1-2 тоқсанға сабақ жоспары

Term: I

Unit 1. Lesson 1.

Unit 1. Hello English.

Teacher’s name:

Date:

Grade: 3

Number present:

Number absent:

Theme of the lesson:

Greetings and names.

Learning objectives(s)

that this lesson is contributing to

3.1.4.1 understand basic personal questions

3.2.2.1 use isolated words and basic expressions to provide personal information;

3.2.3.1 respond to basic questions with single words or short responses

3.5.1.2 use the verb to be for presenting personal information and describe people and things

3.5.1.3 use cardinal numbers 1-10; 11 - 20; 21 – 100

Lesson objectives

By the end of the lesson, the students will be able to:

greet, introduce themselves, identify characters, listen, point, chant, and comprehend a story.

Stages of the lesson/ Time

Teacher’s activity

Student’s activity

Assessment

Resources/ materials

Organisation moment

As children come in, say Hello. Encourage them to say Hello back.

Ask children to say Hello to children next to them.

Say Hello. My name’s … and encourage children to do the same in pairs.

Greet the teacher and classmates.

Introduce themselves in pairs.

Observation of participation

Warm-up

Introduce flashcards with names (Rosy, Tim, Billy, Miss Jones). Show them one by one and say the names for students to repeat in chorus.

Model greeting each name on the flashcards (e.g., Hello, Rosy!). Students repeat after you.

Divide class into two groups. Show flashcards. One group asks "What's your name?" The other responds with "My name's Billy," etc.

Students listen, point, and repeat the names of the flashcards.

Students repeat greetings after the teacher's model.

Students participate in the dialogue activity.

Observation of pronunciation and participation

Flashcards with names (Rosy, Tim, Billy, Miss Jones)

Main part

Activity 1: Listen, point and repeat

Ask students to look at the characters in their books (Rosy, Tim, Billy, Miss Jones).

Play a recording with the names in the order of the pictures. Students listen and point to the corresponding picture. Repeat with the order scrambled.

Play the recording again for students to repeat the names.

Show flashcards one by one and ask different students to say the names.

Students look at the characters in their books.

Students listen, point to the pictures, and repeat the names after the recording.

Students participate by saying the names on the flashcards.

Observation of listening comprehension and pronunciation

Pupil's Books (Unit 1)

Recording with names (Rosy, Tim, Billy, Miss Jones)

Flashcards with names (Rosy, Tim, Billy, Miss Jones)

Main part (continued)

Activity 2: Listen and chant

Play a recording with a chant about the names (Rosy, Tim, Billy, Miss Jones). Repeat a few times.

Students repeat the chant together as a class.

Divide students into groups of four. Assign each student a character name. Repeat the chant with the class. Students stand up and sit down when they hear their name.

Students listen to the chant.

Students repeat the chant together and individually.

Students participate in the group activity.

Observation of participation and pronunciation

Recording with a chant about names (Rosy, Tim, Billy, Miss Jones)

Main part (continued)

Activity 3: Look, listen and point

Ask students to close their books and model listening to a story. Point to characters on the Unit 1 story poster and say their names.

Ask "What's happening?" to encourage students to guess the story. * Play the recording of the story while pointing to each picture.

Ask students to look at the story in their books and play the recording again for them to point.

Ask comprehension questions about the story (characters, age, etc.).

Introduce the concept of "cousin" and explain the relationship between Tim, Rosy, and Billy.

Show the photo of Marzhan and read her speech bubble ("Hi, I'm Marzhan"). Ask students to guess the meaning. Explain it's another way of greeting and introducing yourself.

Ask volunteers to model the sentence "Hi, I'm (name)" using their own names.

Students close their books and follow your model.

Students answer the question about the story.

Students listen to the story, point to pictures, and answer questions.

Students learn the concept of "cousin."

Students guess the meaning of Marzhan's speech bubble.

Students volunteer and model the sentence with their names.

Observation of listening comprehension, participation, and understanding of new vocabulary

Unit 1 story poster

Recording of the story

Picture of Marzhan with a speech bubble

Wrap-up, reflection.

Briefly ask students what they learned today (greetings, names of characters, introducing themselves).

Respond by mentioning what they learned.

Informal assessment of learning

Homework

Ask students to practice greetings and introduce themselves to family members at home.

Students complete the assignment at home.

Check completion of the assignment.

Term: I

Unit 1. Lesson 2.

Unit 1. Hello English.

Teacher’s name:

Date:

Grade: 3

Number present:

Number absent:

Theme of the lesson:

Greetings and names. The alphabet.

Learning objectives(s)

that this lesson is contributing to

3.2.2.1 use isolated words and basic expressions to provide personal information

3.3.1.1 recognise sounds and name the letters of the alphabet

3.3.2.1 identify some familiar words and signs on illustrations /pictures in common everyday situations

3.4.1.1 spell accurately a few high-frequency words

3.5.1.2 use the verb to be for presenting personal information and describe people and things

Lesson objectives

By the end of the lesson, the students will be able to:

greet each other, recite a chant, act out a story, practice dialogue, and spell and say their names confidently.

Stages of the lesson/ Time

Teacher’s Activity

Student’s Activity

Assessment

Resources/ Materials

Organization Moment

Greet students and encourage them to greet each other in pairs. Do a short chant from the textbook (page 4).

Students respond with greetings (Hello!) and participate in the chant.

Observe participation and pronunciation.

Textbook (page 4)

Lead-in

Show flashcards with characters from Unit 1. Briefly review the previous lesson's story using the flashcards and a story poster.

Students identify characters and potentially share details from the previous lesson.

Assess memory and understanding of the previous lesson.

Unit 1 flashcards

Story Poster

Main Part

Listening and Acting

1 Listen to the story again and repeat. Act.

Play the recording of the story from the textbook (page 4) twice, pausing after each phrase for repetition.

Divide students into groups of 5 with assigned roles from the story (Rosy, Tim, Miss Jones, Billy, Billy's Mum).

Discuss actions for each part of the story and have students act it out in their groups.

Ask some groups to come to the front and perform their skit.

Students listen to the story, repeat phrases, act out assigned roles, and observe classmates' performances.

Observe participation, pronunciation, and understanding of the story.

Textbook (page 4)

Audio recording of the story (optional)

Props for acting (optional)

Dialogue Practice

2 Ask and answer.

Show pictures of the boys from the story and read the dialogue, pausing for repetition. Model the dialogue with a student.

