400 000+ дайын материалды
1 жыл бойы шексіз жүктеңіз

ҚМЖ, БЖБ, ТЖБ, презентациялар және авторлық материалдар

4 990₸/ 1 жыл

🔥Арнайы баға ·10.12.2026 дейін

Одан кейін - 29 990 ₸

Бір рет төлейсіз · Автотөлем жоқ

Тақырып бойынша 31 материал табылды

1 сынып кмж

Шет тілі Сабақ жоспары 1 сынып

Материал туралы қысқаша түсінік

1.S5 produce words in response to basic prompts 1.W2 form some lower case letters of regular size and shape 1.R1 recognize initial letters in names and places

Материалдың қысқаша нұсқасы

LESSON: 1 Greetings and names				School:
Date:				Teacher name:
CLASS: 1				Number present:			absent:
Learning objectives(s) that this lesson is contributing to		S1 make basic personal statements and simple statements about objects L3 recognize with support simple greetings
Lesson objectives		All learners will be able to:
		Pronounce their names Recognize simple greetings
		Most learners will be able to:
		Recognise and pronounce basic greetings
		Some learners will be able to:
		Recognise and pronounce basic greetings without mistakes
Previous learning		--------
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)					Resources
10 minutes	ORGANISATION MOMENT: Write my name on the board and introduce myself: Hello! I`m Marita. Encourage the pupils to say Hello! Repeat their names as: My name`s …
20 minutes	PRE-LEARNING Work with a poster. Put up the Smiles poster on the board. Point to Lilly and say Lilly. The pupils repeat chorally and individually. Follow the same procedure and present the rest of characters\Liam, Charlie, Nanny, Rose\ Ask them if they would like to have a pet chimp. Why\why not? Nanny Rose is their nanny. Explain what a nanny is and ask them if they have or ever had one. Pupil`s book open. Play the CD. The pupils listen and point to the characters. Adioscript -Hello, I`m Nanny Rose. -Hello, I`m Liam -Hello, I`m Lilly.... Hello, Charlie! Sing a song. Ask pupils to hold up their Smiles. Say: Smile, we`re the smile. Explain what smile means. Play the CD. The pupils					Pictures of Liam, Charlie, Nanny,Rose Music CD. Track 03
5 minutes	ENDING THE LESSON: To ask the pupils to introduce themselves to their classmates: e.g. Pupil 1: Hello, I`m Berik. Pupil 2: Hello, I`m Dana
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.			through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?			Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?

LESSON: 2 Greetings and names.				School:
Date:				Teacher name:
CLASS:				Number present:			absent:
Learning objectives(s) that this lesson is contributing to		L2 recognise with considerable support a few basic personal questions spoken slowly and distinctly S3 pronounce basic words and expressions intelligibly
Lesson objectives		All learners will be able to:
		Say “Hello. I`m… “ Ask “What`s your name?”
		Most learners will be able to:
		Ask and answer the question “What`s your name?” My name is… and greet smb`s.
		Some learners will be able to:
		Greet, ask and answer the questions without mistakes
Previous learning		Let’s start
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)					Resources
10 minutes	ORGANISATION MOMENT: Hello, boys and girls! Let`s revise the language from the previous lesson. Pat a pupil on the shoulder. The pupil introduce him\herself and rest of the class greet him. E.g. Hello, I`m Kanat. Hello, Kanat
20 minutes	PRE-LEARNING Work with flashcards. Put the flashcards on the board. Point to them, one at a time and name them.the pupils repeat them chorally, individually. Pretend that you are living the classroom. Ask pupils to greet you. Play CD. The pupils listen, point to the pictures and repeat the greetings. Make the following short conversation with the help of pupils. Let`s listen! Play CD again with pauses for the pupils to repeat: Hello, I`m Nanny. Rose... Ask the pupils to leave while waving and saying goodbye.					flashcards CD track 04 CD track 05 CD track 06
5 minutes	ENDING THE LESSON: Revision Sing the song Hello song. Activity Book. P.20					Activity book
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.			through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?			Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?

