Top Stars.

3 rd grade
II - TERM
Unit: 3 People I love
Teacher’s name:
Date:
Class: Number present: Number absent:
Theme of the lesson People I Love: My Family
Learning objective [Link] recognise familiar words with visual support;
(s) [Link] make introductions and requests in basic interaction with others
[Link] use the verb to be for presenting personal information and describe people and things
on a limited range of familiar topics;
[Link] use common adjectives in descriptions of people and things and simple feelings with
support
 identify family members
Lesson objectives  practice describing people using adjectives
 ask and answer questions about appearance/feelings
Plan
Stages of Teacher’s activities Students’ Assessmen Resources
the lesson activities t
Greeting Greet students; students respond to greeting and take
their places. Hello, boys and girls!
Recognition exercise. “Stick figures”
Warm-up  Introduce the topic by playing a guessing game.
Draw a simple stick picture of a child on the
“Finger
board and label it ‘me’. If necessary, explain that Students express
Family”
this is a picture of you as a child. opinions and Verbal
Song
 Draw a mum and dad (stick figures) next to the do the task Assessmen
child and elicit the words by pointing and saying, t https://
“This is my’. Learners hold up their hands to [Link]
/G6k7dChBaJ8?
guess. When a learner guesses correctly, write si=SmK BJ4TR-
‘mum’ and ‘dad’. 0ep ZxqI
 Add other stick figures to represent family
members. Ask learners to guess the words and
add the labels. If necessary, use flashcards or
drawings to revise family words: mum, dad,
brother, sister, aunt, uncle, grandma, grandpa,
cousin and baby…
Conveying the meaning of new words. Family
Members. Students repeat,
• Have Ss look at the pictures in the vocabulary chorally and/or Oral Flashcards
section. Play the recording a few times, and Assessmen https://
individually. learnenglish
have Ss point to the corresponding picture and t [Link]
repeat. .
org/printmake/flas
• Point out that the pronoun me is given for h cards/family-
Presentatio students to understand that the rest of the family flashcards
n members are in relation to the specific girl.
• Say the words again in random order and have
Ss point and repeat.
Actvity1. Listen, point and say. Students listen,
• Pupils’ books open. Play the CD. Play the CD point to the
again pausing after each word. The students pictures and
repeat, chorally and/or individually. repeat the words.
• Refer the students to the picture and explain the Self- My Family
activity. Allow the students some time to Assessmen Poster
complete the activity. Suggested t
Activity 2. Listen and read. questions:
• Draw Ss’ attention to the pictures shown in 1. Is Alma’s mum CD
activity 2, and ask them what they can see (a happy? (Yes she
girl, Alma, showing a drawing of her family to is.)
her friend Darina). 2. Is Alma’s dad
• Explain to Ss that they are going to listen to a tall? (Yes, he is.)
 dialogue, and they have to follow along in their 3. Is Alma’s
books and point to the pictures as they hear brother Handouts
them. happy? (No, he
• Play the recording, and ask Ss to point to the isn’t. He’s sad.)
corresponding pictures. 4. Why? (Because
Physical activity. Families he dropped his ice
• Some families are large. (spread arms out wide) cream.)
• Some families are small (bring arms close
together) But I love my family (cross arms over
chest) best of all!
Activity 3. Listen and number (1-3). Verbal
•Explain to Ss that they have to listen to the Assessmen CD
recording, and number the pictures 1-3. t
•Play the recording twice and check Ss' answers. Keys: Handouts
Listening transcript a. 2 b. 3 c. 1
1. Boy: I’m not tall. You’re tall.
Practice 2. Girl 1: Are you happy?
Girl 2: No, I’m not. I’m sad.
3. Girl 1: Who’s that?
Girl 2: It’s my sister, Lina.
Grammar box.
• Draw Ss’ attention to the grammar box, read the Structure: Self-
questions and short answers and have Ss repeat Who’s that? It’s assessment Flashcards
them after you. Explain to Ss how we form the my (father).
questions and the short answers of the verb be. Are you (happy)?
• Use the family photos you brought. Pick up a Yes, I am. / No, I
photo of one of your family members and ask, ‘m not.
• Who’s that? Then answer, It’s my (father)
[Link] and complete with am/is/are/isn't
/aren't
Ending the • Have Ss read and complete the Keys: Worksheets
lesson questions/answers/sentence. 1. Are, am 2. Is,
Formative Assessment. Draw your family. isn't
• Read the question and the answers in the 3. is 4. Are, aren't
activity and have Ss point and repeat. Peer
• Divide Ss into pairs, and explain that they have Assessmen
to draw one of their family members on a piece t
of paper. Then they have to take turns asking Students and Pictures
and answering questions about them, as in the explain that they
example Have pairs of Ss come up to the front have to draw one
of the class, present their drawings and practise of their family
the exchanges. members on a
Descriptor: piece of paper.
A learner:
• uses of adjectives correctly -1
• asks and answers questions with grammar
accuracy -1
• initiates a short dialogue -1
Self-reflection.
Feedback
Students mime an adjective and say the corresponding
sentence,
e.g. I'm sad….

Homework WORKBOOK: Activity 1 and 2

Additional Information
Differentiation - how do you plan to Assessment - how are you planning Health and safety check ICT links
give more support? How do you to check learners` learning?
plan to challenge the more able
learners?
More support will be given to weaker -through questioning and the -White board and video are used no more than
learners by giving them a modified redirecting of questioning in feedback 10 min Use water-based pens
worksheets in some tasks with greater activities -Health promoting techniques
 support -through observation in group and end -Breaks and physical activities used.
performance activities -Points from Safety rules used at this lesson.
-through formative task
REFLECTION Answer the most relevant questions to reflect on your lesson.
Were the lesson objectives/learning objectives realistic?
What did the learners learn? What did/didn’t you like? What was difficult?
Unit: 3 PEOPLE I LOVE
Teacher’s name:
Date:
Class: Number present: Number absent:
Theme of the lesson Best Friends: My Friends
Learning objective (s) [Link] recognise familiar words with visual support;
[Link] respond to basic questions with single words or short responses;
[Link] use has got/ have got; there is/are in a limited range of familiar topics.
• talk about possession and characteristics of people/things
Lesson objectives • practice describing objects and giving orders
• apply the sentences have got; there is/are in accordance with the structure.
Plan
Stages of Teacher’s activities Students’ Assessmen Resources
the lesson activities t
Greeting Greet students; students respond to greeting and take
their places. Hello, boys and girls!
Brainstorming. Funny face. Open answers
Warm-up • Hold up the pair of glasses and say, glasses. Hold Handouts
up the big object you have brought to class and
say, It’s big and have Ss repeat after you.
• Repeat the same procedure for the rest of the
adjectives with the rest of the realia brought to
class. Make a funny face and say, I’m funny. Have
Ss make a funny face too and repeat the sentence.
Alternatively, hold up each flashcard, say the
corresponding word and get Ss to repeat
Activity 1. Listen, point and say. Students say the Self- CD
• Have Ss look at the pictures in the vocabulary words again in Assessmen
section. Play the recording a few times, and have random order and t
Ss point to the corresponding pictures and repeat. point and repeat.
• Say the words again in random order and have Ss
Presentatio point and repeat.
n Activity2. Look at the pictures and
answer: What do the children find in KEY CD
the box? Then listen and read. 1. Where do the
• Look at frame 2 and answer the question. (They children find the
find four pairs of virtual reality glasses in the box.) box? (In their school
• Ask them to tell you what they think is happening. playground)
(Leo, Mia and Tom find a box in their school 3. What’s in the Oral
playground. They decide to open it. Inside they box? (Virtual reality Assessmen Pictures
find virtual reality glasses, a pair for each of them glasses.) t
including Zippy.
• Initiate a discussion with Ss by asking them some
questions about the story. Have four Ss read the
dialogue aloud to the class.