Ask students to practice the dialogue in pairs.

Call on pairs to act out the dialogue in front of the class.

Greet individual students and ask "Hello. What's your name?"

Students repeat the dialogue, practice in pairs, perform in front of the class, and respond to greetings.

Observe pronunciation, fluency, and understanding of greetings and introductions.

Textbook (page with dialogue)

Alphabet Review

3 Look at the alphabet. Say the letters.

Point to the alphabet letters in the textbook. Say the letters one by one while students point along. Repeat twice, then practice the alphabet in chorus.

Play a game with a paper ball and the alphabet written on the board. Throw the ball to a student, say a letter, and have them continue the sequence. Erase letters as they are called and repeat the game faster.

Provide alphabet flashcards or books for additional practice.

Students point to letters, repeat the alphabet, participate in the game, and explore alphabet resources.

Observe participation and knowledge of the alphabet.

Textbook (with alphabet)

Paper ball

Board marker

Alphabet flashcards

Additional Activity

Invite 5 students to stand in front. Ask them their names and have them stand in order based on the first letter of their names. Repeat with different students.

Students answer "My name's..." and stand in alphabetical order.

Observe understanding of alphabetical order.

Wrap-up, reflection.

4 Write your name. Then say and spell.

Draw attention to the speech bubble and read it aloud.

Instruct students to write their names to complete the sentence.

Demonstrate spelling your own name by pointing to each letter on the board.

Ask a confident student their name, then point to each letter as they spell it. Repeat with a few more students.

Students write their names, observe spelling demonstration, and potentially spell their names aloud.

Observe ability to write their names and basic understanding of spelling.

Textbook (with speech bubble)

Board marker

Divide students into groups of four.

Instruct them to take turns saying "My name's..." and spelling their names for each other.

Offer support to students who need help with spelling.

(Challenge) Challenge strong students to identify names spelled out by the teacher (e.g., A-I-D-A-N-A for "Aidana").

Students practice introducing themselves and spelling their names in small groups. Strong students attempt a spelling challenge.

Observe participation and progress in spelling and introduction skills.

Home Task

Encourage students to practice writing their names and greeting their families in English.

Students complete the assignment at home.

Check completion of the assignment.

Term: I

Unit 1. Lesson 3.

Unit 1. Hello English.

Teacher’s name:

Date:

Grade: 3

Number present:

Number absent:

Theme of the lesson:

Introductions.

Learning objectives(s)

that this lesson is contributing to

3.1.1.1 recognise the sounds of phonemes and phoneme blends in words

3.2.2.1 use isolated words and basic expressions to provide personal information

3.3.2.1 identify some familiar words and signs on illustrations /pictures in common everyday situations

3.4.2.2 use words and short simple phrases to complete a written text at a sentence level

3.5.1.2 use the verb to be for presenting personal information and describe people and things

Lesson objectives

By the end of the lesson, the students will be able to:

greet each other, introduce themselves, and spell their names confidently

Stages of the lesson/Time

Teacher’s Activity

Student’s Activity

Assessment

Resources/Materials

Warm-up

Alphabet Review Game: Say the first letters of the alphabet (A, B, C, D…). Point to different students to shout out the next letter. Continue until several students have participated.

Students participate, calling out letters when pointed to.

Observe student participation and pronunciation.

Lead-in

Partner Introductions: Instruct students to pair up and introduce themselves using "Hello. What's your name? My name's..." Ask them to spell their names for their partners.

Modeling Greetings: Draw two smiley faces on the board with speech bubbles ("Hello!" and "I'm fine. Thank you."). Read them aloud and have the class repeat together twice. Model the activity with a confident student: Say "Hello! My name's..." (wait for response), then say "How are you?" while pointing to the corresponding bubble. Prompt the student to answer "I'm fine. Thank you." Repeat with another student.

Students pair up, greet each other, and spell their names.

Students observe the modeled greetings.

Observe student participation, pronunciation, and spelling accuracy.

Board, markers

Main Part

1 Write Your Name in the Song.

Provide a worksheet with a song that has an empty line for students to write their names. Encourage students to take turns spelling their names aloud with a partner before listening to the song.

2 Listen and Sing Your Name.

Play the song for students to listen and follow along. Play it a second time, having students sing along and insert their name in the appropriate place.

Song Actions: Show pictures related to the song's lyrics. Ask students what they see and elicit vocabulary they might hear in the song. Play the song again while students perform the actions they see in the pictures (waving, talking, pointing, etc.).

3 Look at the song again. Ask and answer.

Ask students to focus on the dialogue in the song. Read the questions and answers aloud, pausing after each for students to repeat. Invite a confident student to role-play the dialogue with the teacher, focusing on pronunciation and intonation. Pair students up for them to role-play the dialogue, monitoring their performance and intonation. Select one or two pairs to perform their role-play in front of the class, reminding them to wave goodbye at the end.

Students write their names on the worksheet and practice spelling with a partner.

Students listen, sing along, and insert their names in the song.

Students observe the pictures, discuss vocabulary, and perform actions while singing.

Students silently read the dialogue, then repeat the questions and answers together. Students participate in role-playing the dialogue with partners. Selected pairs perform their role-play in front of the class.

Observe student participation, pronunciation, intonation, understanding of the song, and ability to follow directions.

Song worksheet, song with pictures & dialogue

Wrap-up, reflection.

Review the greetings learned in class. Ask students to share what their favorite part of the lesson was.

Students repeat greetings together and share their favorite part of the lesson.

Observe student participation and understanding of the greetings.

Homework

Provide a greeting card template (optional) or have students create their own. Instruct them to write a greeting message inside the card.

Students take the worksheet or create their own greeting card and write a message inside.

Observe students taking the assignment home.

Greeting card template (optional)

Term: I

Unit 1. Lesson 4.

Unit 1. Hello English.

Teacher’s name:

Date:

Grade: 3

Number present:

Number absent:

Theme of the lesson:

Numbers 1–20.

Learning objectives(s)

that this lesson is contributing to

3.1.1.1 recognise the sounds of phonemes and phoneme blends in words

3.2.2.1 use isolated words and basic expressions to provide personal information

3.3.2.1 identify some familiar words and signs on illustrations /pictures in common everyday situations

3.5.1.3 use cardinal numbers 1-10; 11 - 20; 21 – 100

Lesson objectives

By the end of the lesson, the students will be able to:

greet each other, introduce themselves, and spell their names confidently.