LESSON: 3 Colours					School:
Date:					Teacher name:
CLASS:					Number present:			absent:
Learning objectives(s) that this lesson is contributing to			UE3 use basic adjectives and coloursto say what someone /something is or has L3 recognise the spoken form of a limited rangeof basic and everydayclassroom words
Lesson objectives			All learners will be able to:
			Name the colours Identify colours
			Most learners will be able to:
			Recognise and name the colours Ask what colour it is
			Some learners will be able to:
			Name the colours and ask what colour it is without mistakes
Previous learning			Greetings. Hello! My name is…
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
10 minutes	ORGANISATION MOMENT: Work with flashcards. Put up the flashcards on the board. Point to the family members. Ask a pupil to name it. Ask the rest of the class for verification. Play the Family song						CD Track 08
20 minutes	PRE-LEARNING Put up the Pretty Colours poster on the board. Point to the colours, one at a time, and say them. Ask the pupils to take out their coloured pencils. Name a colour, e.g blue. Ask the pupils to raise their blue coloured pencil. Play the CD. The pupils listen, point to the pictures and repeat the words. Audioscript: red, blue, green, yellow, purple, orange Let’s listen! Set the scene by asking the pupils questions about what they can see in the pictures. Listen and colour. Sing the Colours song						CD Track 10 CD Track 11 CD Track 12 CD Track 13
5 Minutes	ENDING THE LESSON: Draw a simple sketch of a traffic light on the board. Ask a pupil to come to the board and ask What colour is it? Put one of the circles you have prepared on the traffic light, e.g the green one. The rest of the class says: It’s green, go. The pupil follows the instruction.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.				through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?

LESSON: 4 Colours					School:
Date:					Teacher name:
CLASS:					Number present:			absent:
Learning objectives(s) that this lesson is contributing to			UE3 use basic adjectives and coloursto say what someone /something is or has L3 recognise the spoken form of a limited rangeof basic and everydayclassroom words
Lesson objectives			All learners will be able to:
			Recognise and name the colours
			Most learners will be able to:
			Say “My favouritecolour is …” Ask what colour it is
			Some learners will be able to:
			Name the colours and ask What is your favourite colour? without mistakes
Previous learning			Colours
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
10 minutes	ORGANISATION MOMENT: Put up the Pretty Colours poster on the board. Point to the colours, one at a time, and say them. Ask the pupils to take out their coloured pencils. Name a colour, e.g blue. Ask the pupils to raise their blue coloured pencil. Play the “Colours” song						CD Track 08
20 minutes	PRE-LEARNING Play the CD. The pupils listen, point to the pictures and repeat the words. Audioscript: red, blue, green, yellow, purple, orange Let’s listen! Set the scene by asking the pupils questions about what they can see in the pictures. Listen and colour. Sing the Colours song						CD Track 10 CD Track 11 CD Track 12 CD Track 13
5 minutes	ENDING THE LESSON: Show a red coloured pencil and ask:What colour is it? Have the pupils repeat after you. Then say: red! The colour is red. Follow the same procedure and ask other colours.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.				through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?

LESSON: Numbers 1-20					School:
Date:					Teacher name:
CLASS:					Number present:			absent:
Learning objectives(s) that this lesson is contributing to			L1 recognise short instructions for basicclassroom routinesspoken slowly anddistinctly S1 make basic personal statementsand simple statements aboutobjects
Lesson objectives			All learners will be able to:
			Count the numbers 1-20
			Most learners will be able to:
			Count the numbers without mistakes
			Some learners will be able to:
			Count the numbers and ask questions
Previous learning			Colours
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
10 minutes	ORGANISATION MOMENT: Name a colour, e/g blue. Ask a pupil to name three more colours. Repeat with some more pupils.
20 minutes	PRE-LEARNING Put up the My numbers poster on the board. Point to numbers 1-5, one at a time, and say the corresponding words. The pupils repeat, chorally and individually. Ask individual pupils to say the word. Ask the rest of the class for verification. Spread out five pens on your desk. Say a number, e.g four. Ask a pupil to come to the front, pick up four pens, show them to the class, and say the number. Play the CD. The pupils work in pairs. They first decide and colour the numbers in the ME section. Then they ask their friends and colour the numbers in the MY FRIEND section. Sing the Numbers song. Let’s listen!						Poster CD track 19 CD track 20
5 minutes	ENDING THE LESSON: Ask the pupils which is their favourite number (from 1 to 5). Ask them to write it on a piece of paper. Then ask them to decorate their paper with items denoting that number.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.				through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?

