Module 1 “Animals ”

LESSON: Module 1 Lesson 1 The Theme: Animal types

Date: Teacher's name:

CLASS:

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

Target vocabulary mammal: elephant reptile: snake bird: penguin

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

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

LESSON: Module 1 Lesson 2 The Theme: Body parts

Date: Teacher's name:

CLASS:

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

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

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

Date: Teacher's name:

CLASS:

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

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

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

Date: Teacher's name:

CLASS:

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

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

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

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

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

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

Date: Teacher's name: Mukhamadiyeva K.

CLASS: 3
Learning objective(s) To talk about farm animals; to write about a farm; to develop the pupils’ listening skills through a song.
that this lesson is
contributing to

Lesson objectives All learners will be able to:

3.UE4 use determiners a, an, the, some, any, this, these, that, those to identify things (a, an, the are also
practiced in Module 1 Lesson 2, some, any are practiced in Module 4 Buildings )
3.L9 recognise the spoken form of familiar words and expressions
3.L2 recognise with considerable support an increasing range of common personal questions
3.W1 write with support short responses at phrase level to questions and other prompts
Assessment criteria Learners have met the learning objectives if they can talk about farm animals;
write about a farm; develop listening skills through a song.

Language focus Structures: demonstrative pronouns (this, that, these, those), articles (a, an, the), some/any
Language in use: Grandpa has got ten cows now! This is a frog. I’ve got a goat and
an eagle. I’ve got some cows, too! I haven’t got any chickens.
Target vocabulary Consolidation
ICT skills Using audios

Previous learning ‘Animal’ vocabulary, the verb ‘have got’ (affirmative, negative and
interrogative), adjectives

Part of the lesson/Time Teacher’s activity Student’s activity Assessment Resources

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

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

Date: Teacher's name: Mukhamadiyeva K.

CLASS:

Learning objective(s) To explore other subject areas (Maths); to learn how many legs animals have got; to talk about location; to say what
that this lesson is some animals are doing.
contributing to Check pupils’ knowledge on Module 1

Lesson objectives All learners will be able to:

3.UE10 use common present continuous forms [positive, negative, question] 3.L9 recognise the spoken
form of familiar words and expressions
3.L2 recognise with considerable support an increasing range of common personal questions
3.W1 write with support short responses at phrase level to questions and other prompts

Assessment criteria Learners have met the learning objectives if they can explore other subject areas (Maths); learn how many legs animals
have got; talk about location; say what
some animals are doing.

Language focus Structures: Prepositions of place, present continuous, the definite article (the)
Language in use: How many legs? Two plus two is four. Where’s the duck in your picture? It’s in the tree. Look
at the ducks! What are they doing?

Target vocabulary Numbers: Consolidation.

Animals: snake, duck, horse, butterly, spider

Cross - curricular links Maths (Ex. 26)

Extra materials The How Many Legs? poster.

Previous learning ‘Animal’ vocabulary, the verb ‘have got’ (affirmative, negative and
interrogative), adjectives, demonstrative pronouns (this, that, these, those), articles (a, an, the), some/any

Plan

Part of the lesson/Time Teacher’s activity Student’s activity Assessment Resources

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

Date: Teacher's name: Mukhamadiyeva Kamshat

CLASS: 3
Learning objective(s) To talk about zoos in the USA and in Kazakhstan; to consolidate the language of the module.
that this lesson is Check pupils’ knowledge on Module 1
contributing to

Lesson objectives All learners will be able to:

3.UE8 use simple imperative forms [positive and negative] for basic commands and instructions (during SA1 and in
Module 2 School Rules)
3.R3 read and follow with considerable support simple, words, phrases and sentences on familiar and general topics
and familiar instructions for classroom activities
3.L1 understand a range of short basic supported classroom instructions (during SA1 and in Module 2 School Rules)
3.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom
routines
3.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a
limited range of short, basic exchanges
Assessment criteria Learners have met the learning objectives if they can: To talk about zoos in the
USA and in Kazakhstan; to consolidate the language of the module.

Language focus Structures: Consolidation.

Language in use: The San Diego Zoo in California, USA, is very big. There are over
3,700 animals there. Visit Almaty Zoo in Kazakhstan and see animals from all over the world! You can see
zebras, elephants and even white lions.

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

Cross - curricular Maths
links

ICT skills Using audios

Extra materials Pictures of animals (panda, zebra, lion, giraffe, elephant) for Ex. 29.
Formative Assessment Worksheets for Module 1, one for each pupil.

Previous learning ‘Animal’ vocabulary, the verb ‘have got’ (affirmative, negative and
interrogative), adjectives, demonstrative pronouns (this, that, these, those), articles (a, an, the), some/any

Plan

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

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

Date: Teacher's name: Mukhamadiyeva Kamshat

CLASS: 3
Learning objective(s) To talk about zoos in the USA and in Kazakhstan; to consolidate the language of the module.
that this lesson is Check pupils’ knowledge on Module 1
contributing to

Lesson objectives All learners will be able to:

3.L4 recognize with support short basic questions relating to features such as colour and number
3.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom
routines
3.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom
routines
3.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a
limited range of short, basic exchanges

Assessment criteria Learners have met the learning objectives if they can: To talk about zoos in the
USA and in Kazakhstan; to consolidate the language of the module.

Language focus Structures: Consolidation.