Stages of the lesson/ Time

Teacher’s Activity

Student’s Activity

Assessment

Resources/ Materials

Warm-up

Play the song "Hello, hello!" from Pupil's Book page 6.

Sing along with the teacher.

Observe participation in singing.

Pupil's Book (page 6)

Lead-in

Display number flashcards 1-10 on the board in order.

Point to each number and have students repeat.

Distribute flashcards to different students. Ask the class to count together 1-10. Students with their number hold up the flashcard.

Introduce numbers 11-20 using flashcards 15-20. Model pronunciation and have students repeat.

Select 10 students to stand in front with flashcards. Say the numbers with the class. Students holding the corresponding number jump as it's called.

Repeat numbers after the teacher.

Hold up flashcards when their number is called.

Arrange flashcards in order.

Jump when their number is called.

Observe participation and pronunciation.

Check if students can identify and order numbers.

Number flashcards (1-20)

Main Part

1 Listen, point and repeat.

Ask students to look at numbers 1-10 on Pupil's Book page 7.

Play the recording (Part 1) for students to point to the numbers.

Play recording (Part 2) for students to repeat the numbers.

Play the entire recording for students to point and repeat.

Hold up flashcards 1-10 and ask individual students to say the numbers.

2 Listen and tick ().

Ask students to look at the picture on page 7. Explain the children's ages are shown.

Point to children in the picture and ask individual students to say the numbers.

Model asking and answering "How old are you?"

Play the recording, pausing after the first dialogue and showing the answer example.

Play the rest of the recording, pausing for students to tick the boxes of the ages they hear.

Check answers by asking students which ages they heard.

Have students pair up and ask each other their age.

3 Listen, point and repeat.

Ask students to look at the numbers in their Pupil's Books. Play recording (Part 1) for students to point to the numbers (11-20).

Play recording (Part 2) for students to repeat the numbers.

Play the entire recording for students to listen, point, and repeat.

Count around the class, starting with yourself, saying a number and pointing to a student to continue the sequence.

4 Listen and point.

Ask students to look at the exercise and identify the cars. Explain they will listen for numbers and point to the corresponding car.

Play the recording for students to listen and point. Repeat.

Look at pictures and numbers.

Point to numbers as instructed.

Repeat numbers after listening.

Identify their number and hold up the flashcard.

Jump in order.

Look at the pictures and numbers.

Point to the numbers as instructed.

Repeat numbers after listening.

Identify the age of the children in the picture. Answer the question "How old are you?"

Listen to the recording and tick the boxes.

Discuss the ages they heard.

Ask and answer their partner's age.

Look at the numbers and listen to the recording.

Point to the numbers as instructed.

Repeat numbers after listening.

Participate in counting around the class.

Look at the picture and identify the cars.

Listen to the recording and point to the corresponding car.

Observe participation in pointing and repeating numbers.

Check understanding by asking students to identify numbers.

Observe participation in listening and ticking the correct answers.

Observe participation in asking and answering questions.

Observe participation in pointing and repeating numbers.

Observe participation in counting.

Observe students' ability to identify the car with the corresponding number.

Pupil's Book (page 7)

Audio recording (numbers 1-10)

Flashcards (numbers 1-10)

Pupil's Book (page 7)

Audio recording (dialogue and numbers 11-20)

Wrap-up, reflection.

Ask students what they learned today.

Briefly review greetings and numbers 1-20.

Share what they learned.

Repeat greetings and numbers after the teacher.

Observe participation and understanding.

Homework

Ask students to practice greetings with their families.

Encourage students to create a number chart from 1-20 at home.

Students complete the assignment at home.

Check completion of the assignment.

Term: I

Unit 1. Lesson 5.

Unit 1. Hello English.

Teacher’s name:

Date:

Grade: 3

Number present:

Number absent:

Theme of the lesson:

Colours.

Learning objectives(s)

that this lesson is contributing to

3.1.2.1 recognise familiar words with visual support

3.3.2.2 deduce the meaning of a word in a picture or icon on a limited range of topics

3.4.1.1 spell accurately a few high-frequency words

3.5.1.3 use cardinal numbers 1-10; 11 - 20; 21 – 100

Lesson objectives

By the end of the lesson, the students will be able to:

identify, name, and write basic colors in English.

Stages of the lesson

Teacher’s activity

Student’s activity

Assessment

Resources/ materials

Warm-up

Greet students with "What's your name?", "How old are you?", and "Where are you from?"

Students respond to greetings.

Observe participation and pronunciation.

Lead-in

Use flashcards to introduce colors. Show one at a time, say the color, and have students repeat.

Put correct flashcards on the board and write the color word next to it.

Remove flashcards, leaving words. Shuffle and give them to 7 students. Call them one by one to place the flashcard under the correct word.

Point to each word for students to repeat the color.

Students listen, repeat, and participate in placing flashcards.

Observe pronunciation and ability to match word with color.

Flashcards (colors)

Markers/chalk for board

Main Part

1 Listen, point and repeat.

Play recording (Part 1) for students to point to pictures of colors.

Play Part 2 for students to repeat the colors.

Play the full recording for students to point and repeat.

Call out color names, students point to objects in the room of that color.

Reverse the activity: Point to objects, students call out the color.

Students listen, point, and repeat colors.

Participate in identifying objects by color.

Observe participation, pronunciation, and ability to identify colors.

Recording of colors

Objects in the classroom of various colors

2 Look and write the colours.

Show pictures in Exercise 1. Call out a color, students shout the corresponding number (e.g., Pink! = 4!).

Have students write the color name under each picture (refer to Exercise 1 for spelling).

Review answers by pointing and asking students to call out the color.

Students listen, identify the number, and write the color name.

Participate in reviewing answers.

Observe spelling and ability to match color with word.

Pupil’s Book (Page 8, Exercise 1)

3 Look at the cars on page 7. Say the colours.

Have students go to page 7 (Exercise 4) in their Pupil’s Book. Ask: What colour is car number 17? (encourage "It's purple"). Repeat for 1-2 more cars.

Divide students into groups. Explain they will take turns saying a car number and its color (model with "Eighteen is orange").

Monitor activity for correct color and number identification.

Review answers with the class, calling out numbers for students to respond with the color.

