ҚМЖ 1кл - 130б-2
ҚМЖ 1кл - 130б-2
ҚМЖ 1кл - 130б-2
Teacher name:
Date:
Learning objectives(s) S1 make basic personal statements and simple statements about objects
that this lesson is L3 recognize with support simple greetings
contributing to
Lesson plan
Teacher name:
Date:
Theme of the lesson: Greeting and names: His name is … / Her name is...
Learning objectives(s) L2 recognise with considerable support a few basic personal questions spoken
that this lesson is slowly and distinctly
contributing to S3 pronounce basic words and expressions intelligibly
Lesson plan
Date:
Learning objectives(s) UE3 use basic adjectives and coloursto say what someone/something is or has
that this lesson is L3 recognise the spoken form of a limited rangeof basic and everydayclassroom
contributing to words
Lesson plan
10 ORGANISATION MOMENT:
Look the flashcards on the
minutes Work with flashcards. Put up the
board and answer
flashcards on the board. Ask what
are people say
CD Track
Play the Hello song Sing a song together 03
20 MAIN PART Critical
minutes Name a colour, e.g blue. assessment
Put up the Pretty Colours poster on the Colours
board. Point to the colours, one at a poster on the
time, and say them. Ask the pupils to board
Raise their blue coloured
take out their coloured pencils pencil.
Ask the pupils to raise their blue The pupils listen, point to the
coloured pencil. pictures and repeat the words CD Track
10
Play the CD.
-Let’s listen!
Listen and colour.
Set the scene by asking the pupils
questions about what they can see in the
pictures.
Audioscript: red, blue, green, yellow,
purple, orange CD Track
Listen and colour. 11
Teacher name:
Date:
Learning objectives(s) UE3 use basic adjectives and coloursto say what someone/something is or has
that this lesson is L3 recognise the spoken form of a limited rangeof basic and everydayclassroom
contributing to words
Lesson plan
10 ORGANISATION MOMENT:
Put up the Pretty Colours poster on the Name a colour, e.g blue. CD Track
minutes Ask the pupils to raise 08
board. Point to the colours, one at a
time, and say them. Ask the pupils to their blue coloured pencil.
take out their coloured pencils. Play the “Colours” song
20 MAIN PART Critical
minutes Play the CD.
The pupils listen, point to the assessment CD Track
pictures and repeat the 10
Audioscript: red, blue, green, yellow, words.
purple, orange The pupils answers questions
Let’s listen! Set the scene by asking the about what they can see in CD Track
pupils questions about what they can the pictures 11
see in the pictures. The pupils listen and colour. CD Track
Listen and colour. 12
Teacher name:
Date:
Lesson plan
10 ORGANISATION MOMENT:
Teacher name:
Date:
Lesson plan
10 ORGANISATION MOMENT:
Teacher name:
Date:
Lesson plan
10 ORGANISATION MOMENT:
Teacher name:
Date:
Learning objectives(s) L2 recognise with considerable support a few basic personal questions spoken
that this lesson is slowly and distinctly
contributing to S3 pronounce basic words and expressions intelligibly
Lesson plan
10 ORGANISATION MOMENT:
Say what cjlour and Posters
minutes Review the colours and numbers
number they see
with helping posters
Unit: My school
Teacher name:
Date:
Learning objectives(s) 1.L1 recognise short basic instructions for a limited range of classroom routines
that this lesson is spoken slowly and distinctly
contributing to
Lesson plan
10 ORGANISATION MOMENT:
slip of
minutes Hand out a slip of paper to each
The pupils move around paper
pupil. Explain the activity. When all
the classroom, trying to
the groups have been formed, check
find their classmates with
that the pupils are in the correct
the same number. They
group
ask and answer without
showing their slip of
paper. The pupils get into
groups according to the
number of their slip of
paper.
20 MAIN PART Critical
minutes Put up the flashcards, one at a time, and
The pupils repeat chorally assessment flashcards
and individually.
say the corresponding words. The
Allow the pupils some time picture
pupils repeat chorally and individually.
to complete the activity.
Trace and colour. Refer the pupils to the
Then call out an item and ask
picture and elicit the school items.
from individual pupils to
Revise the colours by pointing to
point to it and say what CD track 23
different items around the classroom
colour it is.
and eliciting the colours. Ask the pupils
to trace and colour the school items. Listen the CD track
Let’s listen
ENDING THE LESSON: Feedback
Teacher name:
Date:
Learning objectives(s) 1.L3 recognise with support common names and names of places; recognise the
that this lesson is spoken form of a limited range of everyday and classroom words
contributing to
Lesson plan
10 ORGANISATION MOMENT:
Pupils say which number board
minutes Write the numbers 1-10 on the
you have erased.
board. Let the pupils look at them
for one minute. Then ask them to
close their eyes. Erase a number.
Ask them to open their eyes. Ask a
pupil to tell you which number you
have erased.
20 MAIN PART Critical
minutes Pupils ay: assessment children`s
Explain the activity. Point to the book Yes,fivebooks.allow the books
and ask: How many books? Elicit: Five. pupils some time to complete
Check the pupil’s answers. the activity. photocopies
Pupils cutting, gluing and
Refer the pupils to the picture and colouring of the finger
explane that they are going to make numbers.
finger numbers. Hand out the Answer teacher`s questions
photocopies. Guide them through the
cutting, gluing and colouring of the
finger numbers. Ask questions e.g. what
colour is number 5? Etc.
5 ENDING THE LESSON: Feedback
Pupils what they see. Activity
minutes Let’s play. What’s this?
Book, p 31.
Unit: My school
Teacher name:
Date:
Lesson plan
10 ORGANISATION MOMENT:
Pupils to present their Projects
minutes Ask the pupils to present their
projects from the previous
projects from the previous lesson.
lesson
Teacher name:
Date:
Learning objectives(s) 1.UE4 use determiners a, an, some, the, this, these to indicate what /where
that this lesson is something is
contributing to 1.UE6 use demonstrative pronouns this, these that, those to indicate things
Lesson plan
10 ORGANISATION MOMENT:
Say ABC and numbers Posters
minutes Review the numbers and ABC.
S, G, Y, I, O, A, W, V, N, K, P, Q,
Z, D, J, L, B, M
One, three, five, seven, two, four,
ten, eight, nine
20 MAIN PART Critical
minutes Ask the pupils to tell you two things
Pupil 1: An armchair and a assessment Poster
lamp.
they have in their rooms. E.g. Teacher:
What’s in your room?
The pupils listen to the song.
Play the CD CD 1 track
Divide the pupils into two groups and
37
assign a verse to each group. Play the
song again and encourage the groups to
sing the designated verses. Time
permitting, play the song a third time
for the pupils to sing the song as a class
Audioscript
I’ve got a sofa,
I’ve got a bed!