Language in use: The San Diego Zoo in California, USA, is very big. There are over
3,700 animals there. Visit Almaty Zoo in Kazakhstan and see animals from all over the world! You can see
zebras, elephants and even white lions.
Target vocabulary Animals: lions, elephants, giraffes, pandas, zebras
ICT skills Using audios

Extra materials Pictures of animals (panda, zebra, lion, giraffe, elephant) for Ex. 29.
Formative Assessment Worksheets for Module 1, one for each pupil.

Previous learning ‘Animal’ vocabulary, the verb ‘have got’ (affirmative, negative and interrogative), adjectives, demonstrative
pronouns (this, that, these, those),
articles (a, an, the), some/any

Plan
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of the Organization moment: “I wish….” method helps to start the At the organization CD player
lesson 1.Greeting. lesson with telling supporting words moment T tries to Microphone
Warming-up Ask about the weather. Open the to each other. award active Ss. «The cards
Team work envelop and ask students to take the The aim: To develop Ss speaking praise» method is used
8 min. cards with numbers. They should find skills and create friendly atmosphere to evaluate Ss with
their team according to the number:1 Efficiency: By telling the wishes they phrases like:
First 2. Second 3.Third show their appreciations . “Good job!
Well done!”
In differentiation part «Magic cards»
method was used to encourage them to
identify the numbers. And find his/her
team.
PRACTICE CHECKPOINT 1 Answer key: B 5 C 2 T praise active Ss with Whiteboard
Read and number. D1E3F4 phrases such as: “Good Pupils Book
30 min. Elicit the animals in the pictures. job! Poster
The pupils then read the Well done!” “One
sentences and number the more time, please”
pictures.
Read and underline. Answer key: 1 haven’t 2 Have 3 has T praise active Ss with Whiteboard
The pupils read the sentences and 4 have phrases such as: “Good Pupils Book
underline the correct words in job! Poster
bold. Well done!” “One
more time, please”
Look and complete. Answer key: 1 mouth 2 head 3 ears T praise active Ss with Whiteboard
The pupils look at the 4 eyes 5 legs phrases such as: “Good Pupils Book
pictures and complete job! Poster
the sentences with the Well done!” “One
words in the list. more time, please”
Read and choose. Answer key: T praise active Ss with Whiteboard
The pupils read the questions 2d3f4c5a6e phrases such as: “Good Pupils Book
and choose the correct answer job! Poster
for each Extra Check: The pupils are now Well done!” “One
ready to do pages 12 - 13 in the more time, please”
Activity Book.
ENDIN ACTIVITY BOOK (Optional) If you wish, you can assign some or T praise active Ss with Whiteboard
G THE all of the corresponding activities phrases such as: “Good Pupils Book
LESSO from the Activity Book for job! Poster
N homework. If this is the case, make Well done!” “One
sure you explain them first in class. more time, please”
8 min.
LESSON: Module 2 Lesson 1 The Theme: Day & Night

Date: Teacher's name: Mukhamadiyeva Kamshat

CLASS: 3
Learning objective(s) that To talk about sources of light; to talk about day and night.
this lesson is contributing
to
Lesson objectives All learners will be able to:
 3.S4 respond to basic supported questions giving personal and factual information
 3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what
you want and like and habits and facts (also is practiced in ex14, р. 23, Story time pp.32-33)
 3.R5 understand the main points of simple sentences on familiar topics by using contextual clues
 3.L1 understand a range of short basic supported classroom instructions (following the instructions when
doing exercises)
 3.L2 recognize with considerable support an increasing range of common personal questions
 3.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar
topics features such as colour and number
 3.L6 understand some specific information in short, slow, carefully articulated talk on routine and
familiar topics
 3.L7 use contextual clues to predict content in short, supported talk on routine and familiar topics
Assessment criteria Learners have met the learning objectives if they can talk about sources of light; about day and night.
Language focus Structures: Consolidation.
Language in use: Which light comes from nature? Which light do we make?

Target vocabulary Sources of light: candle, torch, stars, lamp, trafic lights, moon
daytime, night-time

Cross - curricular links Science (Exs 2 and 4)

Extra materials Completed Progress Report Cards.

Previous learning ‘Animal’ vocabulary

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

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

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

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

Read the instructions and explain the activity. Refer the phrases such as: “Good Pupils Book
pupils to the riddle. Allow the pupils some time to read job! Poster
and complete the activity. Check their answers Well done!” “One more
time, please”
ENDING THE Divide the class into groups. Half of Suggested answer key T praise active Ss with Whiteboard
LESSON the groups make collages of things we Things we can see during phrases such as: “Good Pupils Book
see during the day and the remaining the day: the sun, rainbows, job! Poster
7 min. groups make collages of things we see clouds, etc. Well done!” “One more
during the night. The pupils can use ACTIVITY BOOK (Optional) time, please”
pictures from magazines or draw If you wish, you can assign
pictures. Arrange a class display. Make some or all of the
sure you display their work somewhere corresponding activities
in the classroom. from the Activity Book for
homework. If this is the
case, make sure you
explain them first in class.
Lesson 10
LESSON: Module 2 Lesson 2 The Theme: Sources of energy

Date: Teacher's name: Mukhamadiyeva Kamshat

CLASS: 3
Learning objective(s) that To talk about clothes and accessories.
this lesson is contributing
to
Lesson objectives All learners will be able to:
 3.S4 respond to basic supported questions giving personal and factual information
 3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you
want and like and habits and facts (also is practiced in ex14, р. 23, Story time pp.32-33)
 3.R5 understand the main points of simple sentences on familiar topics by using contextual clues
 3.L1 understand a range of short basic supported classroom instructions
(doing exercises and in Module 2 Lesson School Rules pp.26-27)
 3.L2 recognise with considerable support an increasing range of common personal questions
 3.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics
features such as colour and number
 3.L6 understand some specific information in short, slow, carefully articulated talk on routine and
familiar topics
 3.L7 use contextual clues to predict content in short, supported talk on routine and familiar topics
Assessment criteria Learners have met the learning objectives if they can: Talk about clothes and accessories.