Activity 3. Look up the words in a dictionary and Dictionary

find their meanings.
• Draw Ss’ attention to the three words and read
them aloud.
Practice • Instruct Ss to use their dictionaries to look up the
meanings of the words.
KEY:
Activity 4. Read activity 2 again and circle the 1. glasses Worksheet
correct answer. 2. No, they aren’t. Self- s
• Draw Ss’ attention to the activity and explain to Ss 3. Yes, they are Assessmen
that they have to refer to activity 2 and circle the t
correct answers.
• Have Ss check their answers in pairs first, then
check as a class.

Grammar box.
• Ask Ss when we use the question Have you
https://
got...? Ss the answers Yes, I have. / No, I Students look at [Link]/
Unit: 3 PEOPLE I LOVE
Teacher’s name:
Date:
Class: Number present: Number absent:
Theme of the lesson Our World: My Friends
Learning objective (s) [Link] recognise familiar words with visual support;
[Link] deduce the meaning of a word in a picture or icon on a limited range of topics;
[Link] use has got/ have got; there is/are in a limited range of familiar topics.
• talk about appearance
Lesson objectives • practice describing the people using new vocabulary
• apply the sentences has got in accordance with the structure.
Plan
Stages of Teacher’s activities Students’ Assessmen Resources
the lesson activities t
Greeting Greet students; students respond to greeting and take
their places. Hello, boys and girls!
Warm-up Identifying the title.
• Game “Heads down, thumbs up”. Kids are sitting Students repeat and
at their tables. Three kids say: “Heads down, point to other Verbal
thumbs up, close your eyes!” Three kids touch and classmates who Assessment Pictures
fold thumbs of three classmates. After that they have got long hair
say: “Heads up, open your eyes!” Kids open eyes
and guess who touched them, “ This is Ann .”
( Show at the card Ann) If the kid is right he/she
changes places with the kid who touched him or
her. ( Cards of names are on the table)
Activity1. Conveying the meaning of new Students look at the Peer Handouts
words. pictures and read Assessment CD
• Have Ss look at the pictures in the vocabulary through the list of
section. Play the recording a few times and words and do the
have Ss point to the corresponding pictures matching.
and repeat.
Activity2. Look at the pictures and say what the
texts are about. Then listen and read. KEY:
• Draw Ss’ attention to the pictures and ask 1. Has Emma got
them what they see (three children and a cat). long hair? (Yes, she
• Read the rubric and explain it to Ss. Elicit has.) 2. Has she got
Ss' answers. ( The texts are about Aruzhan's green eyes? (No, she
hasn’t She has got
friends.) Worksheet
brown eyes.)
Presentatio • Play the recording, and ask Ss to point to the s
n corresponding pictures.
Activity 3. Read activity 2 again and tick (4) a or Peer
Key:
b. assessment
1.b 2. b 3. A
• Explain to Ss that they have to refer to activity 2
and tick (✔) the correct sentence for every Textbook
person/animal.
• Have Ss compare their answers in pairs first, then
check as a class.

Grammar box. DEMONSTRATION “Have got/

Teacher introduces toys. has got”
 I have got a toy box. I have got a toy girl. Song
Teacher demonstrates: He has got/She has got…. [Link]
She is a ballerina. She has got blue eyes. She has /NQvm9j1xs
got fair hair. Self- Gk?si=-
TktM3lTW
assessment KlJnGJu
ASSESSMENT: Pupils describe toys.
The teacher asks pupils to repeat the sentences after
the announcer in order to practice pronunciation. It is
important to draw pupils’ attention to she/he/it and
explain that the verb has is always used with these
pronouns. CD

Activity 4. Listen and number (1-4).

• Tell Ss that they are going to listen to four
descriptions of children and they have to number
the pictures 1-4, according to what they hear. Key.
Point out that number 1 is an example. First picture: 1 Tables
• Play the recording twice and have Ss do the Second. picture: 3 Oral
activity. Have Ss compare their answers in pairs Third picture: 4 assessment
first, then check as a class. Fourth picture: 2
Now let’s play a game!
• Describe a person in turns and get a score for
every right answer! This activity also can be
done as a team work. The group is divided into
two subgroups. All the pupils make their Key.
examples and the teacher corrects if it is 1. She has .......
necessary. This can be a very challenging task. hair and
• You may start your sentences with these ………..eyes.
examples. The teacher may write these 2. He has …….
examples on the board to make it easy. hair and ……. Self-
Formative Assessment. eyes. assessment
• Divide Ss into pairs. Explain to them that they Worksheet
Practice have to choose one of their classmates and s
describe him/her mentioning the colour of his/her
eyes and if he/she has got long or short hair.
• Divide Ss into pairs or small groups and tell them
to take turns describing the classmate they have Key.
chosen. Choose a few Ss to describe their 1. have 2. has 3.
classmates to the class. Have 4. has Peer
Fast finishers assessment
• Ask Ss to write a few sentences about the
classmate they have chosen in their notebooks,
e.g. This is Tina. She has got brown eyes. She has
got long hair. She hasn’t got short hair.
Descriptor:
A learner:
• describes the classmate
• uses has got correctly
• write a few sentences about the classmate
Self- Assessment.
• Have Ss point to one of their classmates and say a sentence about
him/her using He/She has got…
Homework WORKBOOK: Activity 2 and 3
Additional Information
Differentiation - how do you plan to Assessment - how are you planning to Health and safety check ICT links
give more support? How do you check learners` learning?
plan to challenge the more able
learners?
More support will be given to weaker -through questioning and the redirecting -White board and video are used no more than
learners by giving them a modified of questioning in feedback activities 10 minutes
worksheets in some tasks with greater -through observation in group and end -Use water-based pens
 support performance activities -Health promoting techniques
-through formative task -Breaks and physical activities used.
-Points from Safety rules used at this lesson.
REFLECTION Answer the most relevant questions to reflect on your lesson.
Were the lesson objectives/learning objectives realistic?
What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 3 PEOPLE I LOVE

Teacher’s name:
Date:
Class: Number present: Number absent:
Theme of the lesson Play and Write: What do they do on Monday?
Learning objective (s) [Link] understand a range of short classroom instructions;
[Link] deduce the meaning of a word in a picture or icon on a limited range of topics:
[Link] understand short, simple instructions used in familiar everyday contexts.
[Link] use common present simple forms and contractions on a limited range of familiar
topics;
 learn to ask for and tell the time
 practice talking about everyday activities
Lesson objectives
 introduce the days of the week
 use the present simple tense to talk about daily routines and different times of the day
Plan
Stages of Teacher’s activities Students’ Assessmen Resources
the lesson activities t
Greeting Greet students; students respond to greeting and
take their places. Hello, boys and girls!
Warm-up Picture Description.
• Draw a clock on the board and tell Ss that
they are going to learn how to tell the time Students listen to Pictures
on the hour. the teacher and Days of the
• Draw the hands of the clock to show three repeat week song
o’clock. Explain that the small hand tells us [Link]
the hour, whereas the big hand tells us the [Link]
/watch?v=
minutes. When 36n93jvjkDs
the big hand points to twelve, it means that
the time is exactly on the hour the small
hand is pointing to.
Activity 1. Oral Daily activity
flashcards
• Have Ss look at the pictures in the Assessment [Link]
vocabulary section. Play the recording a few [Link]/
times and have Ss point to the corresponding wp-content
/uploads/Daily-
pictures and repeat. [Link]
• Say the words/phrases again in random order
Presentatio and have Ss point and repeat .
n Grammar box.
•Direct Ss’ attention to the grammar box. Read Students read the Grammar
the questions and the answers aloud and questions and the Self- Section
have Ss repeat after you. assessment
answers aloud and
• Ask Ss, What time do you (get up)? Repeat for
the rest of the everyday activities and elicit repeat
their answers
Activity 2. Guessing Game.
SB has chosen one of the children in the
photos.
• SA is trying to guess which one it is, by
 asking questions using the prompts given. Students choose Peer Handouts
• Divide Ss into pairs. They have to take and play. assessment Guessing Game
turns choosing one of the pictures in
activity 2 (without revealing which one to Whαt do they do
their partner). Their partner tries to guess on Mondαy?
which picture it is by asking questions, as
in the example.
Activity 3. Listen and read Worksheets
• Draw Ss' attention to the pictures and ask
https://
them what they can see (a girl getting up, a learnenglishkids.
school bag and a girl sleeping, and Oral [Link]/sites
different clocks. Ask Ss to tell the time on assessment /kids/files/attachment /
how-to-tell-the-time-
the clocks. [Link]
• Play the recording and have Ss follow in
their books.
• Choose a few Ss to read the text aloud
Formative Assessment
Activity 4. Do a project. Students write
Practice • Explain to Ss that they are going to do a about what they do Self-
during different Do a project.
project. assessment
• Explain to Ss that they have to write about times of the day
what they do during different times of the
day. Then they have to draw or stick pictures
of the activities they do.
• When Ss have finished, have them present
their projects to the rest of the class.
Descriptor:
A learner:
• talks about everyday activities
• completes sentences using V-ly
 pronounces words and expressions
clearly
REFLECTION
Now let’s discuss our results.
5 stars - Green planet - I can do this.
Feedback
4 stars - Yellow planet - I am getting there.
3 stars - Red planet - I need help.
I think you coped with the tasks perfectly.
Homework WORKBOOK: Activity 1 and 2
Additional Information
Differentiation - how do you Assessment - how are you planning Health and safety check ICT links
plan to give more support? to check learners` learning?
How do you plan to challenge
the more able learners?
More support will be given to -through questioning and the -White board and video are used no more
weaker learners by giving them redirecting of questioning in feedback than 10 minutes
a modified worksheets in some activities -Use water-based pens
tasks with greater support -through observation in group and end -Health promoting techniques
performance activities -Breaks and physical activities used.
-through formative task -Points from Safety rules used at this lesson.