I’ve got a table,
And I’ve got a shelf!
I’ve got lots and lots of furnitures,
Come and play with me!
ENDING THE LESSON: Feedback
Teacher name:
Date:
Theme of the lesson: Classroom routines (listen, read, write, sing, say, look)
Learning objectives(s) 1.L1 recognise short basic instructions for a limited range of classroom routines
that this lesson is spoken slowly and distinctly
contributing to 1.L3 recognise with support common names and names of places; recognise the
spoken form of a limited range of everyday and classroom words
1.S3 pronounce familiar words and expressions intelligibly
Lesson objectives Learners will be able to:
To give and follow the commands
Recognize, name and ask questions and make sentences with the commands.
Lesson plan
10 ORGANISATION MOMENT:
poster
minutes Put up the My Room! Poster on the
board. Point to the items, one at a
time and say a word. Ask the pupils
to say yes or no.
Pupil 1: Yes!
e.g. Teacher: (pointing to the bike)
Bike.
Pupil 2: No!etc.
Teacher: (Pointing to the doll) Car.
Teacher name:
Date:
Learning objectives(s) 1.L1 recognise short basic instructions for a limited range of classroom routines
that this lesson is spoken slowly and distinctly
contributing to 1.L3 recognise with support common names and names of places; recognise the
spoken form of a limited range of everyday and classroom words
1.S3 pronounce familiar words and expressions intelligibly
Lesson objectives Learners will be able to:
To give and follow the commands
Recognize, name and ask questions and make sentences with the commands.
Lesson plan
10 ORGANISATION MOMENT:
poster
minutes Put up the My Room! Poster on the
board. Point to the items, one at a
time and say a word. Ask the pupils
to say yes or no.
Pupil 1: Yes!
e.g. Teacher: (pointing to the bike)
Bike.
Pupil 2: No!etc.
Teacher: (Pointing to the doll) Car.
Teacher name:
Date:
Learning objectives(s) 1.S1 make basic personal statements about people, objects and classroom routines
that this lesson is 1.UE3 use basic adjectives to describe people and things
contributing to
Lesson plan
10 ORGANISATION MOMENT:
Pupils discus about what Pictures
minutes Draw simple sketches of a bee, an
these animals and answer
ant and a duck on the board. Have a
teacher`s questions
discussion about what these animals
do, e.g fly, dig in the ground. How
can they help a kind young man?
Accept all answers. Then explain to
the pupils that they are going to
listen to a story about a young man
and these animals.
20 MAIN PART Critical
minutes Play the CD. Pupils listen CD assessment CD Track
Audioscript 16
There were three brothers. Two of them
were mean and cruel and wanted to
destroy everything around them. They
tried to harm the animals they came
across like ants, ducks and bees. The
third brother was nice and kind and
didn’t let them harm these animals. One
day the three brothers came across an
enchanted castle. At the castle there was Pupils to come and put the Story cards
a little old man who asked for their cards in the right order.
help. They were to perform three tasks.
Whoever was successful would free the
castle. In the end, the youngest brother
married the youngest princess.
Story cards. Ask the pupils to come and
put the cards in the right order.
Teacher name:
Date:
Theme of the lesson: Describing things: Adjectives (big, small, long, short)
Learning objectives(s) 1.S1 make basic personal statements about people, objects and classroom routines
that this lesson is 1.UE3 use basic adjectives to describe people and things
contributing to
Lesson plan
10 ORGANISATION MOMENT:
Teacher name:
Date:
Learning objectives(s) L2 recognise with considerable support a few basic personal questions spoken
that this lesson is slowly and distinctly
contributing to S3 pronounce basic words and expressions intelligibly
Lesson plan
10 ORGANISATION MOMENT:
Say what cjlour and Posters
minutes Review the colours and numbers
number they see
with helping posters
Teacher name:
Date:
Theme of the lesson: Family and friends: She is…/ He is …/You are…/I’m…
Learning objectives(s) 1.L3 recognise with support common names and names of places recognise the
that this lesson is spoken form of a limited range of everyday and classroom words
contributing to 1.S1 make basic personal statements about people, objects and classroom routines
1.S3 pronounce familiar words and expressions intelligibly 1.S5 use words in short
exchanges
Lesson objectives Learners will be able to:
Name the family members
Recognize simple words
Name the family members without mistakes
Ask about family members
Lesson plan
10 ORGANISATION MOMENT:
Teacher name:
Date:
Learning objectives(s) 1.UE1 use singular nouns, plural nouns – to talk about people and places
that this lesson is 1.UE4 use determiners a, an, some, the, this, these to indicate what /where
contributing to something is
1.UE7 use personal subject and object pronouns to give basic personal information
Lesson objectives Learners will be able to:
Name the family members and talk about them
Lesson plan
10 ORGANISATION MOMENT:
Teacher name:
Date:
Learning objectives(s) 1.L3 recognise with support common names and names of places recognise the
that this lesson is spoken form of a limited range of everyday and classroom words
contributing to 1.L9 recognise the names of letters of the alphabet
1.S1 make basic personal statements about people, objects and classroom routines
Lesson objectives Learners will be able to:
Recognize the room objects
Name the room objects
Recognize, name and ask questions about room objects
Lesson plan
10 ORGANISATION MOMENT:
Pupils say a colours and posters
minutes Review the colours and numbers.
numbers in posters
Red, green, blue, yellow, orange,
purple.
One, two, three, four, five, six,
seven, eight, nine, ten.
20 MAIN PART Critical
minutes Put up the My room!poster on the Repeat the new words assessment poster
board. after teacher
Point to the things inside a room (bed,
chair, TV, table, desk). The pupils listen, point to the CD track 31
Play the CD. pictures and repeat the
Play the CD again pausing after each words.
word. The pupil’s repeat, chorally
Then say: Look at my room! This is my and/or individually. CD track 32
bed. It’s blue! Ask the pupils to repeat
after you. Sing the My room song!
Sing the My room song!
ENDING THE LESSON: Feedback
Pupils answers the pictures
10 Focus the pupils’ attention on the
teacher`s questions
picture illustrating ex.1. Have them
e.g Pupil: Blue! etc.
look at the picture for two minutes
minutes before they close their eyes. Divide
the class in two teams, A and B. ask
individual pupils from both teams
questions about the picture.
e.g. Teacher: What colour is the
bed?
Teacher:Correct! etc.
Unit: My family and friends
Teacher name:
Date:
Learning objectives(s) L1 recognise short instructions for basic names of the furnitures spoken slowly and
that this lesson is distinctly
contributing to S1 make basic personal statements and simple statements about furnitures.