	LESSON: Getting to school					School: 10
	Date: 9-10.01					Teacher name: Snabekova M.
	CLASS: 1					Number present:			absent:
Learning objectives(s) that this lesson is contributing to			L1 recognize short instructions for basic classroom routines spoken slowly and distinctly S1 make basic personal statements and simple statements about objects
Lesson objectives			All learners will be able to:
			Say school things
			Most learners will be able to:
			Say school things without mistakes
			Some learners will be able to:
			Say school things and ask questions
Previous learning			Review
Plan
Planned timings		Planned activities (replace the notes below with your planned activities)						Resources
10 minutes		ORGANISATION MOMENT: Name two school items, e.g. a book and a pen. Ask a pupil to bring them. Repeat with as many pupils as you think is necessary.
20 minutes		PRE-LEARNING Put up the My numbers poster on the board. Point to numbers 1-5 and elicit them.Then point to numbers 6-10, one at a time, and present them. The pupils repeat, chorally and individually. Ask individual pupils to say the word. Ask the rest of the class for verification. Play the CD. The pupils listen, point to the numbers and repeat them. Play the CD again pousing after each number. Audioscript: six, seven, eight, nine, ten. Let’s listen!						Poster CD track 24 CD track 25
5 minutes		ENDING THE LESSON The pupils then work in pairs. They ask and answer questions about the number of the items they have circled. Sing the Pencils in my schoolbag song!						CD track 26 CD track 27
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?			Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.				through questioning and the redirecting of questioning in feedback activities through observation in pair work			Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?					Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?

LESSON: 9 Check point 1

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L2 recognise with considerable support a few basic personal

questions spoken slowly and distinctly

S3 pronounce basic words and expressions intelligibly

Lesson objectives

All learners will be able to:

Write the module test

Most learners will be able to:

Write and understand the tasks of the test

Some learners will be able to:

Write the test without mistakes

Previous learning

Story time! The queen bee

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

10

minutes

ORGANISATION MOMENT:

Review the colours and family members.

Daddy, mummy, brother, sister.

Red, green, blue, yellow, orange, purple.

20

minutes

PRE-LEARNING

Listen and colour.

blue
red
yellow
green
purple

Draw lines to match

1- a

2- c

3- b

4- d

5 minutes

ENDING THE LESSON:

Circle the odd out.

1- 4

2- 1

3- 3

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

Create mixed ability pairs for speaking activity.

through questioning and the redirecting of questioning in feedback activities
through observation in pair work

Art

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

LESSON: 10 Unit revision					School:
Date:					Teacher name:
CLASS:					Number present:			absent:
Learning objectives(s) that this lesson is contributing to			L2 recognise with considerable support a few basic personal questions spoken slowly and distinctly S3 pronounce basic words and expressions intelligibly
Lesson objectives			All learners will be able to:
			Write the module test
			Most learners will be able to:
			Write and understand the tasks of the test
			Some learners will be able to:
			Write the test without mistakes
Previous learning			Story time! The queen bee, check point
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
10 minutes	ORGANISATION MOMENT: Review the colours and family members. Daddy, mummy, brother, sister. Red, green, blue, yellow, orange, purple.
20 minutes	PRE-LEARNING Listen and colour. blue red yellow green purple Draw lines to match 1- a 2- c 3- b 4- d
5 minutes	ENDING THE LESSON: Circle the odd out. 1- 4 2- 1 3- 3
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.				through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?

LESSON: 9 Classroom objects					School:
Date:					Teacher name:
CLASS:					Number present:			absent:
Learning objectives(s) that this lesson is contributing to		UE1 use common singular and plural nouns to say what and where things are S1 make basic personal statements and simple statements about objects
Lesson objectives		All learners will be able to:
		Recognize the school objects Name the school objects
		Most learners will be able to:
		Name the school objects without mistakes
		Some learners will be able to:
		Recognize, name and ask questions about school objects
Previous learning		Numbers 1-20
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
10 minutes	ORGANISATION MOMENT: Hand out a slip of paper to each pupil. Explain the activity. The pupils move around the classroom, trying to find their classmates with the same number. They ask and answer without showing their slip of paper. The pupils get into groups according to the number of their slip of paper. When all the groups have been formed, check that the pupils are in the correct group.
20 minutes	PRE-LEARNING Put up the flashcards, one at a time, and say the corresponding words. The pupils repeat chorally and individually. Play the CD. Trace and colour. Refer the pupils to the picture and elicit the school items. Revise the colours by pointing to different items around the classroom and eliciting the colours. Ask the pupils to trace and colour the school items. Allow the pupils some time to complete the activity. Then call out an item and ask from individual pupils to point to it and say what colour it is. Sing the Get your pencil song Let’s listen						CD track 22 CD track 23
5 minutes	ENDING THE LESSON: You whisper a school item to the first child, who whispers it to the child sitting next to him/her and so on. The last child calls out the word. Activity Book, page 29						Activity Book
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.			through questioning and the redirecting of questioning in feedback activities through observation in pair work			Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?				Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?