REFLECTION Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?
What did the learners learn? What did/didn’t you like? What was difficult?
Unit: 3 Our countryside
Teacher’s name:
Date:
Class: Number present: Number absent:
Theme of the lesson CLIL3: My Family
Learning objective (s) [Link] deduce the meaning of a word in a picture or icon on a limited range of topics:
[Link] follow word order rules in short statements;
• provide Ss with cross-curricular information on social studies
Lesson objectives
• practice talking about one’s family
Plan
Stages of Teacher’s activities Students’ Assessment Resources
the lesson activities
Greeting Greet students; students respond to greeting and take
their places. Hello, boys and girls!
Warm-up Identifying the topic. Open answers Pictures
 Hold up each flashcard for the family members Free talk.
and encourage Ss to name them. To help lower-
performing Ss, say the word for each flashcard and
encourage them to repeat after you.
Activity1. Look at the pictures and say what the
texts are about. Then listen and read. Pictures
• Draw Ss’ attention to the pictures in the activity KEY.
and ask Ss what they depict. 1 two girls and Verbal
Presentatio • Read the rubric and explain it to Ss. Elicit Ss' their families Assessment
n answers. Play the recording and ask Ss to listen [Link] texts are
carefully and point to each family when they hear about two
it being described. families from
• Play the recording again and pause after each different Textbook
sentence for Ss to repeat. countries
• Initiate a discussion with Ss by asking them some 3. Kazakhstan.
questions about the texts. 4. Yes, she has.
For example, ask Ss: 5. The UK.
 Where is Darina from? 6. Yes, she has
 Has she got a sister?
Practice  Where is Lisa from?
 Has she got a brother?
Activity 2. Look and match. Peer Tables
• Explain to Ss that they have to look at the KEY Assessment
pictures of the family members a-h and match 1. a, b, c, f, h 2.
them to the correct girl. d, e, g
• Have Ss compare their answers in pairs first,
then check as a class.
Playing A Game. “Snap!”
• Explain to Ss that they are going to play a game. Peer
• Hand out photocopies of the flashcards of the assessment
module to each of the Ss. Students play a Flashcards
 • Divide Ss into pairs. Each S shuffles his/her Snap game.
flashcards and places them on the desk face
down.
• SA begins the game by revealing one flashcard
and placing it in the middle of the desk. The S
has to say the word depicted on the flashcard. SB
continues the game by placing one of his/her
flashcards on top. If the cards are the same, the
first S to cover the pile of flashcards in the
middle with his/her hand and call out Snap! takes Worksheet
them. Students Self- s
• Ss take turns. respond to basic assessment
• The S who collects the most flashcards wins questions
Activity 3. Let’s Speak and Say.
• Show Ss a flashcard of a family member, e.g.
mum, and say, e.g. This is my mum. If the
Ending
flashcard depicts mum, they have to say Yes. If
the lesson
you hold up the flashcard for mum and say, e.g.
This is my dad, Ss have to say No.
• Repeat the same procedure with different
flashcards and elicit Ss' response
Descriptor
Learner
• works in pairs;
• asks questions to his/her partner;
• talks about one’s family
REFLEXION Self-
• I learned new words. assessment.
• Everything was clear.
• I can talk about family
Homework WORKBOOK: Activity 2 and 3
Additional Information
Differentiation - how do you plan to Assessment - how are you planning to Health and safety check ICT links
give more support? How do you check learners` learning?
plan to challenge the more able
learners?
More support will be given to weaker -through questioning and the redirecting of -White board and video are used no more
learners by giving them a modified questioning in feedback activities than 10 minutes
worksheets in some tasks with greater -through observation in group and end -Use water-based pens
support performance activities -Health promoting techniques
-through formative task -Breaks and physical activities used.
-Points from Safety rules used at this lesson.

REFLECTION Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?
What did the learners learn? What did/didn’t you like? What was difficult?
Unit: 3 PEOPLE I LOVE
Teacher’s name:
Date:
Class: Number present: Number absent:
Theme of the lesson Unit Revision3 Summative Assessment for the unit 3
Learning objective (s) [Link] spell accurately a few high-frequency words;
[Link] follow word order rules in short statements;
[Link] use words and short simple phrases to complete a written text at a sentence level.
 revise and consolidate vocabulary and structures presented in previous lessons
Lesson objectives
 understand and follow instructions
Plan
Stages of the Teacher’s activities Students’ Assessment Resources
lesson activities
Greeting Greet students; students respond to greeting and
take their places. Hello, boys and girls!
Warm-up Recognition exercise. Open answers Flashcards
Stick some of the flashcards from previous
lessons in the module on the board (3-4
flashcards each time).
• Tell Ss to memorise them.
• Ask Ss to close their eyes, and hide one of the
flashcards. When Ss open their eyes, they must
try to remember which one is missing.
Activity 1. Look and write. KEY Oral Handouts
Practice • Draw Ss' attention to the activity and 1. happy 2. tall 3. Assessment
explain to them that they have to look at the Short 4. old 5.
pictures and complete the crossword. funny
Activity 2. Put the words in the correct order. KEY
• Draw Ss' attention to the activity and
explain to them that they have to put the You aren’t sad. Self-
words in the correct order to make He hasn’t got a pen. assessment Worksheet
Ending the sentences. She has got big s
lesson  Have Ss do the activity. eyes
 Check the answers with the class.