Language focus Structures: plurals (regular and irregular)

Language in use: There are two boys in the bedroom. There are two jumpers. How many jumpers are there?

Target vocabulary Clothes and accessories: cap, scarf, gloves, boots, jumper, jeans;
put on, take off

ICT skills Using audios

Extra materials The Clothes poster.

Previous learning 'Sources of light' vocabulary

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

lesson/Time
Beginning of the Organization moment: “I wish….” method helps to start the At the organization moment CD player
lesson 1.Greeting. lesson with telling supporting words to T tries to award active Ss. Microphone
Warming-up Ask about the weather. Open the each other. «The praise» method is cards
Team work envelop and ask students to take the The aim: To develop Ss speaking used to evaluate Ss with
7 min. cards with numbers. They should skills and create friendly atmosphere phrases like:
find their team according to the Efficiency: By telling the wishes they “Good job!
number:1 First 2. Second 3.Third show their appreciations . Well done!”
In differentiation part «Magic
cards» method was used to
encourage them to identify the
numbers. And find his/her team.
PRESENTATION
AND PRACTICE
● Listen, point and repeat. Extension activity (Optional)
Point to items of clothing the pupils
Then match.
are wearing and ask
Pupils’ books closed. Put up the
30 min. the pupils to name them.
Clothes poster on the
Pupils’ books open. Ex. 5 p. 20
board. Point to the items/phrases,
Play the CD. The pupils listen, point
one at a time, and say
to the words and repeat. If you wish,
the corresponding words. The
play the CD again pausing after each
pupils repeat, chorally
word/phrase. The pupils repeat,
and/or individually. Point to the
chorally and/or individually. The
items/phrases in
pupils look at the pictures and match
random order. Ask individual
them to the words. Check their
pupils to name them.
answers.
Ask the rest of the class for
Answer key:
verification.
1c2d3h4g5f6e7a8b
● Choose and complete. Ex. 6 Check
their answers.
T praise active Ss with
phrases such as: “Good job!
Whiteboard
Pupils Book
p. 20
Answer key: 2 trousers 3 jeans 4 Well done!” “One more Poster
Point to and elicit the jobs. Explain
boots 5 dress 6 shoes 7 scarf 8 skirt time, please”
the activity. Allow
the pupils some time to complete
the activity..
Thinking cap. Ask questions: p. Answer keys: The police office T praise active Ss with Whiteboard
20 Who works during the day and at phrases such as: “Good job! Pupils Book
works only during the day? Who night. The gardener works during Well done!” “One more Poster
works during the day and at the day. The time, please”
night? Point to the police office nurse works during the day and at
and ask: Does he work only night. The teacher
 during the day? Elicit answer: works during the day.
No.
Listen and choose. Pupils’ books open. Ex. 7 p.21 Go T praise active Ss with Whiteboard
Pupils’ books closed. Say and through the Study phrases such as: “Good job! Pupils Book
write: one lamp – two spot section briefly. Explain the Well done!” “One more Poster
lamps. Underline the -s. The pupils activity and allow the time, please”
repeat, chorally pupils some time to complete it.
and/or individually. Elicit the Check their answers.
formation of the plural Answer key: 2. knives 3 touches 4
number (by adding -s to the noun). boxes 5 children 6 teeth
Explain to the pupils
that there are some exceptions to
the rule.
Write the word potato on the
board. Point to it, say and
write: one potato – two potatoes.
Underline -es. The
pupils repeat, chorally and/or
individually. Follow the
same procedure and present the
rest of the spelling rules
as well as the irregular plural
nouns.
Listen and draw the lines. Sources of Energy. Ex.9 p.21 Look T praise active Ss with Whiteboard
Ex. 8 p.21 Play the CD, twice at the things in ex.8 again. Which phrases such as: “Good job! Pupils Book
if necessary. The pupils listen use electricity? Which use Well done!” “One more Poster
and complete the activity. electricity and batteries? Tell the time, please”
Check their answers. class. Explain what electricity and
The pupils draw a line from the battery mean. Read the example and
remote control to the bedroom. explain the activity. Answer keys:
The pupils draw a line from the Cookers use electricity. Clocks use
laptop to the bathroom. The electricity and battery. Microwave
pupils draw a line from the lamp use electricity. Laptop use electricity
to the bedroom. The pupils draw and batteries. Remote controls use
a line from the clock to the batteries. Mobile phones use
bedroom. The pupils draw a line batteries. Lamps use electricity.
from the microwave to the
kitchen. The pupils draw a line
from the mobile phone to the
bathroom.
ENDING THE Say one of the words from ACTIVITY BOOK (Optional) T praise active Ss with Whiteboard
LESSON the lesson. Ask a pupil to If you wish, you can assign some or phrases such as: “Good job! Pupils Book
draw it on the board. Ask all of the corresponding activities Well done!” “One more Poster
8 min. the rest of the class for from the Activity Book for time, please”
verification. homework. If this is the case, make
sure you explain them first in class.
Lesson 11
LESSON: Module 2 Lesson 3 The Theme: Sounds spot

