Play the recording. Ss listen and follow the text in their books and check if they were
correct.
To check comprehension of a text by using target vocabulary to expand the topic

To write a short text about a
strange structure/building
Explain the task and ask Ss to look up information on the Internet using the key phrase in
the search bar or in encyclopaedias/other reference books.
Remind them to answer the questions in the rubric.
Ss work in groups and write a short text using the information they collected.
Encourage Ss to stick a picture to illustrate their piece of writing.
Reflection
“What I know, knew, want to know” method

Teacher gives Ss cards.
Teacher knows what they know about knew theme.
Lesson №10
Module 1 Lesson 10
Lesson objectives:
Greeting
Feedback:
2. Organization moment.
Dividing into 3 groups by professions. “Humburger”
An ecologist, a farmer, a geologist.
Warm up. Stay in a circle. Name a virtual place on the Earth
where you would like to be (the mountain, the forest, the sea….)
Who chose the mountain – they are group “geologist”.
Who chose the sea – they are group “ecologist”.
Who chose the forest – they are group “farmer”.
First Ss will choose the cards then open the cards. After teacher’s
instruction they will sit places where teacher prepared.
Ask Ss to read the first sentence in each paragraph and elicit what they think the
email is about.
Allow Ss some time to read the whole email and check their answers.
Direct Ss to the Word List to look up the meanings of the words in the Check
these words box.
To understand the topic of each paragraph in a text

Read the Study Skills box aloud.
Allow Ss time to read the text again and elicit which paragraphs match
the topics in the rubric.
To personalise the topic and talk about your house

In pairs Ss ask and answer the questions.
Ask various Ss to report back to the class on their house to check Ss’
answers.
To write an informal email about your
house (plan, write and check sentences
with support)
Explain the task and tell Ss they can use their answers from Ex. 3 to help them. Point out
that Ss should follow the plan to write their email.
Ss complete the task in class or it may be assigned as HW. Point out that Ss can use
prepositions of place to add to their description and make it more interesting. Also,
encourage Ss to use adjectives such as big, small, etc.
Reflection
As an extension give Ss the text in the Suggested

Answer Key without paragraphs or putting the
paragraphs in a muddled order. Ask Ss to find
where each paragraph starts/ends and to put the
sentences/paragraphs in the correct order.
“Three facts” method

Lesson №11
Module1 Lesson 11
Lesson objectives:
use some language from the module to express views and write some relevant questions
accurately
use a range of language from the module to express views and write a range of relevant
questions accurately
use a wide range of language from the module to express views and write a range of relevant
Greeting Feedback:
“The praise” method is used to
Organization moment. motivate Ss.
“Well done, very well”
T divides students into 3 groups by method “Mosaic”.

Friends
Professions
Jobs
Teacher cuts the text. Ss should reorder the topic. Then answer the questions.
Farmer.
A farmer lives in a village. He grow crops and keeps animals. He works very hard. He gets up
early morning and begins to work in the field. He takes his plough and a pair of oxen with him.
He continues to work from morning to evening. For him, rain, cold or sun do not matter much. A
farmer leads a very simple life. A farmer grows food, grains, vegetables and fruits.
1. Where are lives the farmers?
2. How does he work?
3. What they grow up?
To test knowledge learnt in this module
To discuss values and express own Explain the task. Allow Ss some time to read the sentences
points of view. and decide whether each one is true or false.
Ask learners to discuss statements Alternatively, you may allow Ss to review the module and
and quotations find the relevant information to help them. Check Ss’
answers.
To write a quiz
Explain the task and allow Ss time to To read for coherence and cohesion; to understand the
look through Module 1 and think of author’s purpose
quiz questions in pairs. Explain the task and elicit the meanings of the words in
Tell Ss they can use the quiz in the the list.
previous task as a model. Offer an
example. e.g. The London Eye is in Allow Ss some time to read through the song and fill
Windsor. (F) in the missing words. Play the recording. Ss listen and
Ss swap their quizzes with another
check their answers.
pair and do it and then report back to
the class.
To read for information; to understand To personalise the topic
purpose Ask Ss to give a reason why they like their
Allow Ss some time to talk amongst homes.
themselves in pairs and think about the Ask Ss to complete the sentence from their own
question. Ask various Ss around the class to point of view.
say why home is important to the singer. Elicit answers from Ss around the class.
Reflection
Teacher use the T/F quiz test to reflect the lesson.