LESSON: 10 Classroom objects					School:
Date:					Teacher name:
CLASS:					Number present:			absent:
Learning objectives(s) that this lesson is contributing to		UE1 use common singular and pluralnouns to say what and where things are S1 make basic personal statementsand simple statementsabout objects
Lesson objectives		All learners will be able to:
		Recognize the school objects Name the school objects
		Most learners will be able to:
		Name the school objects without mistakes
		Some learners will be able to:
		Recognize, name and ask questions about school objects
Previous learning		Classroom objects.
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
10 minutes	ORGANISATION MOMENT: Write the numbers 1-10 on the board. Let the pupils look at them for one minute. Then ask them to close their eyes. Erase a number. Ask them to open their eyes. Ask a pupil to tell you which number you have erased.
15 minutes	PRE-LEARNING Explain the activity. Point to the book and ask: How many books? Elicit: Five. Say: Yes,fivebooks.allow the pupils some time to complete the activity. Check the pupil’s answers. Refer the pupils to the picture and explane that they are going to make finger numbers. Hand out the photocopies. Guide them through the cutting, gluing and colouring of the finger numbers. Ask questions e.g. what colour is number 5? Etc.
10 Minutes	ENDING THE LESSON: Let’s play. What’s this? Activity Book, page 31.						Activity Book
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.				through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?			Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?

LESSON: 11 Initial letters					School:
Date:					Teacher name:
CLASS: 1					Number present:			absent:
Learning objectives(s) that this lesson is contributing to			L1 recognise short instructions for basic commands spoken slowly and distinctly S1 make basic personal statements and simple statements Using commands.
Lesson objectives			All learners will be able to:
			To give and follow the commands
			Most learners will be able to:
			To tell the commands
			Some learners will be able to:
			Recognize, name and ask questions and make sentences with the commands.
Previous learning			Classroom objects
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
10 minutes	ORGANISATION MOMENT: Put up the My Room! Poster on the board. Point to the items, one at a time and say a word. Ask the pupils to say yes or no. e.g. Teacher: (pointing to the bike) Bike. Pupil 1: Yes! Teacher: (Pointing to the doll) Car. Pupil 2: No!etc.
20 minutes	PRE-LEARNING P Put up the flashcards, one at a time, and say the corresponding words. The pupils repeat, chorally and/or individually. Point to each flashcard in random order. Ask individual pupils to say the commands. Ask the rest of the class for verification. Give a command, e.g. stand up. The pupils follow it. Set the scene by asking the pupils questions about what they can see in the pictures. E.g. Teacher: (pointing to picture 1) Oh, silly TV! Can Nanny help? Class: Yes! Teacher: Yes! (pointing to the TV in picture 2) Look! Thanks, Nanny! (pointing to picture 3) Look at Lily! Clap your hands! etc						Flashcards CD track 38
5 minutes	ENDING THE LESSON: Go around and assign a command to each pupil. Give a command. The pupils with the assigned command perform it. Repeat with the rest of the commands.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.				through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?