Date: Teacher's name: Mukhamadiyeva Kamshat

CLASS: 3
Learning objective(s) that To listen to and read a story about the characters playing football; to practise talking about clothes; to learn how
this lesson is contributing to distinguish between and pronounce the sounds \tʃ\ and \ʃ\.
to
Lesson objectives All learners will be able to:
● 3.S1 make basic statements related to personal information, people and objects on familiar topics and
classroom routines
● 3.UE3 use common adjectives in descriptions and to talk about simple feelings
● 3.L6 understand some specific information in short, slow, carefully articulated talk on routine and
familiar topics
● 3.W7 spell some familiar high-frequency words accurately during guided writing activities
● 3.R3 read and follow with considerable support simple, words, phrases and sentences on familiar and general
topics and familiar instructions for classroom activities
Assessment criteria Learners have met the learning objectives if they can: listen to and read a story about the characters playing football;
talk about clothes; learn how to distinguish between and pronounce the sounds \tʃ\ and \ʃ\.

Language focus Structures: Consolidation.

Language in use: Take off your caps and scarves! And your jumpers, too. Hey!
Those
dogs have got our clothes! I like that scarf! Which one?

Target vocabulary Consolidation

ICT skills Using audios

Previous learning 'Sources of light' & 'Clothes and Accessories ' vocabulary

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

lesson/Time
Beginning of the Organization moment: “I wish….” method helps to start At the organization CD player
lesson 1.Greeting. the lesson with telling supporting moment T tries to Microphone
Warming-up Ask about the weather. Open the envelop and ask words to each other. award active Ss. cards
Team work students to take the cards with numbers. They The aim: To develop Ss speaking «The praise»
8 min. should find their team according to the number:1 skills and create friendly atmosphere method is used to
First 2. Second 3.Third Efficiency: By telling the wishes evaluate Ss with
they show their appreciations . phrases like:
In differentiation part «Magic cards» method “Good job!
was used to encourage them to identify the Well done!”
numbers. And find his/her team.
PRESENTATION Listen and read. Ex.10 p. 22 T praise active Ss Whiteboard
AND PRACTICE Go through the pictures of the story and set the with phrases such Pupils Book
scene by asking the pupils questions about as: “Good job! Poster
30 min. what they can see in the pictures. Well done!” “One
e.g. Teacher: (pointing to picture 1) more time, please”
Where are Liam and Jake?
Class: At the park.
Teacher: What do they want to play?
Class: Football. etc
Play the CD. The pupils listen and follow the
story in
their books.
Read the story and choose the clothes. Check the pupils’ answers. T praise active Ss Whiteboard
Allow the pupils some time to read the story Answer key: scarves, jumpers with phrases such Pupils Book
silently as: “Good job! Poster
and complete the activity. Well done!” “One
more time, please”
Read the story again. Put the sentences in Answer key: T praise active Ss Whiteboard
order. c Liam and Jake are at the park. with phrases such Pupils Book
Explain the activity. Allow the pupils some time a They want to play football with as: “Good job! Poster
to read some boys. Well done!” “One
the story silently and complete the activity. d The boys take off their caps, more time, please”
Check the scarves and jumpers.
pupils’ answers. b The dogs run away with the boys’
clothes.
Play the CD again with pauses for
the pupils to
repeat, chorally and/or individually.
Act out the story For stronger classes: Assign roles T praise active Ss Whiteboard
to the pupils. with phrases such Pupils Book
Allow them enough time to as: “Good job! Poster
rehearse their roles in Well done!” “One
groups. Encourage them to come to more time, please”
the front and act out
 the story.
- For weaker classes: Select a short
exchange from the
story for the pupils to act out in
pairs.
Talking point: Listen and read. Make a new Suggested answer key T praise active Ss Whiteboard
dialogue with your friend. Assel: I like that jumper! with phrases such Pupils Book
Refer the pupils to the picture and the dialogue. Dana: Which one? as: “Good job! Poster
Play the CD. The pupils listen and follow Assel: The pink and red one. Well done!” “One
along. Pause the CD for the pupils to repeat, Dana: It’s great! Let’s buy it. more time, please”
chorally and/or individually.
The pupils, in pairs, act out similar Sounds spots
dialogues about themselves. Go around (Activities to familiarise the pupils
the classroom providing any with the
necessary help. Ask some pairs to come to the pronunciation
front of of the sounds \tʃ \ and \ ʃ \ and to
the classroom and act out the dialogue. If you distinguish between
wish,
write the following on the board so the pupils
can refer
to it while they are completing the activity.
A: I like ...!
B: Which one?
A: The ... .
B: ... great! Let’s buy
Listen, point and repeat. Answer key: \tʃ\: chicken, choose, T praise active Ss Whiteboard
Refer the pupils to the picture of cherry and say: with phrases such Pupils Book
ch \tʃ\ as: “Good job! Poster
– cherry. The pupils repeat, chorally and/or Well done!” “One
individually. Check their pronunciation. more time, please”
Repeat the procedure for chase. Point to the
picture of dish and say: sh \ ʃ \ – dish. The
pupils repeat, chorally and/or individually.
Check their pronunciation. Repeat the
procedure for fish. Explain to the pupils the
difference between the two sounds, \tʃ\ and \ ʃ
\. Play the CD. The pupils listen, point and
repeat. Then point to the pictures at random
and elicit the sounds and the words.
Extension activity (Optional)
Write the following words on the board:
chicken, sheep, shop, choose, short, child. Ask
individual pupils to come to the board, read
out the words and write them next to the
correct sound.
child \ʃ\: sheep, shop, short
Complete. Then listen and repeat. Check their answers. T praise active Ss Whiteboard
Refer the pupils to the picture. Elicit cherry, Answer key: The cherry is chasing with phrases such Pupils Book
ish, dish and chase. Draw the pupils’ the dish and the fish! Play the CD as: “Good job! Poster
attention again to the \tʃ\ and \ʃ\ sounds. for the pupils to listen and repeat. Well done!” “One
Allow the pupils some time to complete the Ask the pupils to read out the more time, please”
missing letters in their notebooks. sentence. Check their pronunciation
and intonation.
ENDING THE Ask the pupils to work in pairs. One pupil ACTIVITY BOOK (Optional) T praise active Ss Whiteboard
LESSON names the clothes/accessories he/she wants to If you wish, you can assign some or with phrases such Pupils Book
buy, e.g. blue jeans, red gloves, etc and the all of the corresponding activities as: “Good job! Poster
7 min. other draws rough sketches of the items. Then from the Activity Book for Well done!” “One
they swap roles. homework. If this is the case, make more time, please”
sure you explain them first in class.
Module 2 Lesson plan 12