Lesson plan
10 ORGANISATION MOMENT:
Say what letters and posters
minutes Review the numbers and ABC.
number they see
S, G, Y, I, O, A, W, V, N, K, P, Q,
Z, D, J, L, B, M
One, three, five, seven, two, four,
ten, eight, nine
20 MAIN PART Critical
minutes Ask the pupils to tell you two things
Pupils to tell you two things assessment poster
they have in their rooms
they have in their rooms.
E.g Pupil 1: An armchair and
E.g. Teacher: What’s in your room?
a lamp. CD 1 track
The pupils listen to the song.
Play the CD. 37
Divide the pupils into two
Play the song again and encourage the
groups and assign a verse to
groups to sing the designated verses.
each group.
Time permitting, play the song a third
time for the pupils to sing the song as a
class.
Audioscript
I’ve got a sofa,
I’ve got a bed!
I’ve got a table,
And I’ve got a shelf!
I’ve got lots and lots of furnitures,
Come and play with me!
Teacher name:
Date:
Learning objectives(s) 1.L3 recognise with support common names and names of places recognise the
that this lesson is spoken form of a limited range of everyday and classroom words
contributing to 1.S1 make basic personal statements about people, objects and classroom routines
1.S3 pronounce familiar words and expressions intelligibly
Lesson objectives Learners will be able to:
To recognise and name some words according to the topic Days of the week -
Monday,Tuesday,Wednesday
Lesson plan
10 ORGANISATION MOMENT:
Pupils listen teacher and PPT
minutes Teacher shows PPT to present days
answer the questions
of the week. Days are presented by
the actions,
e.g.: Monday - I get up, Tuesday - I
wash my face, Wednesday - I do my
hair, Thursday - I put on my clothes,
Friday - I go to school, Saturday - I
play with my friends and Sunday - I
sleep. (T. should use gestures to
show all actions)
20 MAIN PART Critical
minutes Pupils should sing assessment PPT
Teacher shows the video
along the song and do the
about the days of the week and
actions together with
Teacher. asks one pupils to
Teacher.
come to the board and show one
Pupils come to the
action the others should guess the
board and show one action
day of the week, e.g.: - I get up
the others should guess the
(Monday)
day of the week,
- I wash my face (Tuesday)
e.g.: -Monday
-Tuesday
ENDING THE LESSON: Feedback
Make a tasks in worksheets
10 Teacher gives worksheets of FA for
worksheets
the days of the week. The task is to
minutes copy the days of the week as in the
example according to the teacher’s
instruction.
Unit: My family and friends
Teacher name:
Date:
Learning objectives(s) 1.R1 recognise sound and name the letters of the alphabet
that this lesson is 1.R2 recognise initial letters in names and places
contributing to 1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on,
to describe where people and things are; use basic prepositions of time: on to talk
about days
Lesson objectives Learners will be able to:
recognize days of the week
say days of the week
Lesson plan
10 ORGANISATION MOMENT:
minutes Warm up
picture
Teacher shows pictures (7 Learners stand and sing Days of the week
balloons, 7 kids), and asks: what song greeting song “Days song
else can be seven? of the week”
www.youtube.com/
watch?
v=3tx0rvuXIRg
20 MAIN PART Critical
minutes Pupils pronounce new assessment Flashcards for
Presentation vocabulary
words with individual words
Teacher will use finger’s and show
learners then whole class
a word and then drills
pronunciation with individual
Pupils practice Pupil`s copybooks
learners then whole class
overwriting capital letters
Focusing on the initial letter sound
M T W Th F S S
of the days of the week.
Handout
Students of each group to
have to put in order days
Teacher will divided a class in two of the week than
groups: individually
Then she will give to children new
words in mix.
ENDING THE LESSON:
Children will guest Calendar and
10 Teacher will show activity using
action and gluing the pictures
her body
minut picture on the calendar
Good job. Thank you for your
es
work.
Unit: My family and friends
Teacher name:
Date:
Lesson plan
10 ORGANISATION MOMENT:
Pupils will try to guess classroom
minutes Teacher will invite pupils to stand in
the topic of the lesson objects
a circle and to greet each other, to
looking at visual aids: a
introduce each other,to count from 1
book, a pen, a bag, a
up to 10 and back down:
rubber, a ruler, a desk, a
chair.
20 MAIN PART Critical
minutes Pupils answer the assessment picture
Demonstrate a pictures
teacher`s questions
- ask “what should you do?”;
e.g.
students may read the answer from
There is a pen
the picture; if they cannot read and
There is a book
answer, help by reading the sentence
There is a bag There are
aloud
a chairs….
Teacher name:
Date:
Lesson plan
10 ORGANISATION MOMENT:
Hello song
minutes Hello, children! Let's sing a song! Pupils recognize simple
greetings
Hello! Hello! Hello!
Hello! Hello! Hello!
Teacher name:
Date:
Lesson plan
10 ORGANISATION MOMENT:
Pupils listen to teacher PPT
minutes Teacher say a short greeting phrase
“Hello!”
Explain the aims of the lesson:
Today we are going to learn the
words: hot & cold, snow & rain,
sunny.
20 MAIN PART Critical
minutes Use weather symbols to assessment Flashcards &
Teacher demonstrates and drills
demonstrate words. Stickers, weather
different weather adjectives:
symbols
hot, cold, rainy, wet, cloudy,
sunny, windy, snowy 1. Singing along to the worksheet
Listen a song “It’s rainy”. song and then practising http://www.youtu
Teacher demonstrates images and showing weather visuals. be.com/watch?
different weather adjectives: hot, Sing along to song v=SA_zWo5LGF0
cold, rainy, wet, cloudy, sunny, animation two or three times
windy, snowy and then see if learners can
sing song with just the
music.
ENDING THE LESSON: Feedback
– It’s windy! Weather Song
10 Mime the weather
- Rainy! For Kids: The
Hands up!
min Kids mime the wind. Sun Comes Up!
utes – Kids mime the drops. http://www.youtu
be.com/watch?
v=XcW9Ct000y
Y&feature=kp
Unit: The world around us
Teacher name:
Date:
Lesson plan
10 ORGANISATION MOMENT:
Pupils listen to teacher PPT
minutes Teacher say a short greeting phrase
“Hello!”
Explain the aims of the lesson:
Today we are going to learn the
words: hot & cold, snow & rain,
sunny.
20 MAIN PART Critical
minutes Use weather symbols to assessment Flashcards &
Teacher demonstrates and drills
demonstrate words. Stickers, weather
different weather adjectives:
symbols
hot, cold, rainy, wet, cloudy,
Pupils in pairs play a worksheet
sunny, windy, snowy
memory game of ‘Go Fish’. Worksheet
Teacher say a rules of game ‘Go
Pupils take turns to turn “Weather Draw’
Fish’ and make pairs of pupils
over two images and then https://www.goo
turn them back over. Pupuls gle.ru/search?
are looking for / need to newwindow=1&
remember images that both noj=1&biw=188
indicate a weather 7&bih=957&tbm
condition, e.g. umbrella / =isch&oq=+wor
raincoat [It’s rainy] ksheets
ENDING THE LESSON: Feedback
– It’s windy! Weather Song
10 Mime the weather
- Rainy! For Kids: The
Hands up!
min Sun Comes Up!