Students identify car colors in the book.

Participate in group activity, taking turns saying color and number.

Respond to questions about car colors.

Observe participation, pronunciation of colors and numbers, and ability to work in groups.

Pupil’s Book (Page 7, Exercise 4)

Reflection

Briefly review the colors learned.

Ask students: What was your favorite color activity today? Why?

Students participate in the review.

Share their favorite activity and explanation.

Gauge understanding and engagement.

Home task

Ask students to color a picture at home using the colors learned in class.

Encourage them to write the color name next to each colored section.

Students complete the coloring activity at home (and write color names).

(Optional) Observe the completed activity for color recognition and spelling practice.

Coloring page (with color names)

Term: I

Unit 1. Lesson 6.

Unit 1. Hello English.

Teacher’s name:

Date:

Grade: 3

Number present:

Number absent:

Theme of the lesson:

How old are you? Where are you from?

Learning objectives(s)

that this lesson is contributing to

3.1.2.1 recognise familiar words with visual support

3.2.3.1 respond to basic questions with single words or short responses

3.3.2.1 identify some familiar words and signs on illustrations /pictures in common everyday situations

3.5.1.2 use the verb to be for presenting personal information and describe people and things

3.5.1.8 use personal subject and object pronouns in a limited range of familiar topics

Lesson objectives

By the end of the lesson, the students will be able to:

ask and answer questions about names, ages, and places of origin.

Stages of the lesson

Teacher’s activity

Student’s activity

Assessment

Resources/ materials

Warm-up

Begin by greeting students with a friendly "Hello!" and asking a few students individually "What's your name?" and "How old are you?".

Introduce the new question "Where are you from?" by asking a student volunteer. Briefly explain the answer format "I'm from (place name)".

Model the language by saying "I'm from Kazakhstan".

Divide students into pairs and have them practice asking and answering "Where are you from?"

Students respond to individual questions with their names and ages.

Students listen attentively to the introduction of the new question and answer format.

Students practice asking and answering "Where are you from?" in pairs.

Observe student pronunciation and comprehension during individual interactions.

Listen for correct use of the new question "Where are you from?" in pair work.

Main part

1 Listen and tick ().

Play a recording of a girl describing pictures.

Play the recording twice: once for students to point to the correct picture and once for them to tick their answers on a pre-prepared worksheet.

After the second play, ensure students understand the meaning of "Where are you from?" by clarifying with an example or asking a student volunteer.

2. Look and say.

Display speech bubbles with sentences about a character named Katie (e.g., "Her name's Katie", "She's nine").

Read the sentences together as a class and ask for volunteers to repeat them individually.

Complete the sentence "She's from..." together with the class, leading them to say "the USA". Read the entire completed sentence for students to repeat in unison.

3. Ask and answer.

Call on volunteers to read the speech bubbles about Katie for the class.

Instruct students to practice asking and answering the questions "What's your name?", "How old are you?", and "Where are you from?" in pairs.

Monitor pair work and choose a few pairs to demonstrate their conversations in front of the class, providing positive feedback and correcting any errors.

1. Students listen attentively to the recording, point to the correct pictures, and tick their answers on the worksheet.

2. Students focus on the speech bubbles, repeat sentences after the teacher, and participate in completing the sentence about Katie's origin.

3. Students actively participate in pair work, asking and answering questions. Volunteers confidently demonstrate their conversations in front of the class.

Observe student accuracy while marking worksheets.

Monitor pair work and provide feedback on pronunciation, sentence structure, and overall confidence during question practice.

Evaluate student performance during volunteer presentations.

Worksheet with pictures and answer choices.

Speech bubbles with sentences about a character.

Reflection

Briefly review the key questions learned in the lesson: "What's your name?", "How old are you?", and "Where are you from?". Encourage student participation by asking them to repeat the questions chorally.

Students actively participate by repeating the questions together as a class.

Gauge overall student understanding of the introduced greetings and introductions.

Home task

(Differentiation) Provide students with options for the home task:

Option 1: Students draw a picture of themselves and write their name and age underneath.

Option 2 (more challenging): Students draw a picture of themselves and write a short sentence about where they are from (e.g., "I'm from..." or "My family is from...").

Students complete the assignment at home.

Check completion of the assignment.

Drawing paper, crayons, markers (Optional: flags or pictures)

Term: I

Unit 1. Lesson 7.

Unit 1. Hello English.

Teacher’s name:

Date:

Grade: 3

Number present:

Number absent:

Theme of the lesson:

Project. Unit assessment 1.

Learning objectives(s)

that this lesson is contributing to

3.1.4.1 understand basic personal questions

3.2.2.1 use isolated words and basic expressions to provide personal information;

3.2.3.1 respond to basic questions with single words or short responses

3.5.1.2 use the verb to be for presenting personal information and describe people and things

Lesson objectives

By the end of the lesson, the students will be able to:

create and share personalized posters, introducing themselves creatively and confidently to their classmates.

Stages of the lesson

Teacher's Activity

Student's Activity

Assessment

Resources/ Materials

Organisation moment

Greet students and generate excitement by saying something like: "Today, we're going to be creative and become poster designers! We'll be making posters all about ourselves!"

Greet the teacher and show enthusiasm for the project.

Observe students' participation and excitement level.

Warm-up

Briefly explain the project: creating a poster that introduces themselves to their classmates.

Ask engaging questions like "What's your name?" "How old are you?" "Where are you from?" "What's your favourite colour?"

Answer the questions with enthusiasm, participating in the warm-up activity.

Observe students' understanding of the information they will include and their level of participation.

Main part

Think

1 Answer the questions about you.

Draw students' attention to the "Think" section on the worksheet. Read the questions aloud one by one, ensuring clear understanding. Model answering the questions by providing information about yourself (e.g., "My name is Ms. Jones. I'm 28 years old. I'm from California. My favourite colour is blue"). Then, ask students to complete the information about themselves on the worksheet.

Create

2 Make a poster about you. Draw pictures.

Hand out paper and colored pens/pencils. Encourage students to be creative! They can draw themselves, paste pictures (if available), or use a combination of both.

Share

3 Share your poster. Take turns.

Pair students up. Guide them with sample sentences in the "Share" section, such as "Hi! My name is... I'm... years old. I'm from..." Encourage them to take turns sharing the information on their posters with their partner. Invite some volunteers to share their posters with the entire class. Display the completed posters on a classroom wall for all to admire!