LESSON: Module 2 Lesson 4 The Theme: Study spot

Date: Teacher's name: Mukhamadiyeva Kamshat

CLASS: 3
Learning objective(s) that To talk about school rules; to ask for and give/ refuse permission. To check pupils’ knowledge
this lesson is contributing of Module 2
to

Lesson objectives All learners will be able to:

● 3.S1 make basic statements related to personal information, people and objects on familiar topics and
classroom routines
● 3.UE13 use can to talk about ability and to make requests and offers
● use can / can’t to talk about permission
● 3.L6 understand some specific information in short, slow, carefully articulated talk on routine and
familiar topics
● 3.R3 read and follow with considerable support simple, words, phrases and sentences on familiar and general
topics and familiar instructions for classroom activities
Assessment criteria Learners have met the learning objectives if they can: Talk about school rules; ask for and give/ refuse permission.

Language focus Structures: past simple; must, must not (mustn’t); can/can’t (permission). Language in use: Gulnara and Marzhan
wore their school uniforms. Ann made a lot of noise, but Karlygash was very quiet. You must be quiet in class. You
mustn’t shout.
Can I watch TV tonight? No, you can’t.
Target vocabulary uniform;
Rules: chew gum, shout, drop litter, be quiet, make noise
ICT skills Using audios

Extra materials Copies of SA 1 worksheets, Flashcards (9-14).

Previous learning 'Sources of light' & 'Clothes and Accessories ' vocabulary

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

lesson/Time
Beginning of the Organization moment: “I wish….” method helps to start the At the organization CD player
lesson 1.Greeting. lesson with telling supporting words to moment T tries to Microphone
Warming-up Ask about the weather. Open the envelop each other. award active Ss. «The cards
Team work and ask students to take the cards with The aim: To develop Ss speaking praise» method is used
7 min. numbers. They should find their team skills and create friendly atmosphere to evaluate Ss with
according to the number:1 First 2. Efficiency: By telling the wishes they phrases like:
Second 3.Third show their appreciations . “Good job!
Well done!”
In differentiation part «Magic cards»
method was used to encourage them to
identify the numbers. And find his/her
team.
PRESENTATION Listen, point and repeat. Then read Pupils’ books open. Play the CD. T praise active Ss with Whiteboard
AND PRACTICE and match. Pupils’ books closed. Put The pupils listen, phrases such as: “Good Pupils Book
up the flashcards on the board. Point to point to the words/phrases and job! Poster
30 min. them, one at a time, and name them. repeat. If you wish, play Well done!” “One more
The pupils repeat, chorally and/or the CD again pausing after each time, please”
individually. Repeat the procedure with word/phrase. The
the remaining flashcards. Then point to pupils repeat, chorally and/or
each flashcard in random order. Ask individually. The pupils
individual pupils to name them. look at the pictures and match them
Extension activity (Optional) to the words. Check
Remove the flashcards from the board their answers.
and shuffle them. Write the Answer key: 1 d 2 b 3 f 4 c 5 a 6 e
corresponding word/phrase for each
flashcard on the board. Ask a pupil to
come to the board. Give
him/her a flashcard. Ask him/her to put
it above the
corresponding word/ phrase. Ask the
rest of the class for verification.
Read. Then point and say their Answer key: 1 Akbota 2 Gulnara 3 T praise active Ss with Whiteboard
names. Dana 4 Marzhan 5 phrases such as: “Good Pupils Book
Refer the pupils to the picture and Karlygash job! Poster
explain the activity. Well done!” “One more
Allow the pupils some time to read the time, please”
sentences and
say the correct corresponding names.
Complete. Use: must or mustn’t. Check their T praise active Ss with Whiteboard
Pupils’ books closed. Say, then write answers. phrases such as: “Good Pupils Book
 on the board: You Answer key: 2 must 3 mustn’t 4 must job! Poster
must be quiet in class. You mustn’t eat 5 mustn’t 6 Well done!” “One more
in class. mustn’t time, please”
Underline the words in bold. The
pupils repeat, chorally
and/or individually. Explain that we
use must to say
what we are obliged to do and mustn’t
to say what we
are forbidden to do.
Pupils’ books open. Explain the
activity. Allow the
pupils some time to complete the
activity.
Let’s Play Answer key: T praise active Ss with Whiteboard
Point to the picture and read the speech Pupil 1: (showing a ‘not chew gum’ phrases such as: “Good Pupils Book
bubbles. drawing) What’s job! Poster
Explain the game. Ask the pupils to the rule? Well done!” “One more
think of some Pupil 2: We mustn’t chew gum in time, please”
school rules and write them on the class. etc
board. Then the
pupils choose and illustrate a rule. The
pupils, in pairs,
take turns presenting the rules, asking
and answering
questions, as in the example.
Talk with your friend. Answer key: T praise active Ss with Whiteboard
Say, then write on the board: Can I Pupil 1: Can I eat your sandwich? phrases such as: “Good Pupils Book
come in? Answer: Pupil 2: No, you can’t. job! Poster
Yes, you can. Underline the words in Pupil 1: Can I play your violin? Well done!” “One more
bold. Say, then Pupil 2: Yes, you can. time, please”
write: Can I go out? No, you can’t. The Pupil 1: Can I jog in your room?
pupils repeat, Pupil 2: No, you can’t.
chorally and/or individually. Explain Pupil 1: Can I wear your scarf?
that we use can to Pupil 2: Yes, you can.
ask for permission. Explain the Pupil 1: Can I shout in the garden?
activity. The pupils Pupil 2: Yes, you can.
complete the activity in pairs. Ask Checking of pupils’ knowledge of
some pairs to report Module 2.
back to the class. Pupils do the tasks of SA 2
ENDING THE Ask a pupil to think of a ACTIVITY BOOK (Optional) T praise active Ss with Whiteboard
LESSON classroom rule and mime it. The If you wish, you can assign some or phrases such as: “Good Pupils Book
rest of the class tries to guess the all of the corresponding activities job! Poster
8 min. rule. Repeat the activity with from the Activity Book for Well done!” “One more
other pupils. homework. If this is the case, make time, please”
sure you explain them first in class.
Module 2 Lesson plan 13