Activity 3. Complete the song with the phrases in

the box. Then sing KEY.
• Explain to Ss that they have to read the song It’s my sister
and complete it with the question/phrases in Who’s that?
the box. It’s my brother Verbal
• When all Ss have finished, play the Assessment The Family
recording and have Ss follow in their books Who’s that? It’s my Song
 and check their answers. sister
• Play the song again and encourage Ss to It’s my brother
sing along
Peer-assessment. Two stars and a wish. Self-
• You did a really good job on ... assessment.
• I really like how you ...
Feedback
• Maybe you could
Homework WORKBOOK: Activity 1 and 2
Additional Information
Differentiation - how do you plan to give Assessment - how are you planning Health and safety check ICT links
more support? How do you plan to to check learners` learning?
challenge the more able learners?
More support will be given to weaker -through questioning and the -White board and video are used no more
learners by giving them a modified redirecting of questioning in feedback than 10 minutes
worksheets in some tasks with greater activities -Health promoting techniques
support -through observation in group and end -Breaks and physical activities used.
performance activities -Points from Safety rules used at this
-through formative task lesson.
REFLECTION Answer the most relevant questions to reflect on your lesson.
Were the lesson objectives/learning objectives realistic?
What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 3 PEOPLE I LOVE

Teacher’s name:
Date:
Class: Number present: Number absent:
Theme of the lesson Culture page 2: Famous people from Kazakhstan
Learning objective (s) [Link] recognise familiar words with visual support;
[Link] make introductions and requests in basic interaction with others.
[Link] read short, illustrated fiction and non-fiction stories written in very simple
language using a dictionary.
 describe the people using new vocabulary
Lesson objectives  ask some questions and exchange some information accurately
 listen and read about famous people from Kazakhstan
Plan
Stages of the Teacher’s activities Students’ Assessment Resources
lesson activities
Greeting Greet students; students respond to greeting and take
their places. Hello, boys and girls!
Warm-up Start thinking. Open Answer
• Do you know of any famous people from
Kazakhstan?
• Can you name them?
• What do they do?
• Hold up each flashcard, say the corresponding
word and get Ss to repeat.
Activity 1. Conveying the meaning of new words. KEY
Vocabulary related to occupations. Occupations: Verbal Pictures
• Have Ss look at the pictures in the vocabulary singer, tennis Assessment
section. Play the recording a few times, and player Tables
have Ss point to the corresponding pictures and Adjective:
Presentation repeat. famous
• Say the words again in random order and have Noun: people
Ss point and repeat
Activity2. Identifying specific information in
the text. Worksheets
• Direct Ss’ attention to the pictures and ask them
what they depict (two famous people from Students look at
Kazakhstan, Dimash Kudaibergen and Zarina the pictures and CD
Diyas). answer: Self-
• Ask if they know who these people are and Do you know assessment
what they do/what they are famous for. these people?
 • Explain to Ss that they are going to listen to a Then listen and
text about these people. read.
• Point out that they have to listen to the
recording, and follow along in their books.

Activity 3. Asking and answering questions Oral

• Ask Ss, What does Dimash Kudaibergen do? Students answer assessment Questions
(He’s a singer.) the questions
• What does Zarina Diyas do? (She’s a tennis
player.)
• What do they look like? (Dimash Kudaibergen is
tall and he has got short hair and brown eyes.
Zarina Diyas has got long hair and brown eyes.)
• Choose a few Ss to read the texts aloud.
KEY
Activity 4. Look and circle. Dimash Peer
• Direct Ss’ attention to the activity and explain to Kudaibergen: 1. a assessment
them that they have to read the texts again and 2. b
Practice circle the correct pictures. Zarina Diyas: 1. b Handouts
• Have Ss compare their answers in pairs first, 2. a
then check as a class.

Descriptor:
A learner:
 describes the people using new vocabulary
 ask some questions and exchange some
information accurately
 completes sentences with right phrases.
Self-assessment. “Key Words”
Ending of • Select five key words used in the lesson.
the lesson • Ask the students to try to identify these words and write them down.
• Compare our key words to the students’ key words to see if they could identify
the key ideas/concepts of the lesson.
Homework Project work.
• Ask Ss to use the Internet to find information about other famous people from their country.
Instruct them to select information that they think is interesting/important and use it to make a
poster
Additional Information
Differentiation - how do you plan Assessment - how are you planning Health and safety check ICT links
to give more support? How do to check learners` learning?
you plan to challenge the more
able learners?
More support will be given to -through questioning and the redirecting -White board and video are used no
weaker learners by giving them a of questioning in feedback activities more than 10 minutes
modified worksheets in some tasks -through observation in group and end -Use water-based pens
with greater support performance activities -Health promoting techniques
-through formative task -Breaks and physical activities used.
-Points from Safety rules used at this
lesson.
REFLECTION Answer the most relevant questions to reflect on your lesson.
Were the lesson objectives/learning objectives realistic?
What did the learners learn? What did/didn’t you like? What was difficult?
Unit: 4 WEATHER
Teacher’s name:
Date:
Class: Number present: Number absent:
Theme of the lesson Weather: Seasons
Learning objective (s) [Link] recognise familiar words with visual support;
[Link] respond to basic questions with single words or short responses
[Link] use common present simple forms and contractions on a limited range of familiar
topics;
[Link] use basic prepositions of time
• to introduce the seasons and actions
Lesson objectives • practice talking about habitual actions
• use common present simple forms and basic prepositions of time
Plan
Stages of the Teacher’s activities Students’ Assessment Resources
lesson activities
Greeting Greet students; students respond to greeting and
take their places. Hello, boys and girls!
Warm-up Game-guees the picture and the weather Students play How's The
• Students are shown the PPT with partly a game and guess Weather? |
https://
closed pictures, they have to guess them. [Link]/
(Number of pictures-T’s choice) rD6FRDd9Hew
?
si=XRVOQp_
miLyg8pJZ
Activity 1. Prediction based on the title, pictures Oral
• Have Ss look at the pictures in the vocabulary Assessment Worksheet
section. Play the recording a few times and
Presentation have Ss point to the corresponding pictures and
repeat.
• Say the words/sentences again in random order
and have Ss point and repeat.
Activity 2. Listen and match. Then sing.
• Draw Ss’ attention to the pictures shown in KEY:
activity 2, and ask them what they can see (two First and second CD
children playing in the snow, two children lines: b Verbal
planting a tree, two children playing in the Third and fourth assessment https://
park and two children swimming). [Link]/
lines: d 6MGRkUlF
• Ask Ss what season it is in each picture (a.
winter, b. spring, c. autumn, d. summer). Seventh and eighth Zws?
lines: c si=2ntbrOd8
 • Read the title of the song, and ask Ss to say Ninth and tenth 8cDCuHAW
what they think it is about. (It is about the four lines: a
seasons.)
• Explain to Ss that they are going to listen to a
song, and that they have to follow along in Pictures
their books and match the lines of the song
with the pictures a-d Direct Ss’ attention to the
presentation and ask them where the children
are. (They are in the game.) Cards
Structure:
Presentation Grammar. Self-
• Explain to Ss that we use the Present Simple for I/You/We/They Assessment
habitual actions. swim in summer.
• Point out that we usually add an -s to the verb in Worksheets
He/She/It plays in
the third person singular (he/she/it). Say, I play
the snow in winter. https://
in the park on Saturday - He plays in the park on
Saturday and have Ss repeat after you. games4esl.c
• Write, I go to school at eight o’clock on the om/esl-
worksheets/
board, and draw Ss’ attention to the verb go.
weather-
Explain that verbs ending in -s, -ss, -sh, -ch, -x worksheets/
and -o, take an -es in the third person singular.