Ss swap quizzes with another group and do the quiz.
Ss do the quiz and after finishing evaluate the another group.

Lesson №12
Module 2 Lesson 1
Lesson objectives:
Greeting
Now children you must guess what profession is it?
Someone who drives a plane Feedback:
Someone who drives a car “The praise” method is used to
Someone who works and builds houses motivate Ss.
Someone who teaches students “Well done, very well”
Someone who sing a song
Someone who treats a patient
Someone who dances
Look at the blackboard.

T: Somebody’s father works as a policeman, somebody’s mother works as a secretary,
somebody works as shop assistant, somebody works as a cook, etc. How do you
think, what theme of the lesson will be today? The theme of our lesson is “……”
What’s in this module?
Read the title of the module Living things! and ask Ss to suggest what they
think it means. Go through the topic list and stimulate a discussion to
prompt Ss’ interest in the module.
To present vocabulary for personal things

Draw Ss’ attention to the pictures and play the recording.
Ss listen and repeat chorally or individually.
Elicit the meaning of living and non-
living and ask Ss to categorise the words
into each type. To listen for specific information
Give Ss time to complete the task. Explain the task and play the
Check Ss’ answers. recording. Ss listen and fill in what
Peter has and hasn’t got. Check Ss’
answers.
To personalise the topic
Ask Ss to look at the pictures again and complete the sentences with
what they have/haven’t got. Ask some Ss to read their sentences aloud.
Reflection
Teacher puts cards with a blue apples, yellow

apples and red apples.
Ss have to choose one of them and stick to the tree.
Tree assessment
Blue apple – I learned a lot today
Yellow apple – I like/ I don’t like
Red apple – I still have questions
Lesson №13
Module 2 Lesson 2
Lesson objectives:
Greeting
If I were …
Teacher puts middle of the desks a lot of cards with short Feedback:
uncompleted sentences.
If I am a doctor what I do … motivate Ss.
Ss should continue. “Well done, very well”
For example:
If I am a doctor I help to old people.
Direct Ss’ attention to the picture and ask if they recognise the
man/character, then read the names in the list aloud.
Play the recording. Ss listen and follow the text in their books. Elicit
answers to the questions in the rubric then direct Ss to the Word List to
look up the meanings of the words in the Check these words box.
To read for specific information To recall information from a text

Allow Ss time to read the text again and Allow Ss a minute to read the text,
answer the questions. then close their books and try and
Check Ss’ answers. remember two things from the text.
Play the video. Ss watch and listen to Elicit a variety of answers from Ss
consolidate the material. around the class
To present adjectives related to appearance
Draw Ss’ attention to the words and play the recording. Ss listen and repeat chorally or
individually.
Elicit the L1 equivalents from various Ss miming the meaning of each word.
Refer Ss to the Word List to find the meanings of the adjectives, if necessary.
To present vocabulary for the parts of the body

Draw Ss’ attention to the picture of Merlin and the indicated body parts. Play the
recording. Ss listen and repeat chorally or individually.
Reflection
Teacher at the end of lesson asks Ss do they understand the lesson?

Ss show their fingers.
And teacher knows their level of understanding.
Feedback:
“Five fingers”
thumb- It was meaningful and interesting for Ss…
Index finger – Today I have realized …
Middle finger – It was difficult for me to …
Ring finger – my assessment is … because …
Little finger – I would like to know
Lesson №14
Module 2 Lesson 3.
Lesson objectives:
Greeting
Feedback:
Teacher shows words according to the theme. motivate Ss.
Voice “Well done, very well”
Music
Different
Language
Film
And ask Ss what profession are we going to read?
And explain the translation of words.
To practise describing appearance
Matching descriptions to characters Ask various Ss around the class to
choose one of the characters on
this page from Shrek III and
Draw Ss’ attention to the cartoon characters and elicit short describe him/her.
descriptions of each one to aid understanding of the task. Point out that descriptions usually
Read the rubric and allow Ss time to complete the task in pairs. start with general features (such as
Check Ss’ answers. size, height or age) and then move
on to more specific details (such as
To listen for specific information hair and eye colour) after that.
Play the recording. Ss listen and identify which characters John Check Ss’ answers. Evaluate their
talks about. presentation.
Check Ss’ answers. Think about: grammar/syntax
mistakes, cohesion, pace, rapport
with audience.
Play the video. Ss watch and listen
to consolidate the material.
To write about your
favourite cartoon character
Explain the task and tell Ss to use the vocabulary from this unit and the verb ‘have
got’.
Allow time for Ss to complete the task in class or assign as HW.
Remind Ss to decorate their writing with a picture.
Reflection