LESSON: Module 2 Lesson 5 The Theme: School Rules

Date: Teacher's name: Mukhamadiyeva Kamshat

CLASS: 3

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

Lesson objectives All learners will be able to:

● 3.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a
limited range of short, basic exchanges
● 3.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and
classroom routines
● 3.L7 use contextual clues to predict content in short, supported talk on routine and familiar topics
● 3.L8 understand short narratives spoken slowly and distinctly on routine and familiar topics
Assessment criteria Learners have met the learning objectives if they can: revise school rules; write about classroom rules; develop the
pupils’ listening skills through a song.

Language focus Structures: Consolidation.

Language in use: We must wear a uniform. We mustn’t chew gum.

Target vocabulary Consolidation

ICT skills Using audios

Previous learning ‘School rules’ vocabulary, the modals ‘must / mustn't’

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

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

ACTIVITY BOOK (Optional)

If you wish, you can assign some
or all of the corresponding
activities from the Activity Book
for homework. If this is the case,
make sure you explain them first
in class.
Module 2 Lesson plan 14

LESSON: Module 2 Lesson 6 The Theme: Time for CLIL

Date: Teacher's name: Mukahamadiyeva K.

CLASS: 3

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

Lesson objectives All learners will be able to:

● 3.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a
limited range of short, basic exchanges
● 3.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and
classroom routines
● 3.W7 spell some familiar high-frequency words accurately during guided writing activities
● 3.L8 understand short narratives spoken slowly and distinctly on routine and familiar topics
Assessment criteria Learners have met the learning objectives if they can: explore other subject areas (Social Science); learn how to be
safe when out at night; talk about and compare clothes and things to wear when out at night.
Language focus Structures: Comparisons.
Language in use: Cars have got lights, but they may still not see you. So this is what you must do. The day is
darker.
Target vocabulary caps, stickers, shoes, bags, relective stripes,safety
Adjectives: new, old, big, small, long, short, bright, dark, warm, cold, colourful

Cross - curricular s Social Science (Exs 26 and 29)

ICT skills Using audios

Extra materials The Be Bright, Be Seen! poster;

Previous learning ‘School rules’ vocabulary, the modals ‘must / mustn't’

Part of the lesson/Time Teacher’s activity Student’s activity Assessment Resources