Activity 3. Listen and number. Key:

• Draw Ss’ attention to the pictures and ask them a. 3 b. 4 c. 1 d. 2
to tell you what they can see in each one.
• Explain that they have to listen to the recording Self- Handouts
and put the pictures in the correct order (1-4), Assessment
according to what they hear.
• Play the recording twice and have Ss do the
activity.
• Have Ss compare their answers in pairs first,
then check as a class. Students follow
Formative Assessment. Speak and discuss. the instructions
Role-play.
• Students are divided into pairs and are given 1
card with the word or a picture – from the set
of cards LP 5 (sunny weather, cold, rainy, hot,
snowy). Group
• Students pretend themselves as if they are Assessment Cards
talking using a mobile phone. L1 is here. L2- Students act
went somewhere-to Alaska, India and so on. out the
• Students1 -stands(sits)-to the left side with the role-play
phone and asks the question: What’s the
weather like today?
• Students2 - stands(sits) to the right side with
the phone and answers: It’s (sunny, cold, rainy,
snowy…).
Descriptor:
A learner:
• talks about the weather
• asks and answers about habitual actions
• completes sentences using right words.
Students give feedback to each other. This might be Self-
done in oral form assessment.
Practice • ! I am excited about…
• : I’d like to learn more about…
• ? a question I have is…
Homework WORKBOOK: Activity 1 and 2
Additional Information
Differentiation - how do you plan Assessment - how are you Health and safety check ICT links
 to give more support? How do planning to check learners`
you plan to challenge the more learning?
able learners?
More support will be given to -through questioning and the -White board and video are used no more
weaker learners by giving them a redirecting of questioning in than 10 minutes
modified worksheets in some tasks feedback activities -Use water-based pens
with greater support -through observation in group and -Health promoting techniques
end performance activities -Breaks and physical activities used.
-through formative task -Points from Safety rules used at this lesson.
REFLECTION Answer the most relevant questions to reflect on your lesson.
Were the lesson objectives/learning objectives realistic?
What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 4 WEATHER
Teacher’s name:
Date:
Class: Number present: Number absent:
Theme of the lesson Best Friends: Seasons and Weather:
Learning objective (s) [Link] understand simple descriptions of people, actions, and objects with visual support.
[Link] respond to basic questions with single words or short responses
[Link] use personal subject and object pronouns in a limited range of familiar topics;
• introduce and talk about the weather
Lesson objectives • practice asking and answering about habitual actions
• introduce the object pronouns him/her
Plan
Stages of Teacher’s activities Students’ Assessmen Resources
the lesson activities t
Greeting Greet students; students respond to greeting and take
their places. Hello, boys and girls!
Warm-up Miming and Gesturing. Open answers
• Wrap your arms around yourself and pretend you
are shivering and say cold. Have Ss repeat and Pictures
encourage them to pretend that they are cold too.
Encourage Ss to guess the meaning of the word. Weather
• Repeat the same procedure for hot, windy, It's
raining. It's snowing. e.g. pretend you are hot, you
are holding an umbrella, etc.
Activity1. Vocabulary related to Weather. KEY:
• Have Ss look at the pictures in the vocabulary Tom, Mia, Leo and How is the
Presentatio section. Play the recording a few times and have Zippy are in the weather?
n Ss point to the corresponding pictures and game. At first, they [Link]
be/I8Ge
repeat. are somewhere A3anPdo ?
• Say the words/sentences again in random order where it is snowing. Verbal si=XVR SL-
and have Ss point and repeat Mia and Tom are Assessment ikP-51KeRk
• KEY: Vocabulary Weather: hot, cold, windy, happy, but Leo is
It’s raining. It’s snowing. cold. Leo presses a
button and then the
Activity 2. Look at the pictures and children and Zippy
answer: What’s the season in each are somewhere
picture? Then listen and read. where it is raining.
Flashcards
• Draw Ss’ attention to the question in the rubric
 and ask them to look at the presentation again Zippy presses
and answer the question. (In frame 1 it’s winter, another button and
in frame 2 it’s autumn, in frames 3 and 4 it’s then they are on a
summer.) beach. They see Pictures
• Ask Ss to tell you what they think is happening another monster
in the story there and they watch Peer
him as he goes Assessment
Activity 4. True or F for False. swimming
• Draw Ss’ attention to the activity and explain
that they have to refer to the story in activity 2 Key:
and write T for True or F for False. 1. T 2. F 3. T 4. F
• Have Ss compare their answers in pairs first,
Practice then check as a class. Grammar
Structures:
[Link] you (go to
Section in
Presentation Grammar. Tables
school at eight
• Explain to Ss that when we want to ask a
o’clock )? Yes, I
question or give a short answer using the Present
do. / No, I don’t.
Simple, we use the auxiliary verb do/don’t (do
2. Does he/she/it
not) for I/you/ we/you/they and does/doesn’t Self-
(does not) in the third person singular (swim in summer )? Assessment
(he/she/it). Yes, he/she/it does. /
• Point out that in the question form in the third No, he/she/it
person singular, the main verb does not take the doesn’t.
ending -s/-es because we use does. Explain to Ss 3. He’s (happy).
that the ending -s has been transferred here. Look at him. She’s
(sad). Look at her
Activity 5. Listen and number Self-
• Explain to Ss that they have to listen to the Key: Assessment Worksheets
recording and put a ✔ or an ✘ in the box 1. ✔ 2. ✘ 3. ✘ 4.
depending on whether the speaker does or CD
✔
doesn’t do the activities depicted in the picture
• Play the recording twice and have Ss do the
activity.
• Have Ss compare their answers in pairs first,
then check as a class.
Formative assessment.
• Draw Ss’ attention to the children in activity 7. Handouts
Ask Ss to say what they think they are doing. Students work in
(They are asking and answering questions about pairs to use the
different activities.) prompts given and Peer
• Divide Ss into pairs, and explain that they have take turns asking assessment
to use the prompts given and take turns asking and answering
and answering questions with their partner about questions with Questions
the different activities depicted. their partners
• Have a few pairs of Ss act out the exchange for about the different
Ending of the class. activities depicted.
the lesson Fast finishers
• Ask Ss to choose one of the pictures in the
activity and write questions and answers about
it.
Descriptor:
A learner:
 uses and pronounces verbs and words about
weather
 asks as much as student can and by supporting
his or her questions with the example.
Teacher asks guiding questions:
Feedback • Can you name four seasons?
• Can you describe trees?
• Do you know colours of seasons?
• Can you recite a poem about seasons?
Homework WORKBOOK: Activity 2 and 3
Additional Information
Differentiation - how do you plan Assessment - how are you Health and safety check ICT links
to give more support? How do planning to check learners`
you plan to challenge the more learning?
able learners?
More support will be given to -through questioning and the -White board and video are used no more
weaker learners by giving them a redirecting of questioning in than 10 minutes
modified worksheets in some tasks feedback activities -Use water-based pens
with greater support -through observation in group and -Health promoting techniques
end performance activities -Breaks and physical activities used.
-through formative task -Points from Safety rules used at this lesson.
REFLECTION Answer the most relevant questions to reflect on your lesson.
Were the lesson objectives/learning objectives realistic?
What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 4 WEATHER
Teacher’s name:
Date:
Class: Number present: Number absent:
Theme of the lesson Comic: Clothes I wear. The King’s Clothes
Learning objective (s) [Link] identify some familiar words and signs on illustrations /pictures in common
everyday situations;
[Link] understand short, simple instructions used in familiar everyday contexts;
[Link] use with considerable support basic determiners a, an, the to identify things;
 identify and talk about clothes
Lesson objectives  recognise with support short basic questions relating to clothes
 use the basic determiners a, an, the to identify things;
Plan
Stages of Teacher’s activities Students’ activities Assessmen Resources
the lesson t
Greeting Greet students; students respond to greeting and
take their places. Hello, boys and girls!
Warm-up Free Talk.
• Point to what you are wearing and say, dress/ Oral
trousers/shirt, etc. Assessment Picture
• Have Ss repeat the word after you and then Students repeat Clothes
ask them to guess what it means. the word and guess
• Repeat the same procedure with as many of what it means.
the items of clothing as possible (the ones
you or other Ss are wearing at the time.)
• Alternatively, hold up each flashcard, say the
corresponding word and get Ss to repeat.
Activity 1. Listen, point and say Verbal Handouts
• Have Ss look at the pictures in the vocabulary Assessment
section.
• Play the recording a few times and have Ss
Presentatio point to the corresponding pictures and repeat.
n • Say the words again in random order and have
Ss point and repeat
 Activity 2. Listen and read
• Draw Ss' attention to the pictures and ask them Key:
if they recognise the folk tale. Read the title a Two men see the king CD
couple of times and explain it to Ss. from far away and one Oral
• Ask Ss to tell you what they think is man wonders what the assessment
happening in the story. king wears in summer.
• Play the recording and ask Ss to point to the In the end they see Worksheet
corresponding frame as they listen to the story. that the king wears a s
Activity 3. Read activity 2 again and write Yes shirt and trousers in
or No summer
• Draw Ss’ attention to the activity and explain
that they have to refer to activity 2, read the
sentences and write Yes or No, according to
the story. Key:
• Have Ss compare their answers in pairs first, 1. No 2. No 3. Yes 4. Self-
then check as a class. Yes assessment
Presentation Grammar.
• Explain to Ss that when we want to form a
Practice negative sentence using the Present Simple,
we use the auxiliary verb don't/doesn't. Point Grammar
out that don’t is used for I/you/we/ you/they in Tables
and doesn’t is used in the third person singular Students listen to the
(he/ she/it). teacher and follow the
• Remind Ss that, in the third person singular, instructions
the main verb does not take the ending -s/-es Peer
because we use does (not). Explain to Ss that assessment
the ending -s/-es has been transferred here
Activity 4. Read and circle
• Direct Ss’ attention to activity 4. Explain to Ss Key:
that they have to read the sentences and circle [Link]’t
don’t or doesn’t. 2. doesn’t Self- Handouts
• Have Ss compare their answers in pairs first, 3. don’t assessment
then check as a class. 4. don’t
Ending of Activity [Link] and complete with a / an / the.
the lesson •Have Ss read the sentences and complete
them accordingly.