Think

Actively participate by answering the questions on the worksheet about themselves (name, age, origin, favourite colour).

Create

Use their creativity to design their posters. Draw themselves or use pictures, and decorate their posters with colourful pens/pencils.

Share

Work with their partner, sharing information from their posters using the provided sample sentences. Raise their hands if they volunteer to share their posters with the class.

Observe students' completion of the worksheet, ensuring they understand the information they are providing.

Monitor their creativity and effort during the "Create" stage.

Listen to their oral production during "Share" and provide gentle guidance if needed.

Look for student volunteers to share their posters with the class.

Worksheet with "Think" questions (name, age, origin, favourite colour).

Sheets of paper.

Coloured pens/pencils.

Pictures (optional).

Reflection

Lead a brief discussion about the project. Ask open-ended questions like: "Did you enjoy making your posters?" "What was your favourite part?" "What did you find challenging?"

Share their thoughts and experiences about the project. Mention what they enjoyed and what they found difficult.

Observe students' participation and reflection on the learning experience.

Home task

Suggest an extension activity: "Share your amazing posters with your family members tonight! Ask them similar questions about themselves and see what you can learn!"

Share their posters at home with family members and ask them questions.

Term: I

Unit 1. Lesson 8.

Unit 1. Hello English.

Teacher’s name:

Date:

Grade: 3

Number present:

Number absent:

Theme of the lesson:

At my school.

Learning objectives(s)

that this lesson is contributing to

3.1.3.1 understand a range of short classroom instructions

3.2.3.1 respond to basic questions with single words or short responses

3.3.3.1 understand short, simple instructions used in familiar everyday contexts

3.5.1.2 use the verb to be for presenting personal information and describe people and things

Lesson objectives

By the end of the lesson, the students will be able to:

compare schools in Kazakhstan and Britain and use prepositions of place correctly.

Stages of the lesson/ Time

Teacher’s activity

Student’s activity

Assessment

Resources/ materials

Warm-up

Sing "Hello, hello!" from Pupils' Book page 6.

Briefly introduce the lesson topic: comparing schools in Kazakhstan and Britain.

Students sing the song enthusiastically.

Students listen attentively.

Observe participation and pronunciation in the song.

Pupils' Book (page 6)

Lead-in

Ask students what words they already know about school. Write their answers on the board.

Ask students what class they are in and how many students are in their class.

Students brainstorm vocabulary related to school and participate in the discussion.

Students answer questions about their own class.

Observe participation and vocabulary knowledge.

Board, markers

Main part

1. Look, listen and point

Show photos of schools in Kazakhstan and Britain.

Facilitate discussion: "Where are the children?" (in a school/classroom). "What can you see?" \

Play the recording while students listen and point to corresponding photos (Photos 1 & 2 - Kazakh school, Photos 3 & 4 - British school).

Play the recording again, using mime to help with instructions (teach simple mimes for "Listen" and "Don't talk").

Choose a volunteer to follow mime-based instructions (walk, sit, raise hand, etc.). If needed, classmates can offer suggestions or demonstrate actions.

Students observe photos and participate in discussions.

Listen, point to corresponding photos based on the recording.

Follow along with the mime activity and understand instructions.

Volunteer actively participates in the mime activity.

Observe comprehension of instructions and participation in activities.

Pupils' Book (photos), recording, mime instructions, chair (optional)

2. Listen, point and repeat

Ask students to look at pictures and identify a rubber in each.

Briefly explain the pictures illustrate prepositions of place.

Play the recording in parts: first for listening and pointing, then for repeating prepositions. Walk around the class to monitor comprehension and point accuracy.

Students focus on pictures and identify the rubber.

Students listen to the recording and point to corresponding pictures.

Students listen and repeat prepositions of place.

Observe comprehension of prepositions and participation in activities.

Recording, Pupils' Book (pictures)

3. Ask and answer about your classroom

Ask a student to read prepositions from exercise 2. Review meaning if needed. Use flashcards if necessary.

A pair of students reads the example exchange.

Students work in pairs asking and answering questions about object locations.

Monitor activity and remind students of pronoun usage ("They're" for plural, "It's" for singular).

Students participate in the review of prepositions.

Students read the example exchange aloud.

Students work in pairs, asking and answering questions about classroom objects using correct prepositions.

Observe use of prepositions and differentiation between singular/plural usage.

Flashcards (prepositions)

Reflection

Briefly review key vocabulary and concepts learned in the lesson.

Students participate in the review.

Observe overall understanding of the lesson content.

Homework

Briefly explain the homework assignment: drawing their own classroom and labeling objects using prepositions.

Students listen attentively and ask clarifying questions if needed.

Observe understanding of the homework task.

Term: I

Unit 2. Lesson 1.

Unit 2. My school.

Teacher’s name:

Date:

Grade: 3

Number present:

Number absent:

Theme of the lesson:

Classroom objects.

Learning objectives(s)

that this lesson is contributing to

3.1.2.1 recognise familiar words with visual support

3.2.3.1 respond to basic questions with single words or short responses

3.3.2.1 identify some familiar words and signs on illustrations /pictures in common everyday situations

3.5.1.1 use singular and plural nouns, including some common irregular plural forms and high-frequency uncountable nouns

3.5.1.2 use the verb to be for presenting personal information and describe people and things on a limited range of familiar topics

Lesson objectives

By the end of the lesson, the students will be able to:

identify and name basic classroom objects in English.

Stages of the lesson

Teacher’s activity

Student’s activity

Assessment

Resources/materials

Warm-up

Play "Hello, hello!" song from Pupil's Book page 6 for students to sing along.

Students sing the song.

Observe participation and pronunciation.

Pupil's Book page 6, Audio recording of "Hello, hello!"

Lead-in

Hold up classroom objects one by one and say the names.

Show flashcards and ask "Is it a pen / book / rubber?" (yes/no).

Play a memory game. Show two flashcards to the class and put them face down on your table. Point to each flashcard and ask Is it a … ? Repeat with the other flashcards.

Students repeat the names of the objects after the teacher.

Students answer "yes" or "no" depending on the object shown.

Students participate in the memory game, trying to remember the location of the flashcards.

Observe pronunciation and understanding.