Kids mime the wind.
utes http://www.youtu
– Kids mime the drops.
be.com/watch?
v=XcW9Ct000y
Y&feature=kp
Unit: The world around us
Teacher name:
Date:
Learning objectives(s) UE11 use there is / there are to make short statements and ask questions
that this lesson is L4 recognise with support short basic questions about what something is
contributing to S1 make basic personal statements about people, objects and classroom routines
Lesson plan
10 ORGANISATION MOMENT:
Pupils listen and answer doll
minutes Teacher presents a doll.
teacher`s questions
- This is Kate. She likes to travel.
Now she is in Kazakhstan. She came
to our school, our class. Let’s tell
Kate about Kazakhstan.
20 MAIN PART Critical
minutes Teacher shows letters M, C, H, D, T, Pupils name the animals assessment PPT
on these sounds (monkey,
E and asks learners to name the
cow, cat, camel, crocodile,
animals on these sounds
horse, dog, duck, tiger, Pictures of
elephant) mountains,
Teacher pre-teaches using display
Listen to teacher plain, river,
visual “in the mountains, in the
forest
forest, on the plain, in the river”.
Teacher drills the words chorally
then individually
Teacher elicits from learners first
sound of names of following words
by showing visuals with first sound
cut-outs
[letter missing] [f] orest [m]ountains
[p]lain [r]iver Pupils divide animals into
two groups: animals in
Kazakhstan/animals not in
Kazakhstan. Pupils given
Teacher gives different groups worksheet with
different animal cut-outs e.g. Kazakhstan flag YES
monkeys, cows, tigers, foxes, wild column/Kazakhstan flag
dogs, sheep, ducks, camels, NO column.
elephants etc.
Teacher asks, projecting visuals, e.g.
Are there monkeys in Kazakhstan?
Groups with visuals say: Yes, there
are, No, there aren’t.
ENDING THE LESSON: Feedback
Pupils get the stickers of stickers
10 Does Kate like our country
sunny (if they liked the
Kazakhstan? What do you think?
minutes lesson) and rainy (if theme
was difficult to them)
weather and put them on
the board
Unit: The world around us
Teacher name:
Date:
Theme of the lesson: English around us: Initial sounds. Overwriting initial sounds
Learning objectives(s) 1.L4 recognise with support short basic questions about what something is
that this lesson is 1.L9 recognise the names of letters of the alphabet
contributing to 1.UE1 use singular nouns, plural nouns – to talk about people and places
Lesson plan
10 ORGANISATION MOMENT:
Pupils listen and answer
minutes 1. Hello, how are you?
teacher`s questions
2. Review My/His/Her name is…
3. Teacher will invite pupils to stand Pupils stand in a circle and Hello song
in a circle and to greet each other. sing a Hello song
Teacher name:
Date:
Learning objectives(s) 1.L1 recognise short instructions for basic classroom routines spoken slowly and
that this lesson is distinctly
contributing to 1.C5 use feedback to set personal learning objectives
1.S1 make basic personal statements and simple statements about objects
1.S3 pronounce basic words and expressions intelligibly
1.S5 produce words in response to basic prompts
Lesson objectives Learners will be able to:
Speak about past materials using the topical vocabulary with support
Understand specific information and detail in short, simple on a limited range of
general and curricular topics
Lesson plan
10 ORGANISATION MOMENT:
Learners respond to
minutes Teacher greets learners
greeting and take
Grееtіng. Working with the duty their places.
- Good morning children! - Good morning,
- I’m glad to see you! Sit down, teacher!
please! Let’s begin our lesson! - I am fine, I am
Please, answer my question: How OK.
are you today?
- Who is absent?
- Ok, very good! Thank you!
20 MAIN PART Formative “Count” song
minutes Pupils alculate the assessment https://www.yout
Calculate the sums.
sums ube.com/watch?
5, 8, 9, 16, 20
2+1=3 4+6=10 5+1=6 v=D0Ajq682yrA
(two and one is three)
Big window, small
window. Long
“Magic bag” game
pencil, short “Magic bag”
pencil.Long pen, A school bag, a
What is it? (It is a school bag, a short pen.. Big pen, a pencil, a
pen, a pencil, a book, a rubber) school bag, small book,
How many…? This a pen, yes? A school bag. a rubber
pen big or small? Рuріls sреакs nаmе
thе dаy оf thе wеек Рареrs
wіth thе gаmе. “fеаturе” gаmе
Teacher name:
Date:
Lesson plan
10 ORGANISATION MOMENT:
Pupils respond to greeting PPT
minutes Teacher greets students
and take their places.
Teacher asks students “How are Pupils watch a video and Video
you?” to find out their mood at the sing a greeting song:
beginning of the lesson; students Hello, hello!
choose one of the smiles they see on Can you clap your hands?
the slide, saying “I am
happy/sad….etc.”
20 MAIN PART Formative
minutes Pupils discuss in pairs and assessment PPT
Teacher pairs up students and shows
answer the question.
slides 5- 7 and asks students
Students’ possible answers
“What’s this?” question
are “This is a…”
Pupils should find as many
Game time
Teacher monitors students’ progress. hidden words on the topic
“Transport” as they can in
the given word search.
Each pupil finds a word
and comes to the board to
cross it out.
ENDING THE LESSON: Feedback
Pupils can pronounce all
10 Ask students to look at lesson
the words on the topic
objectives they set at the beginning
minutes “Transport” intelligibly.
of the lesson and say if they can
answer the “How do you get to
school?” question, if they can
pronounce all the words on the topic
“Transport” intelligibly.
Unit: Travel
Teacher name:
Date:
Learning objectives(s) 1.L1 recognise short basic instructions for a limited range of classroom routines
that this lesson is spoken slowly and distinctly
contributing to 1.S3 pronounce familiar words and expressions intelligibly
1.S5 use words in short exchanges
1.L4 recognise with support short basic questions about what something is.
1.S1 make basic personal statements about people, objects and classroom routines.
Lesson objectives Learners will be able to:
recognise and pronounce words and expressionsconnected with transport correctly;
understand questions of classroom routines;
follow the instruction according to the task;
Lesson plan
10 ORGANISATION MOMENT:
Formative A ball,
minutes The teacher greets the pupils and
asks how they are today. The pupils give the assessment some
answers. pictures.
The teacher asks the children to
stand in a circle and greet each I am fine!
other. Then the teacher throws the I am happy!
ball to pupils and gives the studied I am sad! etc.
earlier questions and children
answer the questions.