•Have Ss compare their answers in pairs first, Key: Table
then check as a class. 1. a, The cards
Formative Assessment. What does he/she wear 2. an, The
in summer and winter?
• Divide Ss into pairs. Assign each S a season
(summer or winter) and ask him/her to draw
two children (a boy and a girl) wearing items Group
of clothing for the season he/she was Students try to assessment
assigned. You can have Ss colour in their answer: “What does
drawings too. he/she wear in
• Explain to Ss that they have to take turns summer and
presenting their drawings in pairs winter?”
Descriptor: Worksheet
A learner: s
 presents the drawings
 uses appropriate subject-specific
vocabulary
 gives short description
Self- assessment .
• Ask each S to tell you what he/she wears
in different seasons.
Reflection • What do you wear in autumn?, etc.
Homework WORKBOOK: Activity 1 and 2
Additional Information
Differentiation - how do you Assessment - how are you planning to Health and safety check ICT links
plan to give more support? check learners` learning?
How do you plan to challenge
the more able learners?
More support will be given to -through questioning and the redirecting -White board and video are used no
weaker learners by giving them a of questioning in feedback activities more than 10 minutes
modified worksheets in some -through observation in group and end -Use water-based pens
tasks with greater support performance activities -Health promoting techniques
-through formative task -Breaks and physical activities used.
-Points from Safety rules used at this
lesson.
REFLECTION Answer the most relevant questions to reflect on your lesson.
Were the lesson objectives/learning objectives realistic?
What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 4 WEATHER
Teacher’s name:
Date:
Class: Number present: Number absent:
Theme of the lesson Play and Write: Clothes I wear.
Learning objective (s) [Link] make basic requests related to immediate personal needs;
[Link] identify some familiar words and signs on illustrations /pictures in common
everyday situations;
[Link] use common adjectives in descriptions of people and things and simple feelings
with support;
 practice talking about seasons, weather conditions and clothes
Lesson objectives  identify and describe what clothes they are wearing
 use common adjectives in descriptions of people and things
Plan
Stages of the Teacher’s activities Students’ activities Assessment Resources
lesson
Greeting Greet students; students respond to greeting and
take their places. Hello, boys and girls!
Clothes memory Verbal Pictures
 Students close their eyes and are tested on Students close their Assessment
what their teacher and classmates are eyes and say what
Warm-up wearing. This can be done with the questions classmates are
being asked by the teacher, by other teams, or wearing
by their partner. If you can’t trust them to
close their eyes, send one or two people
outside the classroom, ask questions about
those people’s clothes, and check the
students’ answers when those people come
back in.
Activity [Link] the meaning of new
words KEY
• Have Ss look at the pictures in the vocabulary Vocabulary Worksheets
Clothes: coat, jacket, Oral
section. Play the recording a few times and
sandals, boots, Assessment Key
have Ss point to the corresponding pictures Jumper Words
 and repeat.
• Say the words again in random order and
have Ss point and repeat.
Presentation Grammar Presentation.
• Approach a S and say, I haven’t got a pencil.
Give me a pencil, please and hold out your Students listen, point
hand to show that you expect him/her to hand to the pictures and
you a pencil. repeat the words.
• Write the sentence Give me a pencil, please Grammar
on the board. Remind Ss that we use the Self- in
Imperative to ask or order someone to do Assessment Tables
something.
• Explain that the imperative can also be used
to make a polite request. Point out that we
make the request more polite by adding the
word please at the end of the Imperative
statement
Activity 2. Match and play. Textbook
• Draw Ss’ attention to the pictures in the KEY
activity and ask them to tell you what they They are talking Peer
Practice depict. Then direct Ss' attention to the about the seasons Assessment
children in the activity and ask them to tell and the weather and
you what they think they are doing. they are making Worksheets
• Divide Ss into pairs, and explain that they requests.
have to match the items of clothing with the
two seasons and then request those items of
clothing from their partner, as in the
example.
“Pair hunting” activity.
• Give each S a photocopy of an item of clothing
cut in half and ask them to stand up. KEY: Worksheets
• Explain to Ss that they have to mingle around Students who form a
Ending the the classroom and find the S who has got the pair first have to Group
lesson other half of the item of clothing they have got. hold up their assessment
• The Ss who form a pair first have to hold up photocopies and say
their photocopies and say in chorus, e.g. I wear in chorus, e.g. I wear
T-shirts. T-shirts. Questions
• Play for as long as time permits, giving Ss for
different photocopies each time. Discussion
Descriptor:
A learner:
 talks about seasons, weather conditions
and clothes
 describes what clothes they are wearing
 use common adjectives in descriptions
Peer-assessment. Think/Write/Pair/ Share.
Reflection
• Pair / Share Tell the person next to you 2 (3,4, 5…) things you have learned
today, then the group’s report out. Variation is to have students
Think/Write/Pair/ Share Maybe you could ...
Homework WORKBOOK: Activity 2 and 3
Additional Information
Differentiation - how do you plan Assessment - how are you planning Health and safety check ICT links
to give more support? How do to check learners` learning?
you plan to challenge the more
able learners?
More support will be given to -through questioning and the redirecting -White board and video are used no
weaker learners by giving them a of questioning in feedback activities more than 10 minutes
modified worksheets in some tasks -through observation in group and end -Use water-based pens
with greater support performance activities -Health promoting techniques
-through formative task -Breaks and physical activities used.
-Points from Safety rules used at this
 lesson.
REFLECTION Answer the most relevant questions to reflect on your lesson.
Were the lesson objectives/learning objectives realistic?
What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 4 WEATHER
Teacher’s name:
Date:
Class: Number present: Number absent:
Theme of the lesson Unit Revision4 Summative Assessment for the unit 4
Learning objective (s) [Link] spell accurately a few high-frequency words;
[Link] follow word order rules in short statements;
[Link] use words and short simple phrases to complete a written text at a sentence level.
• revise and consolidate vocabulary and structures presented in previous lessons
Lesson objectives
• understand and follow instructions
Plan
Stages of Teacher’s activities Students’ activities Assessmen Resources
the lesson t
Greeting Greet students; students respond to greeting and
take their places. Hello, boys and girls!
Discovery activity.
• Stick some of the flashcards from the previous Students close Oral Flashcards
Warm-up lessons in the module on the board (3-4 their eyes and Assessment
flashcards each time). Tell Ss to memorise them. remember which
• Ask Ss to close their eyes and hide one of the one is missing.
flashcards. When Ss open their eyes, they must
try to remember which one is missing.
• Make sure that you use different flashcards each
time.
Activity1. Look and write.
• Have Ss label the pictures with the Key
words in the box. 1.T-shirt 2. Sandals Handouts
3. Dress 4. Skirt 5.
Activity 2. Put the words in the correct order. Winter 6. Summer
Practice • Have Ss put the words in the correct order [Link] 8. autumn
to form sentences.
Matching pictures Verbal
 Divide Ss into groups of four. Give each group Key; Assessment
 a set of photocopies of the flashcard and word 1. I play in the snow Handouts
cards for this module's vocabulary and tell in winter. 2. I wear
them to shuffle them and place them face down my sandals in
on summer. 3. I swim
a desk in two piles. in summer. 4. Miras
 Ss take turns picking a card from each pile. doesn’t wear shorts
They have to say the item depicted on the in winter
flashcard and
the word on the word card.
 If the picture matches the word, they keep both
cards and get a point. If the pictures don’t
Ending of match the words, Ss should try again
the lesson  The S who has the most flashcards wins
Activity 3. Sentence completion task. KEY Self- Handouts
 Have Ss complete the sentences with the 1. Do you play 2. assessment
phrases in the box. Yes, she does.
Singing A Song. 3. doesn’t plant 4.
 Play the song Seasons in the Student's Book No, I don’t.
on page 44, and invite Ss to sing along
Feedback Quiz
 Could be daily or intermittent. 2-4 questions to show what they learned. Small individual
whiteboards work well for a formative assessment and reduces the paperwork. Don’t forget to
ask conceptual questions!
Homework WORKBOOK: Activity 2 and 3
Additional Information
Differentiation - how do you Assessment - how are you planning Health and safety check ICT links
plan to give more support? How to check learners` learning?
do you plan to challenge the
more able learners?
More support will be given to -through questioning and the -White board and video are used no
weaker learners by giving them a redirecting of questioning in feedback more than 10 minutes
modified worksheets in some tasks activities -Use water-based pens
with greater support -through observation in group and end -Health promoting techniques
performance activities -Breaks and physical activities used.
-through formative task -Points from Safety rules used at this
lesson.
REFLECTION Answer the most relevant questions to reflect on your lesson.
Were the lesson objectives/learning objectives realistic?
What did the learners learn? What did/didn’t you like? What was difficult?
Unit: 4 WEATHER
Teacher’s name:
Date:
Class: Number present: Number absent:
Theme of the lesson CLIL 4:Traditional Costumes
Learning objective (s) [Link] recognise familiar words with visual support;
[Link] deduce the meaning of a word in a picture or icon on a limited range of topics;
 recognise and talk about traditional costumes
Lesson objectives
 provide cross-curricular information on social studies
Plan
Stages of the Teacher’s activities Students’ Assessment Resources
lesson activities
Greeting Greet students; students respond to greeting and take
their places. Hello, boys and girls!
Discuss. a boy or a
Warm-up  Draw a boy or a girl wearing a hat and a Open answer girl
waistcoat on the board. Point to each item of wearing a
clothing and say the corresponding word. Have hat and a
Ss repeat after you a couple of times. waistcoat
 Alternatively, hold up each flashcard, say the
corresponding word and get Ss to repeat
[Link] Clothes: hat, waistcoat KEY Verbal Flashcards
Adjective: beautiful Noun: colours. Clothes: hat, Assessment
• Have Ss look at the pictures in the vocabulary waistcoat
section. Play the recording a few times and Adjective:
Presentation have Ss point to the corresponding pictures and beautiful
repeat. Noun: colours
• Say the words again in random order and have
Ss point and repeat.