Beginning of the lesson Organization moment: “I wish….” method helps to start At the organization CD player
Warming-up 1.Greeting. the lesson with telling supporting moment T tries to Microphone
Team work Ask about the weather. Open the words to each other. award active Ss. «The cards
7 min. envelop and ask students to take the The aim: To develop Ss speaking praise» method is used
cards with numbers. They should skills and create friendly atmosphere to evaluate Ss with
find their team according to the Efficiency: By telling the wishes phrases like:
number:1 First 2. Second 3.Third they show their appreciations . “Good job!
Well done!”
In differentiation part «Magic
cards» method was used to
encourage them to identify the
numbers. And find his/her team.
PRESENTATIO Read, choose and Pupils’ books open. Refer the T praise active Ss with Whiteboard
N AND complete. Then listen pupils to the text and explain the phrases such as: “Good Pupils Book
PRACTICE and check. activity. The pupils read, choose job! Poster
Pupils’ books closed. Write Out the correct words and complete Well done!” “One
30 min. at Night on the board. Explain to the text. Then they listen and more time, please”
the pupils, in L1 if necessary, check their answers.
that you are going to talk about Answer key: 2 shoes 3 bags 4
ways of being seen at night. Ask stickers
the pupils to think of different
ways we can be seen when we
are out at night. Have a class
discussion about why this is
important.Put up the Be Bright,
Be Seen! poster on the board.
Point to the first picture and say:
bright clothes. The pupils repeat,
chorally and/or individually.
Follow the same procedure and
present the remaining items on
the poster.
What must you do when you Suggested answers: T praise active Ss with Whiteboard
are out at night? Talk with your A: you must wear bright colourful phrases such as: “Good Pupils Book
friends. Read the examoles and clothes. job! Poster
explain the activity. The pupils B: That’s right. You must also Well done!” “One
in pairs, say what they must do wear reflective caps, vest, belts more time, please”
when they are out night. Check and shoes.
round the class.
 Read and match. Check their answers. T praise active Ss with Whiteboard
Refer the pupils to the adjectives. Answer key: phrases such as: “Good Pupils Book
Explain their meaning. The 2d3a4b5c job! Poster
pupils read and match them to Well done!” “One
their corresponding opposites. more time, please”
Allow the pupils enough time to
complete the activity.
Read and tick (✓). Pupils’ books open. Go through T praise active Ss with Whiteboard
Pupils’ books closed. Say, then the Study spot section briefly. phrases such as: “Good Pupils Book
write on the board: My bike is Read the instructions and explain job! Poster
bigger than your bike. Underline the activity. Allow the pupils Well done!” “One
the words in bold. The pupils some time to complete the more time, please”
repeat after you. Explain to the activity.
pupils that when we compare Check their answers.
animals, people, or things, we Answer key:
add -er to the adjective. 2 Picture B 3 Picture A 4 Picture
Drill your pupils: B 5 Picture B
e.g. Teacher: new Pupil 1: newer 6 Picture B
Teacher: long Pupil 2: longer, etc
Over to you: Make a poster of Explain the activity. Tell the T praise active Ss with Whiteboard
bright and reflective clothes pupils that they will make a phrases such as: “Good Pupils Book
and things to wear on dark poster of bright and reflective job! Poster
days or when you are out at clothes and things to wear on Well done!” “One
night. Present it to the class. dark days or when they are out at more time, please”
night. Ask the pupils to use the
Internet or other sources to find
the corresponding pictures. If
they wish, they can draw and
colour the items. Alternatively,
assign it for homework. After the
pupils have finished their
posters, they present them to the
class. Make sure you display
their work somewhere in the
classroom.
ENDING Say a sentence e.g. My bike is ACTIVITY BOOK (Optional) T praise active Ss with Whiteboard
THE big.Ask a child to respond by If you wish, you can assign phrases such as: “Good Pupils Book
LESSON making a comparison, e.g. My some or all of the job! Poster
bike is bigger than your bike. corresponding activities Well done!” “One
7 min. Repeat with some more from the Activity Book for more time, please”
sentences and pupils. homework. If this is the
case, make sure you explain
them first in class.
Module 2 Lesson plan 16

LESSON: Module 2 Lesson 7 The Theme: SAT 1

Date: Teacher's name: Mukhamadiyeva K.

CLASS:

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

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

Assessment criteria Learners have met the learning objectives if they can:

Language focus Grammar of Modules 1-2

Target vocabulary Vocabulary of Modules 1-2
Cross - curricular links Maths , Science, Social Science
ICT skills Using audios

Extra materials Assessment Worksheets for SAT 1, one per pupil.

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

lesson/Time
Beginning of the Organization moment: “I wish….” method helps to start At the organization moment T CD player
lesson 1.Greeting. the lesson with telling supporting tries to award active Ss. «The Microphone
Warming-up Ask about the weather. Open the words to each other. praise» method is used to cards
Team work envelop and ask students to take The aim: To develop Ss speaking evaluate Ss with phrases like:
8 min. the cards with numbers. They skills and create friendly “Good job!
should find their team according atmosphere Well done!”
to the number:1 First 2. Second Efficiency: By telling the wishes
3.Third they show their appreciations .
In differentiation part «Magic
cards» method was used to
encourage them to identify the
numbers. And find his/her team.
30 min. Go through the tasks to be Pupilss do speaking task. T praise active Ss with Whiteboard
sure pupils know what they phrases such as: “Good job! Pupils Book
need to do and how to do Well done!” “One more time, Poster
the tasks. please”
Give pupils time to do the
tasks on Listening (Play
the recording twice. Pupils
listen and complete the
task), Use of English and
Reading.
End of the lesson. The Ladder method was used as Ss use their stickers to show their Descriptor: Whiteboard
a reflection. T asks Ss to stick knowledge according to the lesson Speak on the theme “My Pupils Book Poster:
Reflection their stickers to the Success Green- I understood day”, Success Ladder.
Ladder. Yellow-I have some questions -can describe classroom with
Red-I need a help. prepositions of place
-can use ordinal numbers -
Individual work: Aim: To know how many Ss got 2points.
7 min. the theme.
Efficiency: Ss evaluate each other and
Ss can use colors to show how encourage classmate with
much do they remember. phrases like:
Differentiation: «Conclusion» Well done! Brilliant! Good
method is used to finish the lesson. job! I like it!
Module 2 Lesson plan 17

LESSON: Module 2 Lesson 8 The Theme: Check point. Unit revision

Date: Teacher's name: Mukhamadiyeva K.