Classroom objects (pen, book, rubber, etc.), Flashcards

Main part

1. Listen, point and repeat.

Ask students to look at the classroom objects. Play the recording (first part) for students to point to the pictures in their books.

Play the recording (second part) for students to repeat the words.

Play the entire recording for students to point and repeat.

Show flashcards and ask individual students to say the names.

Students look at the pictures in their books and point to the object mentioned in the recording.

Students repeat the words after the recording.

Students point and repeat the words as they hear them again.

Students answer individually, saying the names of the objects shown on the flashcards.

Observe pointing accuracy, pronunciation, and individual participation.

Audio recording - "Listen and point" (pen, rubber, pencil, ruler, book), Flashcards

2. Listen and chant.

Play the chant recording.

Play it again and ask students to join in.

Ask students to place school objects on their desks.

Play the chant again - students point/pick up objects as they hear them.

Students listen to the chant.

Students repeat the chant with the recording.

Students place objects on their desks and follow along with the chant, pointing or picking up the object mentioned.

Observe participation, pronunciation, and understanding of the chant.

Audio recording - "Listen and chant" (pen, rubber, pencil, ruler, book)

3. Look, listen and point.

Use Story poster 2 to introduce the story. Ask questions about the characters and objects.

Play the recording while pointing to pictures on the poster.

Play the recording again for students to listen and point independently.

Ask comprehension questions about the story.

Ask students to open their Pupil's Books and follow along with the recording.

Ask students to close their books and recall information from each picture.

Students listen and answer the teacher's questions about the story.

Students follow along with the recording, pointing to pictures on the poster.

Students listen and point independently to pictures in their books.

Students answer comprehension questions about the story content.

Students open their books, follow the recording, and close them afterwards, recalling information.

Observe comprehension, listening skills, and participation in discussions.

Story poster 2, Audio recording of the story, Pupil's Books

4. Point and say.

Read the speech bubble from the Pupil's Book aloud.

Divide students into pairs and ask them to place some of their school things on their desks.

Model the activity by pointing and saying "It's a pencil".

Monitor student interaction and provide help if needed.

Students listen to the example sentence.

Students work in pairs, placing objects on their desks and taking turns naming them.

Students observe and follow the teacher's model.

Students practice naming their school objects in pairs.

Observe pronunciation, understanding of instructions, and participation in pair work.

Reflection

Briefly ask students what they learned in today's lesson.

Students share what they learned about classroom objects and their names.

Observing student understanding.

Home task

Ask students to bring one interesting school object from home for the next lesson and write a short sentence about it.

Students take note of the assignment.

Checking student engagement

Term: I

Unit 2. Lesson 2.

Unit 2. My school.

Teacher’s name:

Date: 3.10

Grade: 3

Number present:

Number absent:

Theme of the lesson:

What’s this? What are these?

Learning objectives(s)

that this lesson is contributing to

3.1.2.1 recognise familiar words with visual support

3.2.3.1 respond to basic questions with single words or short responses

3.5.1.1 use singular and plural nouns, including some common irregular plural forms and high-frequency uncountable nouns

3.5.1.2 use the verb to be for presenting personal information and describe people and things on a limited range of familiar topics

3.5.1.3 use cardinal numbers 1-10; 11 - 20; 21 – 100 to count

3.5.1.7 use demonstrative pronouns this, these, that, and those to indicate things in closed questions with support

Lesson objectives

By the end of the lesson, the students will be able to:

identify and use regular and irregular plurals, and ask and answer questions about school objects using demonstratives.

Stages of the lesson

Teacher’s activity

Student’s activity

Assessment

Resources /materials

Warm-up

Talk about the previous lesson. Point to Story poster 2 and ask questions about the story and school things.

Who is in the story?

What happened in the story?

Can you remember what school things were in the train?

Don't reveal answers.

Listen to the teacher.

Try to answer questions about the story.

Observe student participation and understanding.

Story poster 2

Main part

1 Listen to the story again and repeat. Act.

Play the recording of the story again. Ask students to repeat and act out parts of the story in pairs.

Listen to the recording again.

Repeat phrases from the story.

Decide on actions for the story with a partner.

Act out the story in pairs.

Observe student participation and accuracy in pronunciation and acting.

Recording of the story

2 Look and say.

Ask students to look at "Let's learn!" box and read questions and answers aloud while holding up visuals.

Ask pairs to ask and answer the questions. Introduce short forms (What's, It's, They're) on the board.

Use flashcards to ask "What's this?" and "What are these?"

Have students practice asking and answering questions in pairs using their own school things.

Look at the "Let's learn!" box.

Repeat questions and answers chorally.

Ask and answer questions in pairs.

Observe the grammar box.

Answer questions using flashcards.

Practice asking and answering questions in pairs with their own school things.

Observe student participation, pronunciation, and understanding of short forms.

Check if students can ask and answer questions using their own school things.

Flashcards of school objects

"Let's learn!" box visuals

Presentation of regular and irregular plurals.

Introduce regular and irregular plurals by showing singular and plural objects and emphasizing the final "s" sound in plurals.

Hold up objects for students to name.

Have students practice naming objects in pairs.

Explain irregular plurals using examples (man/men, woman/women, child/children).

Have students repeat irregular plurals after the teacher.

Ask students to look at the "Let's learn!" box.

Observe objects and listen to the teacher's explanations.

Repeat the names of objects in pairs.

Pay attention to the examples of irregular plurals.

Repeat irregular plurals after the teacher.

Look at the "Let's learn!" box.

Observe student understanding of regular and irregular plurals.

Check if students can identify and pronounce irregular plurals correctly.

Real objects (pens, pencils, books, etc.)

3 Look and say.

Ask students to look at pictures in their Pupil's Books and answer "What's this?" and "What are these?" questions.

Have students look at each picture and say the sentence quietly.

Check answers by asking students to say the sentences aloud.

Divide students into pairs to ask and answer questions about the pictures.

Look at pictures in Pupil's Books.

Answer "What's this?" and "What are these?" questions.

Say sentences about pictures quietly.

Answer questions about pictures in pairs.

Observe student understanding and ability to use "What's this?" and "What are these?"

Check pronunciation and sentence structure.

Pupil's Books with pictures of school objects

4 Look and read. Then circle.

Focus on the rubbers, read and point to each picture in the "Look and read. Then circle." section.

Introduce demonstratives (this, that, these, those) on the board and explain their usage.

Have students repeat the demonstratives.