Feedback:
“Five fingers”
Lesson №15
Module 2 Lesson 4
Lesson objectives:
use and pronounce some target language accurately in response to prompts and in controlled
tasks with support
use and pronounce most target structures accurately in response to prompts and in controlled
tasks with support
use and pronounce most target structures accurately in response to prompts and in controlled
tasks with little support
Greeting
T stands middle of the class and says: “If I go to market, I will bye a chocolate”
My dears, can you say me, “If you go to Astana, where will you visit?”
Feedback:
“Thumbs up, Thumbs
down” method is used to
motivate Ss.
To present the verb ‘have got’
Ss close their books. Present the verb have got.
Point to your eyes and say: I have got blue eyes.
Then write it on the board.
Repeat using the rest of the affirmative forms.
Drill Ss. Give prompts. Ss make sentences using have/has got.
Point to your nose and say: I have got a small nose.
I haven’t got a big nose. Write the negative form on the board and underline haven’t got. Give
examples in all forms.
Point to a S and ask Has Serik got small ears? (Yes, he has.) Ask: Has Serik got big ears? (No, he
hasn’t.)
Write these on the board and underline has got (interrogative), Yes, he has. / No, he hasn’t.
Explain that the last two sentences are short answers. Elicit from Ss how short answers are formed
(Yes + personal pronoun/noun + have/has – No + personal pronoun/noun + haven’t/hasn’t).
Ss open their books and read the table.
To practise the verb ‘have got’
Explain the task and point out that the pictures show characters
from Star Wars.
Allow time for Ss to complete the task. Check Ss’ answers.
Play the video. Ss watch and listen to consolidate the material.
To practise the interrogative form of the verb ‘have
got’
To practise ‘have got’ in the Explain the task. Ss do the task.
Monitor the activity around the class, then ask some
affirmative and negative
Ss to ask and answer the questions aloud.
Explain the task. Ss make
sentences. To practise the interrogative form of the verb ‘have
Monitor the activity around the got’ and short answers
class and then ask some Ss to Explain the task and read out the example.
Ss do the task in closed pairs.
share their sentences with the rest
of the class.
Reflection
“Three facts”
If ….. the plants die.
When I get sick I go to the …. .
If it snows the …. is fresh.
Lesson №16
Module 2 Lesson 5
Lesson objectives:
Greeting
Feedback:
“Body to body” method “The Praise” method is used to
motivate Ss.
Ss stand in a circle.
Count from 1 to 7. “Very good’
Number 1. They are one pair. “Very well”
Number 2. They are one pair. So on
First T explain the instruction.
Ss should follow the instruction
To present the verb ‘have got’
Ss close their books. Present the verb have got.
Point to your eyes and say: I have got blue eyes.
Then write it on the board.
Repeat using the rest of the affirmative forms.
Drill Ss. Give prompts. Ss make sentences using have/has got.
Point to your nose and say: I have got a small nose.
I haven’t got a big nose. Write the negative form on the board and underline haven’t got. Give
examples in all forms.
Point to a S and ask Has Serik got small ears? (Yes, he has.) Ask: Has Serik got big ears? (No, he
hasn’t.)
Write these on the board and underline has got (interrogative), Yes, he has. / No, he hasn’t.
Explain that the last two sentences are short answers. Elicit from Ss how short answers are formed
(Yes + personal pronoun/noun + have/has – No + personal pronoun/noun + haven’t/hasn’t).
Ss open their books and read the table.
To present possessive adjectives/pronouns and consolidate
through translation
For the presentation of personal pronouns, possessive adjectives
and possessive pronouns see p. 26(T)
Ss open their books and read the table. Elicit the L1 equivalents for
the possessive adjectives and possessive pronouns in order to
check Ss’ understanding.
To practise personal pronouns/possessive

adjectives/possessive pronouns
Explain the task. Allow time for Ss to complete the task.
Check Ss’ answers. Ask Ss to identify which are personal
pronouns (PP) or possessive adjectives (PA), and
possessive pronouns (PPR).
To present plurals
Explain that when we talk about more than one thing, we usually add -s to the
noun. e.g. desk – desks
Read the examples in the table aloud and focus Ss’ attention on the different
plural endings.
Then, read the theory for irregular plurals aloud.
Ss close their books. Drill Ss. Read nouns in the singular aloud. Ss say the
relevant plural form.
Ss open their books and say whether the rules are similar in their L1.
To practise forming plurals