CLASS: 3

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

Lesson objectives All learners will be able to:

● 3.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a
limited range of short, basic exchanges
● 3.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and
classroom routines
● 3.W7 spell some familiar high-frequency words accurately during guided writing activities
● 3.L7 use contextual clues to predict content in short, supported talk on routine and familiar topics
● 3.L8 understand short narratives spoken slowly and distinctly on routine and familiar topics
Assessment criteria Learners have met the learning objectives if they can: Talk about traditional costumes from Scotland,
Kazakhstan and Japan.

Language focus Structures: Consolidation.

Language in use: Hello! My name’s Angus and I’m from Scotland. I’m wearing my kilt.
Target vocabulary Countries: Scotland, Kazakhstan, Japan
Clothes: kilt, traditional costume, kimono

ICT skills Using audios

Extra materials Formative Assessment Worksheets for Module 2, one per pupil.

Previous learning ‘School rules’ vocabulary, the modals ‘must / mustn't’

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

lesson/Time
Beginning of the Organization moment: “I know you are….” method helps At the organization CD player
lesson 1.Greeting. to start the lesson with telling moment T tries to award Microphone
Warming-up Ask about the weather. Open the supporting words to each other. active Ss. «The praise» cards
Team work envelop and ask students to take the The aim: To develop Ss speaking method is used to evaluate
8 min. cards with numbers. They should skills and create friendly Ss with phrases like:
find their team according to the atmosphere “Good job!
number:1 First 2. Second 3. Third Efficiency: By telling the wishes Well done!”
they show their appreciations .
In differentiation part «Magic
cards» method was used to
encourage them to identify the
numbers. And find his/her team.
PRACTICE Listen and read. T praise active Ss with Whiteboard
Pupils’ books open. phrases such as: “Good Pupils Book
30 min. Ask the pupils to look job! Poster
at the pictures. Have a Well done!” “One more
picture discussion. time, please”
e.g. Teacher: (pointing to the
Scottish boy) Where is he from?
Pupil 1: From Scotland.
Teacher: Yes. He’s wearing a kilt.
etc
Play the CD. The pupils
listen and follow the texts in
their books.
Read and choose. Check the pupils’ answers. Then T praise active Ss with Whiteboard
Explain to the pupils that they have ask phrases such as: “Good Pupils Book
to read the texts individual pupils to read out the job! Poster
silently and choose the correct texts. Well done!” “One more
word. Tell the pupils to Answer key: 1 a 2 b 3 b 4 a 5 a 6 time, please”
underline the sentences in the texts b
where they found
the answers. Allow the pupils some
time to complete
the activity.
Number. Answer key: 1 scarf 2 gloves 3 T praise active Ss with Whiteboard
Elicit the items of clothing boots 4 jumper 5 jeans phrases such as: “Good Pupils Book
depicted. The pupils then job! Poster
number the pictures accordingly. Well done!” “One more
time, please”
 Write the plurals. Answer key: 1 boots 2 caps 3 T praise active Ss with Whiteboard
The pupils read the words and scarves 4 knives 5 fish phrases such as: “Good Pupils Book
write the plurals. job! Poster
Well done!” “One more
time, please”
Read and underline. Answer key: 1 longer 2 bright 3 T praise active Ss with Whiteboard
The pupils read the sentences and bigger 4 smaller 5 short phrases such as: “Good Pupils Book
underline the correct words in bold. job! Poster
Well done!” “One more
time, please”
Read and choose. Answer key:1 A 2 A 3 A 4 B 5B 6 T praise active Ss with Whiteboard
The pupils read the sentences and B 7 B 8 A 9 B 10 A phrases such as: “Good Pupils Book
complete them. Extra Check: The pupils are now job! Poster
ready to do page 22 Well done!” “One more
in the Activity Book. time, please”
End of the lesson. The Ladder method was used as a Ss use their stickers to show their Descriptor: Whiteboard
reflection. T asks Ss to stick their knowledge according to the lesson Speak on the theme “My Pupils Book Poster:
Reflection stickers to the Success Ladder. Green- I understood day”, Success Ladder.
Yellow-I have some questions -can describe classroom
Red-I need a help. with prepositions of place
-can use ordinal numbers -
Individual work: Aim: To know how many Ss got 2points.
7 min. the theme.
Efficiency: Ss evaluate each other and
Ss can use colors to show how encourage classmate with
much do they remember. phrases like:
Differentiation: «Conclusion» Well done! Brilliant!
method is used to finish the lesson. Good job! I like it!
Module 2 Lesson plan 18

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

Date: Teacher's name:

CLASS:

Learning To practise reading for pleasure; to listen to and read a story from Sri Lanka
objective(s) that about Twinklinka, a beautiful but vain doll.
this lesson is
contributing to
Lesson objectives All learners will be able to:
● 3.L7 use contextual clues to predict content in short, supported talk on
routine and familiar topics
3.L8 understand short narratives spoken slowly and distinctly on routine and
familiar topics

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

Language focus Structures: Consolidation.

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

Smiles Values! Extension activity T praise active Ss Whiteboard

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