Activity 2. Listen, point and say Handouts

• Direct Ss’ attention to the pictures and the KEY Peer
 texts. Ask them to guess what the texts are They’re about assessment
about. (Read the title and explain it to Ss. different
• Draw Ss’ attention to the flags and ask them traditional
the question in the rubric (Kazakhstan and costumes around
Peru). the world.
• Play the recording, and ask Ss to follow along
in their books.
• Play the recording a second time, and pause
after each sentence for Ss to repeat.

Start thinking. Answering questions. Students look at Question

• Does Madina wear a waistcoat? (Yes, she does.) the pictures and Time
• Does she wear a traditional hat? (Yes, she does.) answer: Group
• What colour is her dress? (It’s white.) “Where are assessment
• Does Carla wear a dress? (No, she doesn’t.) Madina and
• What does she wear? (She wears a skirt.) Carla from?
• Does she wear a jacket? (Yes, she does.) Then listen and
• What colour is her hat? (It’s red.) read.
• Have a few Ss read the texts aloud.

Activity 3. Read and put ✔ or an ✘.

Key:
Explain to Ss that they have to read the texts in 1. ✘ 2. ✔
activity 2 again, read the sentences in activity 3 3. ✘ 4. ✔
and put a ✔ or an ✘ accordingly.
Have Ss compare their answers in pairs first, then
check as a class.

Activity 4. Writing Practice.

 Divide Ss into groups of four. Give each group a
photo of different people around the world
wearing
traditional costumes.
 Explain to Ss that they have to write a few
Practice sentences about what the people are wearing.
Then they will present their photo to the class. and
initiate a short discussion.
Descriptor:
A learner:.
 chooses the right answers.
 answers to the question
 uses the topic related vocabulary
Journal Entry Self-
• Each day students write about 2 things they learned (use of a assessment.
journal could incorporate most of these other closure examples.)