Standup, please, children!
Nice to meet you!
Sit down, please.
Sasha, how are you today?
Nelly, how are you today?
Aigirim, how are you today?
Kirill, how are you today? etc.
20 MAIN PART
minutes The children say what they PPT
The teacher suggests the children to are going to do at the
look at the picture and determine the lesson.
theme of the lesson by leading
questions.
10 Dynamic pause
The teacher takes the wheel and
minutes
suggests the children to go to school
by car.
- Sasha, how do you get to school?” - “I get to school by car”.
Teacher name:
Date:
Lesson plan
10 ORGANISATION MOMENT:
Pupils come up to sticks
minutes Good morning children! I’m glad
the blackboard and
to see you! How are you?
put a stick
Now, Boys and Girls come up to
the blackboard and put a stick.
This is the way
Today we’re going to talk about Learners listen, we go to school
your daily routine. What do you perform gestures and song
do every day? sing along to “This http://www.youtu
is the way” song. be.com/watch?
v=fsIb5L0_pGY
Teacher name:
Date:
Learning objectives(s) 1.L2 recognise with support a limited range of basic common personal questions
that this lesson is spoken slowly and distinctly
contributing to 1.S3 pronounce familiar words and expressions intelligibly
1.UE13 use can / can’t to describe ability
1.R4 use the alphabet to place the first letters of word in alphabetical order
Lesson objectives Learners will be able to:
listen and repeat words correctly
understand teacher’s questions
Lesson plan
10 ORGANISATION MOMENT:
Learners listen, perform “This is the
minutes Good morning children! I’m glad to
gestures and sing along to way” song.
see you! How are you?
“This is the way” song.
20 MAIN PART Formative
minutes The pupils give the assessment
Today we’re going to talk about
answers.
your daily routine. What do you do
worksheet
every day?
Pupils draw the daily
Teacher gives out the worksheet
routines
with the table
Pupils do a warm up
WAPM-UP
Head and shoulders,knees and toes
Knees and toes
Eyes,ears,mouth and nose
Head and shoulders,knees and toes
Knees and toes
March ,march march let’s all
march
Get your body charged
Head and shoulders ,knees and toes
Knees and toes…
ENDING THE LESSON: Feedback
board
10 And now, at the end of the lesson,
write down your home task- to write
minutes 5-6 sentences about your working
day. Is it clear? O.K!
Unit: Travel
Teacher name:
Date:
Lesson plan
10 ORGANISATION MOMENT:
Board
minutes Good morning children! I’m glad to
see you! How are you? “What is the – I go to school BY car.
weather like today?”Ask several Board race for the words of
questions revising Transport: How transport.
do you get to school? – encourage
learners to give full answers.
20 MAIN PART Formative
minutes Learners listen, perform assessment I wake up song
Let`s listen, perform gestures and
gestures and sing along to
sing along to the Daily routine song. https://www.yo
the Daily routine song.
utube.com/watc
Pupils repeat their daily h?
Ask your students to repeat their
routines individually. v=eUXkj6j6Ez
daily routines individually.
learners match 16 pictures
Teacher asks learners to match 16 w
with the words and check as
pictures with the words and check as
a whole class.
a whole class.
Wake up PPT
Get up
Get dressed
Make the bed
Brush my teeth
Wash my face
Comb my hair
Eat breakfast
Go to school
Arrive at school Pupils makes up sentences
Work in pairs correctly;
Pupils says what part Worksheet 1
Cut leaflets to insert in routine
he/she is connected;
We cut the papers together: Pupils pronounces words
"Connect the pieces of daily and phrases intelligibly.
routines" (for the Junior class). For
the students, we cut out the cops
before class so they could only join
and glue each other. You can make
this craft as an active listening
exercise, but by giving instructions
on what type of cut and what colour
it should be:
For example. "Beautiful and stick
them together" That all listened and
cut out the necessary subjects.
/In the afternoon/In the
evening/At night
ENDING THE LESSON: Feedback
Children find the words Worksheet 2
10 Teacher give Worksheet 2. Children
related to the daily routine
should find the words related to the
min and stick them on the
daily routine and stick them on the
utes picture
picture
Unit: Travel
Teacher name:
Date:
Learning objectives(s) 1.L1 recognize short basic instructions for a limited range of classroom routines
that this lesson is spoken slowly and distinctly
contributing to 1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on,
to describe where people and things are;
1.S3 pronounce familiar words and expressions intelligibly
Lesson objectives Learners will be able to:
remember new topical words Listen, repeat and pronounce them clearly.
understand teacher`s instructions and follow them
Lesson plan
10 ORGANISATION
MOMENT:
minutes Pupils greets teacher
Hello! How are you today?
You are so beautiful. Show
me that you are happy today.
Pupils should say a pictures
Pupils should say a sentence sentence by the action
by the action shown by a shown by a teacher.
teacher For ex: I brush my teeth
A book is in a bag
10 Reflection. Self-assessment
Pupils put a tick if they Reflection
`can do`. Teacher reads
minutes can do it worksheet
criteria and pupils put a tick if
they can do it
I can follow instructions
I can pronounce words
intelligibly
I can describe where people
and things are (e.g on the
chair)
I can make sentences using
right word order (e.g The cat
is on the tree)
Unit: Travel
Teacher name:
Date:
Theme of the lesson: Рrepositions- on, in, under, next to, in front of, behind
Lesson plan
10 ORGANISATION MOMENT:
Pupils greet and
minutes Teacher greets students; students
answer teacher`s
respond to greeting and take their
questions
places.
Teacher asks students t“How are
you?”o find out their mood at the
beginning of the lesson;
Worksheets 2
Car is under the table. Pupils complete
task 1 in
Task 1. Teacher gives students worksheets.
worksheet to complete.
Learners given
Task 2 information gap
Learners should given information picture activity.
gap picture activity. Learners should Learners match
match prepositions on their picture prepositions on
according to the information they are their picture
given. according to the
information they
are given.
Teacher name:
Date:
Learning objectives(s) 1L.5 begin to recognise the sound of phonemes and blends
that this lesson is 1.S3 pronounce basic words and expressions intelligibly recognise with support
contributing to simple greetings
1.L 3 recognise the spoken form of a limited range of basic and everyday classroom
words
Lesson objectives Learners will be able to:
name the parts of the bus
answer the questions: Is this a wheel? Yes/No.
recognize the sounds of phonemes and blends.
Lesson plan
10 ORGANISATION MOMENT:
Pupils greet and answer A ball
minutes Good morning?
teacher`s questions
Glad to see you.
How are you?
What is the day today?
What the weather like today?