Allow Ss some time to complete the task.
Check Ss’ answers on the board. Ask Ss which
are irregular plurals (I).
To pronounce (plurals)
Play the recording. Ss listen and tick the correct
plural sounds.
Play the recording again with pauses, for Ss to
listen and repeat chorally or individually.
To present This – These / That – Those

Ss close their books. Present this/these – that/those.
Point to a book close to you and say: This is a book.
Then write it on the board. Point to a book far away from you and say: That is a book. Then write it on
the board. Present the plural forms the same way.
Ask questions to check Ss’ understanding: What do we use for things that are near to us? (this/these).
What do we use for things that are far away from us? (that/those).
As an extension, point to various things in the classroom. Ss, in teams, make sentences using this/these
– that/those. Each correct sentence gets 1 point. The team with the most points wins.
Reflection

Feedback:
“Five fingers”
Lesson №17
Module 2 Lesson 6
Lesson objectives:
Greeting
cousins
cover the topic.
with phrases like:
“Good job!
Well done!”
To present vocabulary for appearance
Draw Ss’ attention to the box with words describing appearance.
Play the recording. Ss listen and repeat chorally or individually.
Elicit L1 equivalents from various Ss.
To practise describing appearance

Ask Ss what a blog is and if they have one. Explain that in this blog
Damir is introducing his e-friends from around the world.
Explain the task. Ask Ss to look at the photos in Damir’s blog. Ask
one student to find a person with straight black hair. Give the
example Lauren has got straight black hair.
Give Ss time to find the people matching the descriptions.
Explain the task. Play the recording. Ss listen and follow the text
in their books. Elicit answers to the question in the rubric then
direct Ss to the word list to look up the meanings of the words
in the Check these words box.
To read for specific information and practise giving detailed

answers
Explain the task. Ask Ss to read the questions and search for the
relevant information. Allow Ss time to complete the task.
Reflection
“Comments” method is used to find out was

the lesson clear or not. Use the stickers.
Lesson №18
Module 2 Lesson 7
Lesson objectives:
Greeting
Feedback:
Organization moment. “The praise” method is used to motivate Ss.

“Very good’
Teacher gives strings students to say warm “Very well”

words to each other. “Good job”
“Excellent”
Ss should continue saying good words, wishes to each
other passing the string.
Be happy
Be healthy
Save your family
To present nationalities and flags
Explain the task. Ask students to look at the flags and the names of the countries below
them.
Read the example – This is the British/UK flag. The nationality is British.
Allow Ss time to complete the task of matching the flags to the nationalities. Ss write the
answers in their notebooks.
Play the CD so the Ss can check their answers.
Play the CD again, and the students repeat orally or chorally.
Elicit L1 equivalents from various Ss around the class.
Explain the task. Ss listen to the CD and find the missing
information and fill it in.
Then Ss say which is the nationality of each person.
Play the CD twice, if necessary
To practise giving personal information

Explain the task.
Go through the example with one pair of students reading.
Ss work in pairs – they ask and answer personal questions using the
given details.
Monitor the activity around the class then ask some pairs to
present the information to the whole class.
To write personal details about yourself
Allow Ss some time to write their sentences using the template in the
exercise to help them.
Ask the Ss to attach a photo of themselves if they have one, or they can add
it later as homework.
Pick some or all of the students to present themselves to the whole class.
Reflection
T gives cards.
Feedback:
Lesson №19
Module 2 Lesson 8
Lesson objectives:
take part in some exchanges using some target language accurately and intelligibly and
identify some target information in reading task
take part in a range of exchanges using most target language accurately and with some
appropriate intonation and identify most target information in reading task
take part in a range of exchanges using most target language accurately and with clear
intonation and identify all target information in reading task
Greeting
Sing a song “A family”
T shows the video of the song.
T shows thumbs up to Ss.