Homework WORKBOOK: Activity 1 and 2

Additional Information
Differentiation - how do you plan Assessment - how are you planning Health and safety check ICT links
to give more support? How do to check learners` learning?
you plan to challenge the more
able learners?
More support will be given to -through questioning and the redirecting-White board and video are used no
weaker learners by giving them a of questioning in feedback activities more than 10 minutes
modified worksheets in some tasks -through observation in group and end -Use water-based pens
with greater support performance activities -Health promoting techniques
-through formative task -Breaks and physical activities used.
-Points from Safety rules used at this
lesson.
REFLECTION Answer the most relevant questions to reflect on your lesson.
 Were the lesson objectives/learning objectives realistic?
What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 4 WEATHER
Teacher’s name:
Date:
Class: Number present: Number absent:
Theme of the lesson STORY 2 (MODULES 3-4): The Snowman.
Learning objective (s) [Link] respond to basic questions with single words or short responses
[Link] identify some familiar words and signs on illustrations /pictures in common
everyday situations;
[Link] read short, illustrated fiction and non-fiction stories written in very simple language
using a dictionary.
 answer questions using supporting picture.
Lesson objectives  practice listening to a story and reading for pleasure
 revise and consolidate vocabulary and structures presented in modules 3-4
Plan
Stages of Teacher’s activities Students’ activities Assessmen Resources
the lesson t
Greeting Greet students; students respond to greeting and
take their places. Hello, boys and girls!
Warm-up Brainstorming.
• Draw a snowman on the board and ask Ss to Students look Oral
guess what it is. Initiate a short class discussion at the pictures Assessment Handouts
by asking Ss questions such as, and answer the
• Do you play in the snow? questions
• Do you make snowmen?
• Does a snowman wear gloves / a hat / a scarf?
etc. Hold up each flashcard, say the
corresponding word and get Ss to repeat
Activity 1. Listen, point and say.
• Have Ss look at the pictures in the vocabulary KEY: Verbal
section. Play the recording a few times and Vocabulary: scarf Assessment Flashcards
 have Ss point to the pictures and repeat. and gloves for scarf
• Say the words again in random order and have and gloves
Ss point and repeat.
Activity 2. Look and answer: Why have they got
gloves and scarves? Then listen and read.
Before reading. KEY;
• Hold up your book and point to the story. The little girl is
• Tell Ss that they will listen to a story with the looking out the
title The Snowman. window and she
• Point to the first frame and ask Ss to tell you sees her friend at the Self- Worksheet
what they think is happening. park. assessment s
• Cover the second page of the story (p. 55) and
ask Ss to look at the frames on p. 54 and guess
what will happen next.
Presentatio • Reveal the second page and ask Ss to look at
n the pictures and guess what the story is going
to be about.
Activity 2. Look and answer: Why have they got
gloves and scarves? Then listen and read.
While reading KEY
• Play the recording and point to each frame in
your book. Frame 1: Anna is Worksheet
• Encourage Ss to point to each frame in their looking out the s
books. Ask Ss to check their predictions. window and sees Peer
(Anna wants to go to the park to see her friend her friend Kate assessment
Kate. at the park, Kate introduces her friend going to the park
the snowman, Snowy, to Anna. The weather is with her mum.
cold so Snowy is wearing a scarf and gloves. Anna’s mum Handouts
Then he introduces his family members to the suggests going to
girls. The sun comes out and Snowy is hot. He the
puts on a hat, shorts and sunglasses.) park too.
• Play the recording again and ask Ss to point to Frame 2: The girls
each frame. Pause fter each sentence for Ss to are at the park. Kate
repeat. alk about what is happening in each introduces the
frame. snowman to Anna.
Activity 2. Look and answer: Why have they got His name is Snowy,
gloves and scarves? Then listen and read. and he wears a scarf a colour
After reading and gloves in winter photocopy
• Ask Ss some comprehension questions. because it’s cold. Group of the story
Encourage Ss to answer. Frame 3: Snowy Assessment The
Practice • Frame 1: (pointing to the mum) introduces his dad, Snowman
• Who’s that? (Anna’s mum.) (pointing out the mum and sister to (Student's
window) the two girls. Book, pp.
• Is it summer? (No, it isn’t.) Frame 4: The sun 54-
• Frame 2: (pointing to Kate) comes out and it is 55) for
• Who’s that? (Kate, Anna’s friend.) (pointing to hot. Kate and Anna each group
Snowy) are worried. of Ss (3-4
• What does Snowy wear in winter? (A scarf and Frame 5: Snowy Ss), cut
• gloves.) puts on a hat, shorts up into
• What’s the weather like? (It’s cold.) and sunglasses. puzzle-like
• Frame 3: (pointing to Snowy's family members) pieces and
Who are they? (His dad, his mum and his sister.) put in
• Frame 4: What’s the weather like? (It’s hot.) an
Frame 5: (pointing to Snowy) What does Snowy envelope
wear when it’s hot? (A hat, shorts and Students answer
sunglasses.) the questions.
Post-story activity. VALUE
Ask Ss: Self-
• Why is it important to spend time with your assessment
friends?
• How do you spend your time with your friends?
Activity 3. Read activity 2 and write Yes or No.
 • Explain to Ss that they have to refer to activity Key:
2, read the sentences, look at the corresponding 1. Yes 2. Yes 3. No Worksheet
pictures and write Yes or No. 4. Yes s
Activity 4. Read activity 2 again and answer.
• Explain to Ss that they have to refer to activity Peer
2, read the sentences, look at the corresponding Key: assessment
pictures and answer the questions. 1. Yes 2. Yes
Formative assessment. Put the pieces together.
Divide Ss into small groups (3-4 Ss) Descriptor
Give each group an envelope with a colour A learner:
photocopy of the story cut into puzzle-like pieces. • colours
Ask Ss to put the pieces together. photocopy of the
Go round the classroom monitoring the procedure story
Ending of
and helping Ss if necessary. • uses given words
the lesson
• put the pieces
together correctly

• Divide Ss into groups of five and get them to act out the story.
• Have a few groups act out the story / parts of the story in front of the class.
Homework WORKBOOK: Activity 1 and 2
Additional Information
Differentiation - how do you plan to Assessment - how are you Health and safety check ICT links
give more support? How do you plan planning to check learners`
to challenge the more able learners? learning?
More support will be given to weaker -through questioning and the -White board and video are used no more
learners by giving them a modified redirecting of questioning in than 10 minutes
worksheets in some tasks with greater feedback activities -Use water-based pens
support -through observation in group -Health promoting techniques
and end performance activities -Breaks and physical activities used.
-through formative task -Points from Safety rules used at the
lesson.
REFLECTION Answer the most relevant questions to reflect on your lesson.
Were the lesson objectives/learning objectives realistic?
What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 4 WEATHER
Teacher’s name:
Date:
Class: Number present: Number absent:
Theme of the lesson PROJECT WORK: What I Wear?
Learning objective (s) [Link] make introductions and requests in basic interaction with others.
[Link] use common adjectives in descriptions of people and things and simple feelings
with support
[Link] use with considerable support basic determiners a, an, the to identify things;
 practice identifying and talking about clothes
Lesson objectives  talk about seasons, weather conditions and clothes
 practice using basic determiners
Plan
Stages of Teacher’s activities Students’ Assessmen Resources
the lesson activities t
Greeting Greet students; students respond to greeting and take
their places. Hello, boys and girls! How are you?
Brainstorming. Open Answer
Warm-up Review Clothes I Wear
Ask students to recall an example of clothes
from each group
Activity1.
• Draw Ss’ attention to the picture of the boy.
• Play the recording, and have Ss follow in their
 books. Students practice Oral Key
• Ask Ss some questions about the text such as, answering the assessment
words
What does the boy wear in winter? (A coat, questions
Presentatio jumpers and boots.)
n • What does the boy wear in summer? (Shorts,
T-shirts and sandals.)
• Is it hot in winter? (No, it isn’t.) Is it hot in
summer? (Yes, it is.)
• Choose a few Ss to read the text aloud.

Activity 2. Writing tip.

• Direct Ss’ attention to the Writing tip.
• Read the tip aloud.
• Ask Ss to follow along in their books as you Writing tip.
read. We use a comma
Read the Writing tip again and write a (,) to separate Self-
sentence on the board, assessment Handouts
more than two
e.g. I wear trousers, a jumper, boots and a
items in a list.
coat in winter.
Practice Point out to Ss that we use commas to We use and
separate the items in a list, but point out that before the final
we use and before mentioning the last item item.
in a list. e.g. I wear shorts,
• Invite Ss to the board and ask them to T-shirts and
write their own sentences, following the sandals in
instructions in the Writing tip. This will summer.
challenge higher-performing Ss.
To help lower-performing Ss, give them Peer
sentences to correct, e.g. She wears Assessment Writing
Tips

Formative Assessment
Activity 3. Speak. Work in pairs.
Dialogues
• Explain to Ss that first they have to
Ending the complete the sentences about themselves. Students do a Peer
lesson • Then they have to draw or stick pictures of project to Assessment
themselves matching the description they complete the
wrote above. sentences, do the
• When Ss have finished, have them present project and
their projects to the class. present it.
• This project may be assigned as homework Handouts
if time does not permit.
• In this case, the Ss will present their projects
to the class as a revision activity in the next
lesson.

Descriptor:
A learner:
• talks about favourite clothes
• asks and answers questions about the items
• pronounce Key Words clearly
• links ideas with and, commas
FEEDBACK Ss will choose one and put on
their desks.
There smiley faces are on the board. (happy and sad)
Reflection T. suggests choosing any smiley face.
Well what did we do in our lesson?
Homework WORKBOOK: Activity 2 and 3
Additional Information
Differentiation - how do you Assessment - how are you Health and safety check ICT links
plan to give more support? planning to check learners`
How do you plan to challenge learning?
the more able learners?
More support will be given to -through questioning and the -White board and video are used no more
weaker learners by giving them redirecting of questioning in than 10 minutes
a modified worksheets in some feedback activities -Use water-based pens
tasks with greater support -through observation in group and -Health promoting techniques
end performance activities -Breaks and physical activities used.
-through formative task -Points from Safety rules used at this lesson.

REFLECTION Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?
What did the learners learn? What did/didn’t you like? What was difficult?