Read questions and answers in speech bubbles while pointing to pictures.

Ask students to repeat the questions with different demonstratives.

Have students look at pictures, read questions and answers, and circle the correct option.

Check answers with the class.

Look at pictures of rubbers.

Listen to the explanation of demonstratives.

Repeat the demonstratives after the teacher.

Pay attention to the questions and answers in speech bubbles.

Repeat questions with different demonstratives.

Read questions and answers in Pupil's Books.

Circle the correct option.

Listen to the teacher checking answers.

Observe student understanding of demonstratives (this, that, these, those).

Check if students can choose the correct demonstrative based on the context.

Pupil's Books with pictures and questions about demonstratives

Reflection

Briefly ask students what they learned in the lesson.

Students answer the teacher's question.

Observe student understanding of key concepts.

Home task

Ask students to draw pictures of their school things and write sentences using "What's this?" and "What are these?"

Draw pictures and write sentences at home.

Collect homework to check understanding.

Term: I

Unit 2. Lesson 3.

Unit 2. My school.

Teacher’s name:

Utepbergenov A.

Date:

8.10

Grade: 3

Number present:

Number absent:

Theme of the lesson:

Classroom objects and instructions.

Learning objectives(s)

that this lesson is contributing to

3.1.2.1 recognise familiar words with visual support

3.2.3.1 respond to basic questions with single words or short responses

3.3.2.1 identify some familiar words and signs on illustrations /pictures in common everyday situations

3.5.1.2 use the verb to be for presenting personal information and describe people and things on a limited range of familiar topics

Lesson objectives

By the end of the lesson, the students will be able to:

identify and use classroom objects vocabulary and the verbs "open" and "close."

Stages of the lesson

Teacher's activity

Student's activity

Assessment

Resources/materials

Warm-up

Hold up flashcards 42-46 and say the words for children to repeat.

Put the flashcards around the room. Call out the words for children to point to the flashcards.

Listen, point and repeat the words.

Observe if students can identify and repeat the classroom object words.

Flashcards 42-46

Main part

1 Listen, point and repeat.

Ask children to look at the pictures. Play the first part of the recording for children to point to the pictures.

Play the second part for children to repeat the words.

Play the recording all the way through again for children to point and then repeat.

Hold up flashcards 42–46 and ask individual children What’s this?

Listen, point and repeat the words.

Observe if students can identify and repeat the classroom object words.

Pictures, recording of the song

2 Listen and sing.

Ask children to look at the pictures. Point to objects in the pictures and ask the class What’s this? Elicit It’s a book / bag / door / window.

Teach the verbs open and close. Pick up your bag and open it to elicit open. Close it to elicit close. Do the same with the door and the window.

Ask what the children are doing

(1 The girl is reading a book. 2 The boy is opening a door. 3 The boy is opening his bag. 4 The girl is opening or closing a window.).

Play the song for children to point to the pictures.

Recite the words of the song with the class, without the recording. Say each line and ask children to repeat.

Play the song again for children to sing.

Listen, sing and do the actions.

Observe if students can sing the song and identify the verbs open and close.

Pictures, recording of the song

3 Sing again and do.

Ask children to look at the pictures and see what the actions for this song are. Practise the actions (see below.)

Play the song for children to sing and do the actions. Song actions

Verse 1: Open and close a book.

Verse 2: Open and close a door.

Verse 3: Open and close a bag.

Verse 4: Open and close a window.

Sing the song and do the actions.

Observe if students can sing the song and perform the corresponding actions.

Pictures, recording of the song

4 Look at your classroom. Then say.

Divide the class into pairs. Point to a desk in the classroom and say the example sentence.

Ask children to take turns pointing to different objects in the classroom and saying the corresponding sentence.

Encourage children to point to plural objects as well to practise They’re.

Look around the classroom, point at objects and say sentences using vocabulary from the lesson.

Observe if students can identify and use the classroom object words in sentences.

Reflection

Ask students what they learned in the lesson. Elicit classroom object words and the verbs open and close.

Respond to the teacher's questions about the lesson content.

Observe student understanding of key concepts.

Home task

Ask students to draw their classroom and label some of the objects in English.

Draw pictures and write sentences at home.

Collect homework to check understanding.

Term: I

Unit 2. Lesson 4.

Unit 2. My school.

Teacher’s name:

Utepbergenov A.

Date:

10.10

Grade: 3

Number present:

Number absent:

Theme of the lesson:

Numbers 20-100.

Learning objectives(s)

that this lesson is contributing to

3.1.1.1 recognise the sounds of phonemes and phoneme blends in words

3.2.1.1 pronounce various sounds of phonemes and phoneme blends using appropriate stress, rhythm, and intonation

3.3.1.2 identify and read separate sounds (phonemes) within words, which may be represented by more than one letter

3.5.1.3 use cardinal numbers 1-10; 11 - 20; 21 – 100 to count

Lesson objectives

By the end of the lesson, the students will be able to:

count, recognize, and pronounce numbers 1-100, and measure objects in centimeters.

Stages of the lesson

Teacher’s activity

Student’s activity

Assessment

Resources/

materials

Warm-up

5 min

Count around the class to revise numbers 1-20. Say "One," then point to the child nearest you to say "Two." Continue until 20, then start again.

Listen, point, and repeat the numbers in sequence.

Observe participation and accuracy in counting.

Lead-in

10 min

Hold up flashcards for numbers 30-100 and say the words for children to repeat clearly.

Hold up the cards in a different order for children to say the numbers again.

1 Listen, point and repeat.

Play a recording with numbers 10-100. Ask children to listen, point to the corresponding number on a worksheet, and then repeat the words.

Listen attentively, repeat the numbers, and point to the correct number on the worksheet.

Observe pronunciation and accuracy in identifying numbers.

Flashcards with numbers 30-100

Recording with numbers 10-100

Worksheets with numbers 1-100 (optional)

Main part

25 min

Challenge

Invite confident students to the board. Say a teen number (e.g., thirteen) or a ten number (e.g., thirty) for the child to identify. Ask them to explain the difference in pronunciation between the two (teen numbers end in "teen" while ten numbers end in "ty"). Have them write the correct spelling of the number on the board.

2 Listen and sing.

Play a song about numbers. Ask children to follow the lyrics in their books or on a handout. Play the song once for listening, then again for singing along. Read each line aloud for children to repeat before playing it again for a final sing-along.