It means that they can sing very good!
And motivate Ss to study a new theme.
To practise and produce the language of greetings,
introductions and asking personal questions
Read the box at the side of the page. Explain that it is important to practise
listening to and speaking with the rhythm of English in order to sound
more natural.
Play the recording with pauses. Ss listen and repeat chorally and
individually.
Focus Ss’ attention on the rhythm and the stresses in the words.
Check Ss’ pronunciation and intonation.
Elicit the sentences in the Ss’ L1.
Allow Ss time to read the dialogue again and find the answers.
Ss mark T (True) or F (false).
Check Ss’ answers
To practise reading and rhythm

Ss work in groups of three and take roles. Ss read the dialogues
aloud.
Walk around the class and monitor the activity checking Ss’
rhythm and intonation.
Choose some groups of three to read the dialogue aloud in
front of the class.
To practise the situational
language taught in this unit
Explain the task. Ss work in closed groups of three and act out their
dialogues. To help Ss, draw the following diagram (See T’s Book) on the board
and elicit appropriate phrases Ss should use. Write them on the board, too.
Ss can copy the diagram into their notebooks and use it as a reference while
doing the task.
Reflection
“Think” method.
T gives students which uncompleted written.
T using this method knows how many
They should complete the sentence. students understand the new lesson.
My family is important to me because ______.

Lesson №20
Module 2 Lesson 9
Lesson objectives:
Greeting

“The praise” method is used to motivate Ss.
Show a different picture of actions that repeats every
day. Students will say the actions. “Very good’
Watch the video. Warm up “Yes, No, Stand up” “Very well”
Tell the students that answering “Yes” means “Stan
up” and answer “No” means sit down. “Good job”
Do you like chocolate? “Excellent”
Do you like to run?
Is 2+2= ?
Then ask students do they understand.
After students understand , get a stronger student to
ask questions.
To listen and read for specific
information To read for specific information
Direct Ss’ attention to the Elicit or explain the meaning of the words in the Check these words
flags. box.
Play the CD. Ss listen and Allow Ss time to read the questions and answer them by reading the
follow the text in their books. text again. Ss mark T (True) or F (false) for each sentence.
Ss say which flag has got Check Ss’ answers.
which symbols.
To make a poster Explain the task. Ss work in groups to find other flags around the
presentation of a flag or flags world.
from around the world Assign the task as HW or allow Ss time to make and add
additional information to their posters.
Reflection
“Memory game” method.
Teacher gives Ss paper to check their memory.
Who will write more than 10 that will get excellent smile.

Feedback:
Smiles
Lesson №21
Module 2 Lesson 10
Lesson objectives:
Greeting

“The praise” method is used to motivate Ss.
Teacher shows students a lot of picture with
different faces. “Very good’
Ss looking at the picture describe their “Very well”
actions. “Good job”
Ss says:
“Excellent”
Sad
Happy
Ugly person
Angry
To introduce the topic
Draw Ss’ attention to the pictures and elicit any
similarities/differences between the people in them.
To personalise the topic

Read the questions in the rubric aloud and elicit answers from various
Ss around the class.

Refer Ss to the Word List to look up the meanings of the words in the Check these words box.
Play the recording. Ss listen and follow the text in their books and mark the questions T, F or DS.
Project Work
To do a survey and discuss the results
Allow Ss some time to interview eight Ss in the class and complete the table.
Ss, in pairs, then discuss the results and note any similarities and differences.
Reflection
“About me” method.

T says them to say one sentence using like, doesn’t like, hate, love

Feedback:
“Two stars, one wish”
Lesson №22
Module 2 Lesson 11
Lesson objectives:
Greeting
cousins
cover the topic.
with phrases like:
“Good job!
Well done!”
Refer Ss to the Word List to look up the words in the Check these words box.
Explain the task. Allow Ss time to complete the task.
Play the recording. Ss listen and follow the text in their books to check their answers.