Call the number: Teacher allows The children must form Phonics song
the children to walk, run or skip groups of four. Continue the https://www.
around the hall. The teacher calls game calling different youtube.
a number for example, four. numbers each time. com/watch?
Teacher may ask them to perform Learners sing a “Phonics v=
a balance or to perform a stretch song” BELlZKpi1
after each whistle Zs
Teacher name:
Date:
Learning objectives(s) 1.L1 recognise short instructions for basic classroom routines spoken slowly and
that this lesson is distinctly
contributing to 1.C5 use feedback to set personal learning objectives
1.S1 make basic personal statements and simple statements about objects
1.S3 pronounce basic words and expressions intelligibly
1.S5 produce words in response to basic prompts
Lesson objectives Learners will be able to:
Speak about past materials using the topical vocabulary with support
Understand specific information and detail in short, simple on a limited range of
general and curricular topics
Lesson plan
10 ORGANISATION MOMENT:
Learners respond to PPT
minutes Teacher greets learners
greeting and take their
Grееtіng. Working with the duty places.
- Good morning children! - Good morning, teacher!
- I’m glad to see you! Sit down, - I am fine, I am OK.
please! Let’s begin our lesson!
Please, answer my question: How
are you today?
20 MAIN PART Formative
minutes Pupils find the stickers. assessment stickers
Find the stickers!
1 Stand up 5 Jump
2 Sit down 6 dance
3 Clap your hands 4 stamp your worksheets
feet 1
Listen and colour. Look, draw and say.
Blue bed Yellow TV
Red chair Green table worksheets
2
Look, draw and say. Look, draw and say.
1 Car, plane, car, plane
2 Car, car, bike bike, car, car
3 Doll, doll, kite kite, doll,
doll, kite
ENDING THE LESSON: Feedback
Listen to teacher
10 Smiles Report
5- excellent
minutes 4- good
3 bad
Unit: Traditions and folklore
Teacher name:
Date:
Learning objectives(s) 1.S1 make basic personal statements and simple statements about objects
that this lesson is 1.S6 exchange simple greetings and use the words: please, sorry and thank you
contributing to 1.L1 recognize short instructions for basic classroom routines spoken slowly and
distinctly
1 R3 recognize some very high frequency words from their immediate environment
Lesson objectives Learners will be able to:
say numerals intelligibly
say names of some birthday items intelligibly
understand some factual questions about their age
Lesson plan
10 ORGANISATION MOMENT:
Pupils sing a song “ Make song “
minutes Pupils exchange simple greetings.
a circle” and move. Make a
Teacher: Let’s sing a song “ Make a
circle”
circle” and move.
20 MAIN PART Formative
minutes Pupils recognize a new assessment PPT
Pupils should recognize a new
question and new words
question and new words and learn a
new question.
“How old are you?”
Сенің жасың нешеде?
Birthday-туған күн
Presents-сыйлықтар
Gifts-сыйлықтар
Cakes-торттар
PPT
Birthday hats-туған күн
Pupils respond to some
қалпақтары
information questions
Candles – шырақтар
about their birthday
Balloons -шарлар
correctly.
Children: How old are
Grammar rule. Personal pronouns
you? – I am 7.
I am\He is \She is
How pld is she? –She is 6
I am –мен
He is – ол (ұлға) How old is he?- He is 7
She is – ол (қызға)
Examples:
I am 6 Мен алтыда.
He is 7 Ол жетіде
She is 6 Ол алтыда
ENDING THE LESSON: Feedback
song
10 Teacher finds out: What was
Listen to teacher “Happy
difficult? What was easy?
minutes “Happy birthday” sing a birthday”
“Happy birthday” sing a song song
Unit: Traditions and folklore
Teacher name:
Date:
Learning objectives(s) L.1 recognize short basic instructions for a limited range of classroom routines
that this lesson is spoken slowly and distinctly
contributing to 1.L 3recognize with support simple greetings
recognize the spoken form of a limited range of basic and everyday classroom
words
1.S3 pronounce basic words and expressions intelligibly
Lesson objectives Learners will be able to:
Sing a song and make up words with letters.
Recognize the sounds of phonemes.
Lesson plan
10 ORGANISATION MOMENT:
Pupils sing a song “ Make song “
minutes Pupils exchange simple greetings.
a circle” and move. Make a
Teacher: Let’s sing a song “ Make a circle”
circle” and move. Video from
Make a circle big, big, big website
Small, small, small smk.edu.kz
Make a circle small small hello,
hello, helloo
Make a circle round and round
Make a circle round and round,
hello, hello, hello
Make a circle up up up, down down
down
Make a circle down down down
Now sit down
20 MAIN PART Formative
minutes Pupils say their opinion assessment PPT
What do you imagine when you
think of snow?
What do you know about season?
Say the phonetic drill by pictures
repeating after teacher
Phonetic drill
Autumn is yellow
Winter is white
Spring is green
Summer is bright
Teacher elicits and pre-teaches
spring words: birds, flowers, bees,
rabbits, leaves, snow, spring etc.
Bird – птица- құс
Flower – цветок – гүл
Spring – весна – көктем
Snow – снег – қар Learners choose and write pictures
Repeat after me……. the numbers.
- I’ll give you some pictures say me 1. birds
in English 2.flowers
3.spring
Group work 4.leaves
How many leaves do you have? I 5.snow
have 3 leaves 6. rabbits
How many flowers do you have? I 7 bees.
have 5 flowers
Teacher reads four words and points
to the picture
10 Individual work.
Pupils match the sentence PPT
Match the sentence by using the by using the picture
minutes
picture
I have 3 flowers I have 3 leaves I
have 6 birds I have 3 bees
Teacher assesses learners after each
task through support, encourages
and oral comments.
Unit: Traditions and folklore
Teacher name:
Date:
Lesson plan
10 ORGANISATION MOMENT:
Pictures of
minutes Greeting :
Children: -Hi ! We are hat and
Teacher: -Hello! How are you ?
fine! mask
Children: -Hi ! We are fine!
Meets learners, asks the date, day,
month, season etc.
Teacher divided learners into two
groups by giving them the pictures
of different hats and masks
Craft work
The pupils work in groups. Each
group is given papers and scissors.
To work together to produce a hat
or mask.
They can draw and colour things
like eyes, nose, ears, hair, mouth.
It is adviseable to have a model so
that the pupils use it as a point of
reference.
ENDING THE LESSON: Feedback
Pupils say Yes or No PPT
10 Game Yes\ No
Spring – Yes/ No
minutes Winter- No/ Yes
Green Yes/No
White- No/Yes
Cold- Yes/No
Warm-Yes/No
Unit: Traditions and folklore
Teacher name:
Date:
Lesson plan
10 ORGANISATION MOMENT:
Pupils will try to guess classroom
minutes Teacher will invite pupils to stand in
the topic of the lesson objects
a circle and to greet each other, to
looking at visual aids: a
introduce each other,to count from 1
book, a pen, a bag, a
up to 10 and back down:
rubber, a ruler, a desk, a
chair.