3 Sing again and do.

Divide the class into groups and distribute flashcards with numbers 10-100. Play the song again and have students perform actions based on their number (e.g., jump ten times for number 10, clap twenty times for number 20). Swap flashcards after each round.

Identify the difference in pronunciation between teen and ten numbers.

Listen and follow the lyrics of the song. Sing along with the teacher.

Perform actions based on their assigned number while singing the song.

Observe participation and accuracy in explaining pronunciation differences, following lyrics, and performing actions.

Listen for correct pronunciation in singing.

Song about numbers

Flashcards with numbers 10-100

Worksheets with lyrics (optional)

Reflection

4 min

Let’s measure.

Introduce units of measurement in English: centimeter (cm), millimeter (mm), and meter (m). Write the abbreviations on the board for reference. Ask children what the units of measurement are called in their own language.

4 Use your ruler to measure some classroom objects.

Demonstrate how to use a ruler to measure an object. Ask a student to come up to the front and measure a designated object (e.g., pencil) with your guidance. Encourage the student to announce the measurement in a complete sentence (e.g., "The pencil is fifteen centimeters long").

Listen and learn new vocabulary for measurement in English.

Observe the demonstration and take notes if necessary.

Observe understanding of new vocabulary.

Ruler or tape measure

Home task

1 min

Ask students to find 3 objects at home of different sizes and measure them using a ruler or tape measure. Encourage them to write down the object, its measurement, and the unit of measurement (e.g., book - 25 cm).

Term: I

Unit 2. Lesson 5.

Unit 2. My school.

Teacher’s name:

Date:

Grade: 3

Number present:

Number absent:

Theme of the lesson:

Describing things. There is, there are.

Learning objectives(s)

that this lesson is contributing to

3.1.2.1 recognise familiar words with visual support

3.2.4.1 provide simple descriptions of people, and objects

3.3.2.1 identify some familiar words and signs on illustrations /pictures in common everyday situations

3.5.1.11 use has got/ have got; there is/are in a limited range of familiar topics

Lesson objectives

By the end of the lesson, the students will be able to:

use "There is" and "There are" to describe singular and plural nouns.

Stages of the lesson

Teacher’s activity

Student’s activity

Assessment

Resources/materials

Warm-up

Sing "Let's count to one hundred!" from Pupil's Book page 15.

Students sing along.

Observe participation.

Pupil's Book (page 15)

Lead-in

Ask students to name school things they learned in this unit (use real objects as examples).

Ask students to look at pictures on Pupil's Book page 16 and predict the recording's topic (girl describing her school bag). Introduce Kamila.

1 Point to four school things. Say the words.

Point to four school things, say the words, and ask students to find them in pictures (quietly say the words and check labels).

Check understanding by asking "What's this?" and "What colour is it?"

Students name school things.

Students predict the recording's topic.

Students find and say the words quietly.

Students answer questions about the objects.

Observe participation and vocabulary recall.

Real school objects

Pupil's Book (page 16)

Main part

2 Listen and point.

Explain listening activity: students follow the text in their books while listening to a recording about Kamila's school bag.

Play the recording twice: once for listening and pointing, and again for comprehension check (simple questions).

Describe some objects for students to guess (color).

Hold up school things and ask "Is there a...?" questions.

Students do the same activity in pairs.

Students listen to the recording and follow the text.

Students point to objects as mentioned.

Students answer comprehension questions.

Students guess objects based on descriptions.

Students answer "Is there a...?" questions.

Students work in pairs to practice the activity.

Observe listening comprehension and participation.

Check answers to comprehension questions.

Recording of Kamila describing her school bag

Selection of school things (red pen, blue rubber, green ruler)

3 Look and say.

Place two pens, two rulers, one book, and one bag on your desk. Demonstrate using "There is" and "There are" with these objects.

Write "There's..." and "There are..." on the board, explaining their usage with singular and plural nouns. Introduce "There's" = "There is".

Repeat with objects on the desk.

Ask students to repeat the activity in pairs.

Draw attention to photos and speech bubbles in Pupil's Book.

Ask about pencils ("There's" or "There are"?) and elicit the sentence "There are two pencils".

Guide students in forming sentences about other objects, highlighting the plural "s" in "There are..." sentences.

Students observe demonstrations.

Students repeat the activity in pairs.

Students answer questions about sentence structure.

Students participate in sentence creation.

Observe participation and understanding of sentence structure.

Pens, rulers, book, bag

Pupil's Book (pictures and speech bubbles)

Reflection

Briefly review the key points: using "There is" and "There are" for singular and plural nouns.

Students listen to the review.

Observe attentiveness.

Home task

Ask students to draw a picture of their school bag and write sentences describing the objects inside using "There is" and "There are".

Students take notes on the assignment.

Observe understanding of the assignment.

Pencils

Paper

Term: I

Unit 2. Lesson 6.

Unit 2. My school.

Teacher’s name:

Date:

Grade: 3

Number present:

Number absent:

Theme of the lesson:

Describing things. Is it a …? Are they? Project.

Learning objectives(s)

that this lesson is contributing to

3.1.2.1 recognise familiar words with visual support

3.2.3.1 respond to basic questions with single words or short responses

3.2.4.1 provide simple descriptions of people, and objects

3.3.2.1 identify some familiar words and signs on illustrations /pictures in common everyday situations

3.5.1.2 use the verb to be for presenting personal information and describe people and things on a limited range of familiar topics

3.4.3.1 create a poster or write a postcard, using words and simple phrases

Lesson objectives

By the end of the lesson, the students will be able to:

identify and describe common classroom objects in English using singular and plural forms.

Stages of the lesson

Teacher’s activity

Student’s activity

Assessment

Resources/ materials

Warm-up

Ask children to look at the photos on Pupil’s Book page 16 and name as many things from Kamila’s bag as they can.

1 Listen and circle the correct picture.

Focus attention on the pictures on Pupil’s Book page 17. Point to different things and ask Is it a pencil / door / rubber / bag / book?

Listen and circle the correct picture in Pupil’s Book (page 17).

Observe students' participation and ability to identify objects.

Pupil’s Book (pages 16 & 17)

Main part

2 Listen and repeat.

Play the recording where one of the things from each pair will be mentioned. Students have to circle the object they hear.

Explain that they don't need to understand every word, but focus on familiar ones.