Elicit or explain the meaning of the words in the Check these words box.
Allow Ss time to read the text again and complete the sentences.
To present and practise correct punctuation

Go through the Study Skills box and write the examples on the board, underlining each punctuation point.
Ask Ss to find examples in the text in Ex. 1.
Allow Ss some time to punctuate the sentences, then check Ss’ answers on the board.
As an extension, write this on the board or photocopy it and give it to Ss to punctuate it.
To write an email about your collection
Explain the task. Make sure Ss understand that they can use the text in
Ex.1 as a model.
Draw Ss’ attention to the way the text is punctuated, how similar ideas
are connected (and) and how we express reason (because).
Allow Ss time to complete the task.
Reflection
“Comments” method is used to find out was

the lesson clear or not. Use the stickers.
Lesson №23
Module 2 Lesson 12
Lesson objectives:
use some language from the module to express views and write some relevant questions
accurately
use a range of language from the module to express views and write a range of relevant
use a wide range of language from the module to express views and write a range of relevant
Greeting
Feedback:
Organization moment. “The praise” method is used to motivate Ss.

“Very good’
Teacher gives strings students to say warm “Very well”

words to each other. “Good job”
“Excellent”
Ss should continue saying good words, wishes to each
other passing the string.
Be happy
Be healthy
Save your family
To talk about Values and consolidate language in this module
Read the words about the Kazakhstan flag. Ss discuss the message of the symbols. They talk
about how it reflects the country.
Class discussion about the value of national pride.
To create a flag or discuss an existing flag

Explain the task.
Allow Ss time to collect information, choose a flag and find out what the symbols mean.
Ss share their flag and its meaning with the class.
Work can be displayed in class or added to Portfolios.
To test knowledge learned in this module

Explain the task. Allow Ss, individually or in small groups, some time to read the questions and think of the
correct information to answer the questions.
Alternatively, you may allow Ss to review the module, and find the relevant information to answer the
questions. Check Ss’ answers.
To write a quiz based on knowledge in this module
Explain the task and allow Ss time to look through the module and think of quiz questions in
pairs.
Tell Ss they can use the quiz in the previous task as a model. Offer an example, (e.g. What
football team does Ermek Kuantayev play for? Answer – FC Kairat.)
Ss swap their quizzes with another pair and do it and then report back to the class

Play the recording. Ss listen and fill in the gaps.
To listen and read for specific information

Ask Ss to read the song again and elicit the main idea.
Reflection
T gives cards.
Feedback:

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Lesson №1

Rooms and Furniture

To present vocabulary for rooms

To present/practise vocabulary related to furniture

To read for specific information

Explain the task and read the prompts aloud.

Draw Ss’ attention to the picture. Play the recording.

Which room am I in?

Ss sing a song together.

To practise there is/there are

To practise there is/there are through personalisation

To revise a/an and present some – any

My family is important to me because ______.

To present ordinal numbers and practise pronunciation; to practise asking and

Explain to Ss that th can be pronounced two ways.

«Conclusion» method is used to finish the lesson.

To predict the content of a text

Explain the task and ask Ss to read through the gapped

«Conclusion» method is used to finish the lesson.

Teacher shows students a lot of picture with different faces.

To practise the imperative

Explain the task. Ask Ss to prepare a series of quiz questions.

“About me” method.

«Conclusion» method is used to finish the lesson.

• Ss respond if possible and say the time.

To identify the context of a dialogue and practise pronunciation/intonation

To listen for specific information

To act out a dialogue

Explain the situation.

Teacher shows times

«Conclusion» method is used to finish the lesson.

Teacher shows pictures Ss about qualities of people.

To consolidate information from a text

Play the video. Ss watch it, then do the exercises that

Explain the task and brainstorm with Ss about special landmarks in

To create a poster on special buildings in the country

Ss work in groups. They find pictures

To check comprehension of a text by using target vocabulary to expand the topic

“What I know, knew, want to know” method

To understand the topic of each paragraph in a text

To personalise the topic and talk about your house

As an extension give Ss the text in the Suggested

“Three facts” method

T divides students into 3 groups by method “Mosaic”.

Teacher use the T/F quiz test to reflect the lesson.

Ss do the quiz and after finishing evaluate the another group.

Look at the blackboard.

To present vocabulary for personal things

Teacher puts cards with a blue apples, yellow

To read for specific information To recall information from a text

To present vocabulary for the parts of the body

Teacher at the end of lesson asks Ss do they understand the lesson?

Teacher at the end of lesson asks Ss do they understand the lesson?

To practise personal pronouns/possessive

To practise forming plurals

To present This – These / That – Those

Teacher at the end of lesson asks Ss do they understand the lesson?

To practise describing appearance

To read for specific information and practise giving detailed

“Comments” method is used to find out was