20 MAIN PART Formative
minutes Pupils answer the assessment picture
Demonstrate a pictures
teacher`s questions
- ask “what should you do?”;
e.g.
students may read the answer from
There is a pen
the picture; if they cannot read and
There is a book
answer, help by reading the sentence
There is a bag There are
aloud
a chairs….
Teacher name:
Date:
Lesson plan
10 ORGANISATION MOMENT:
Pupils will try to guess the classroom
minutes Teacher will invite pupils to stand in
topic of the lesson looking objects
a circle and to greet each other, to
at visual aids: a book, a
introduce each other,to count from 1
pen, a bag, a rubber, a
up to 10 and back down:
ruler, a desk, a chair.
20 MAIN PART Formative
minutes Pupils to sit on the carpet assessment
Teacher invites Pupils to sit on the
and watch the story.
carpet and watch the story.
Pupils answer that it is a CD1 track
Let’s watch! (track 42 CD1)
train. 42
Teacher plays the CD. Stops the CD
Pupils say “No!” T
and asks what they are pointing to
continues playing the CD.
the train and toys. Then plays the
CD. Stops and asks what it is when
the sound of the train comes.
Pupil repeat CD1 track
Teacher plays the CD. Stops it and
asks if the train helps I’ve got lots of 42
toys!
Let’s repeat! Please help me! I
T plays the CD again. After each can’t move! I’ve
sentence stops the CD and repeats it got dolls and kites!
with class. Sorry, no!
I’ve got lots of toys! Please help me! I
Please help me! I can’t can’t move! I’ve
move! I’ve got dolls and got cars and bikes!
kites! Sorry, no!
Sorry, no! I can help you! Pencils,
Please help me! I can’t I know I can…. sheets of
move! I’ve got cars and Thank you! paper
bikes!
Sorry, no!
I can help you!
I know I can…. Pupils to colour them and
Thank you! use them to make their
own story books.
Teacher name:
Date:
Lesson plan
10 ORGANISATION MOMENT:
minutes
Teacher name:
Date:
Learning objectives(s) 1.S1make basic personal statements and simple statements about objects
that this lesson is 1.S3 pronounce basic words and expressions intelligibly
contributing to 1.UE9 use basic present simple forms [positive and negative] to give basic personal
information
Lesson objectives Learners will be able to:
Name words according to the topic.
Make up positive and negative sentences about food they like and dislike
Lesson plan
10 ORGANISATION MOMENT:
Pupils greet teacher, PPT
minutes Get students ready to the class by
answer questions about
greeting them, asking questions
their feelings
about their feelings.
Teacher name:
Date:
Learning objectives(s) 1.L4 recognise with support short basic questions about what something is
that this lesson is 1.S5 use words in short exchanges
contributing to 1.UE9 use common present simple forms [positive, negative and question] to give
basic personal information
Lesson objectives Learners will be able to:
All learners will be able to:
Pronounce and recognise with support short basic questions about what
something is
Most learners will be able to:
Ask questions and answer the questions using structure What colour is …? It
is …
Ask question about the things they like and dislike
Some learners will be able to:
Ask more than 2 questions and answer the questions using structure What
colour is …? It is …
Lesson plan
10 ORGANISATION MOMENT:
Greeting, saing the Date, PPT
minutes Greeting, asking the Date, day of
day of the week, weather.
the week, weather.
Teacher name:
Date:
Lesson plan
10 ORGANISATION MOMENT:
Pupils listen to teacher PPT
minutes Teacher say a short greeting phrase
“Hello!”
Explain the aims of the lesson:
Today we are going to learn the
words: hot & cold, snow & rain,
sunny.
20 MAIN PART Formative
minutes Use weather symbols to assessment Flashcards &
Teacher demonstrates and drills
demonstrate words. Stickers, weather
different weather adjectives:
symbols
hot, cold, rainy, wet, cloudy,
sunny, windy, snowy 2. Singing along to the worksheet
Listen a song “It’s rainy”. song and then practising http://www.youtu
Teacher demonstrates images and showing weather visuals. be.com/watch?
different weather adjectives: hot, Sing along to song v=SA_zWo5LGF0
cold, rainy, wet, cloudy, sunny, animation two or three times
windy, snowy and then see if learners can
sing song with just the
music.
ENDING THE LESSON: Feedback
– It’s windy! Weather Song
10 Mime the weather
- Rainy! For Kids: The
Hands up!
min Kids mime the wind. Sun Comes Up!
utes – Kids mime the drops. http://www.youtu
be.com/watch?
v=XcW9Ct000y
Y&feature=kp
Unit: Food and drink
Teacher name:
Date:
Learning objectives(s) 1.UE9 use basic present simple forms [positive and negative] to give basic personal
that this lesson is information
contributing to 1.S5 produce words in response to basic prompts
1.L3 recognise with support simple greetings
recognise the spoken form of a limited range of basic and everyday classroom words
1.S1 make basic simple statements about objects
Lesson objectives Learners will be able to:
respond appropriately to some yes/no questions
use some short form answers correctly
respond to some information questions about animals correctly
Lesson plan
10 ORGANISATION MOMENT:
Pupils greet and answer PPT
minutes Hello, boys and girls
the questions
How are you?
What day is it today?
What is the weather like today?
20 MAIN PART Formative
minutes Pupils listen to teacher assessment PPT
1.Teacher presents, using visuals,
vocabulary relating to different types
of food animals eat
grass, fish, bananas, milk, leaves,
Learners answer Yes they worksheets
birds, bugs etc.
do./ No they don’t
2. Learners are given worksheets
with numbers 1 to 10 written on and
options y (for yes), n (for no).
Teacher reads out ten questions,
e.g. 1.Do cats like milk?
2.Do cows eat eggs?
3. mouse- cheese
4. Dogs- salad
5. Fish- pasta
6.monkey-bananas
7. Horse –steak
8. Tiger- chips
9. Crocodile- cake
10. chickens-rice
ENDING THE LESSON: Feedback
Pupils match animals and worksheets
10 Pupils should match animals and
their food on the
their food on the worksheets.
minutes worksheets.
Unit: Food and drink
Teacher name:
Date:
Learning objectives(s) 1.L3 recognise with support common names and names of places; recognise the
that this lesson is spoken form of a limited range of everyday and classroom words
contributing to 1.S1 make basic personal statements about people, objects and classroom routines
Lesson plan
10 ORGANISATION MOMENT:
Look and repeat after video. https://www.yout
minutes Tell me please! What did you
ube.com/watch?
watch in this video?
v=E_VcSQn73d
o
20 MAIN PART Formative
minutes Pupils look at the interactive assessment PPT
Pre-listening «Drilling»
board and repeat after me
Look at the interactive board and
repeat after me.
Fish-балық
Spiders-өрмекшілер
Milk-сүт
Bugs-қандала,қоңыз,құрт-
Listen to the words and PPT
құмырсқа
draw parts of body
Birds-құстар
Teacher name:
Date:
Learning objectives(s) 1.S2 ask questions in basic exchanges about people, objects and classroom routines
that this lesson is 1.S3 pronounce familiar words and expressions intelligibly
contributing to 1.S4 respond to basic supported questions about people, objects and classroom
routines
1.UE5 use interrogative pronouns which, what, where, how to ask basic questions
Lesson objectives Learners will be able to:
Pronounce basic words and expressions intelligibly respond to very basic
supported personal questions
Use interrogative pronouns What … ? to ask basic questions
Lesson plan
10 ORGANISATION MOMENT:
Pupil greet teacher PPT
minutes Good afternoon, children!
How are you?
I’m glad to see you! Sit
down!
20 MAIN PART Formative
minutes Children repeat after assessment PPT
Warming-up: Look at the screen
teacher
and try
to read a poem:
I like honey on my bread,
I like salad , I like eggs.
By warming-up and picture
I drink water all day long.
picture children determine
All these things make me strong.
the lesson topic and goal
setting
Subject definition of lesson
and goal
setting PPT
Can you tell me the theme of our
Reflection
lesson? You are clever! Today we’ll
talk about the food, but nice and
nasty food.
Before we will practise our phonetic.
Teacher name:
Date:
Lesson plan
10 ORGANISATION MOMENT:
Pupils will try to guess classroom
minutes Teacher will invite pupils to stand in
the topic of the lesson objects
a circle and to greet each other, to
looking at visual aids: a
introduce each other,to count from 1
book, a pen, a bag, a
up to 10 and back down:
rubber, a ruler, a desk, a
chair.
20 MAIN PART Formative
minutes Pupils answer the assessment picture
Demonstrate a pictures
teacher`s questions
- ask “what should you do?”;
e.g.
students may read the answer from
There is a pen
the picture; if they cannot read and
There is a book
answer, help by reading the sentence
There is a bag There are
aloud
a chairs….
Teacher name:
Date:
Learning objectives(s) 1.UE1use common singular and plural nouns to say what and where things are
that this lesson is 1.UE9use basic present simple forms [positive and negative] to give basic personal
contributing to information
1.S1 make basic personal statements and simple statements about objects
Lesson objectives Learners will be able to:
Name their parts of body
Lesson plan
10 ORGANISATION MOMENT:
10 Feedback (stairs)
learners to rise a hand if -
Ask learners to rise a hand if they
minutes they are able to:
are able to:
Name 5-6 words of food Name 5-6 words of
food correctly
correctly
Say a sentence correctly Say a sentence
correctly
Say 2 sentences correctly
Say 2 sentences
Home task – draw a monster and correctly
present next lesson, learn the words
Unit: Health and body
Teacher name:
Date:
Lesson plan
20 MAIN PART
minutes Play this game on the cards worksheet 1
Playing beetle game. You
board asking kids to
throw the dice and according
draw parts in turn. You
to the number of dots kids
need to have 1 big dice.
draw parts of the beetle body
parts. Start with body and
head. Do not forget to ask
them to name the body parts.
ENDING THE LESSON: Feedback
Feedback (stairs) learners to rise a hand if
10 they are able to:
Ask learners to rise a hand if
min they are able to: Name 5-6 words
utes of food correctly
Name 5-6 words of
food correctly Say a sentence
Say a sentence correctly
correctly Say 2 sentences
Say 2 sentences correctly
correctly
Home task – draw a monster
and present next lesson, learn
the words
Unit: Health and body
Teacher name:
Date:
Learning objectives(s) 1.L1. recognize short basic instructions for a limited range of classroom routines
that this lesson is spoken slowly and distinctly
contributing to 1. S4 respond to basic supported questions about people, objects and classroom
routines
1. UE14 use basic prepositions of local and position e.g. in, at, next to, near, on, to
describe where people and things are; use basic prepositions of time: on to talk
about days
Lesson objectives Learners will be able to:
use basic prepositions of local and position: in, on, under, by, near, on, to describe
where people and things are; use basic prepositions of time: on to talk about days
Lesson plan
10 ORGANISATION MOMENT:
Pupils greet teacher pictures
minutes Greeting.
Divide them into three groups
choosing the pictures of “bees”
“ladybugs” and ”butterflies” after
taking the pictures they fly as they
are to their place.
20 MAIN PART Formative
minutes
Listening Learners: assessment video
from you
Task: 1 Listen to the teacher - recognize words of
tube
the words of the parts of the the parts of the body
body and do it. [p] pair work -follow the teacher’s
(teacher will give them instructions
command and they do it.)
T: Stand face to face.
1.Then touch your friend’s
nose.
2. Touch your friend’s ear. Flash
cards and
3. Touch your friend’s head. Make up sentences things
4. Touch your friend’s shoulder. using prepositions
If learners can make Video
5. Touch your friend’s hand. up sentences they’ll from you
take a flower tube
Speaking. Task 2.
1. Pre-listening.
Teacher shows some flash
cards to predict the theme
2.While-listening: Watch a
video.” Where is it?”
3.Post-listening: Make up
sentences. Use in, on, under,
by, next.
ENDING THE LESSON: Feedback
Feedback : At the end of the Pupils reflect on
10
lesson, using the method:
minutes “Aquarium”
students reflect on:
- what they learned
- what remained unclear for
them
- what they need to continue
working on
Unit: Health and body
Teacher name:
Date:
Lesson plan
10 ORGANISATION MOMENT:
Teacher name:
Date:
Learning objectives(s) 1.L1 recognise short basic instructions for a limited range of classroom routines
that this lesson is spoken slowly and distinctly
contributing to 1.L3 recognise with support common names and names of places recognise the
spoken form of a limited range of everyday and classroom words
Lesson objectives Learners will be able to:
pronouns words according to the theme health and body
Lesson plan
10 ORGANISATION MOMENT:
Students should touch the
minutes Simon says touch your head…..
part of body the teacher
The teacher says: “Simon says touch has said.
your head.”
20 MAIN PART Formative
minutes Pupils should guess the assessment PPT
look and say
action.
What is it? ……
It’s a chicken…..
Listen and do
Walk like a chicken (learners should
be show)
Eat like a mouse
Laugh like a monkey
Sing like a fish\
To divided into 4 groups by colors
and play a game back to screen. The
teacher says and shows on the screen
the word to whole class they will act
it out, that group which will stay
giving back to the screen should
guess the action.
ENDING THE LESSON: Feedback