LESSON: 12. Classroom routines					School:
Date:					Teacher name:
CLASS: 1					Number present:			absent:
Learning objectives(s) that this lesson is contributing to			L1 recognise short instructions for basic commands spoken slowly and distinctly S1 make basic personal statements and simple statements Using commands.
Lesson objectives			All learners will be able to:
			To give and follow the commands
			Most learners will be able to:
			To tell the commands
			Some learners will be able to:
			Recognize, name and ask questions and make sentences with the commands.
Previous learning			Initial letters
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
10 minutes	ORGANISATION MOMENT: Put up the My Room! Poster on the board. Point to the items, one at a time and say a word. Ask the pupils to say yes or no. e.g. Teacher: (pointing to the bike) Bike. Pupil 1: Yes! Teacher: (Pointing to the doll) Car. Pupil 2: No!etc.
20 minutes	PRE-LEARNING P Put up the flashcards, one at a time, and say the corresponding words. The pupils repeat, chorally and/or individually. Point to each flashcard in random order. Ask individual pupils to say the commands. Ask the rest of the class for verification. Give a command, e.g. stand up. The pupils follow it. Set the scene by asking the pupils questions about what they can see in the pictures. E.g. Teacher: (pointing to picture 1) Oh, silly TV! Can Nanny help? Class: Yes! Teacher: Yes! (pointing to the TV in picture 2) Look! Thanks, Nanny! (pointing to picture 3) Look at Lily! Clap your hands! etc						Flashcards CD track 38
5 minutes	ENDING THE LESSON: Go around and assign a command to each pupil. Give a command. The pupils with the assigned command perform it. Repeat with the rest of the commands.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.				through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?

LESSON: 13. Classroom routines					School:
Date:					Teacher name:
CLASS: 1					Number present:			absent:
Learning objectives(s) that this lesson is contributing to			L1 recognise short instructions for basic commands spoken slowly and distinctly S1 make basic personal statements and simple statements Using commands.
Lesson objectives			All learners will be able to:
			To give and follow the commands
			Most learners will be able to:
			To tell the commands
			Some learners will be able to:
			Recognize, name and ask questions and make sentences with the commands.
Previous learning			Stan up, sit down
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
10 minutes	ORGANISATION MOMENT: Put up the My Room! Poster on the board. Point to the items, one at a time and say a word. Ask the pupils to say yes or no. e.g. Teacher: (pointing to the bike) Bike. Pupil 1: Yes! Teacher: (Pointing to the doll) Car. Pupil 2: No!etc.
20 minutes	PRE-LEARNING P Put up the flashcards, one at a time, and say the corresponding words. The pupils repeat, chorally and/or individually. Point to each flashcard in random order. Ask individual pupils to say the commands. Ask the rest of the class for verification. Give a command, e.g. stand up. The pupils follow it. Set the scene by asking the pupils questions about what they can see in the pictures. E.g. Teacher: (pointing to picture 1) Oh, silly TV! Can Nanny help? Class: Yes! Teacher: Yes! (pointing to the TV in picture 2) Look! Thanks, Nanny! (pointing to picture 3) Look at Lily! Clap your hands! etc						Flashcards CD track 38
5 minutes	ENDING THE LESSON: Go around and assign a command to each pupil. Give a command. The pupils with the assigned command perform it. Repeat with the rest of the commands.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.				through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?

LESSON: 14. Describing things.					School:
Date:					Teacher name:
CLASS: 1					Number present:			absent:
Learning objectives(s) that this lesson is contributing to			L1 to talk about food references. S3 to recognize the school objects, to identify the school items
Lesson objectives			All learners will be able to:
			To talk about the numbers Name the school things
			Most learners will be able to:
			To speak about the school
			Some learners will be able to:
			To describe the colours with the school things
Previous learning			Check point 1
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
10 minutes	ORGANISATION MOMENT: Point to the school items and elicit the names. Explain the activity. Play the CD, twice if necessary. The pupils listen and complete the activity. Answer key 1 six pens 3 eight rubbers 2 nine pencils 4 seven books
20 minutes	PRE-LEARNING: Put the story in order. Number the pictures. E.g. 1 book, 2 pens, 3 copybooks, 4 pencil-cases, 10 rubbers. Sing the numbers, Get your pencil and Pencils in my schoolbag songs. Count from one to ten, name school items. 8. Listen and talk. Circle, talk with your friends. 1 ten pens 2 ten pencils 3 ten rubbers 4 ten books 9. Sing the Pencils in my schoolbag song!						CD 1 Track 22 CD 1 Track 23
5 minutes	ENDING THE LESSON: There are given a worksheet. Students should find the school things, then count and colour. E.g. One red school bag, five green pencil-cases.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.				through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. Yes, they were. They could make sentences, e.g. The ruler is white, the book is yellow. The atmosphere was good. Yes, I did. I didn’t change my plan.

LESSON: 15. Describing things.					School:
Date:					Teacher name:
CLASS: 1					Number present:			absent:
Learning objectives(s) that this lesson is contributing to			L1 to talk about food references. S3 to recognize the school objects, to identify the school items
Lesson objectives			All learners will be able to:
			To talk about the numbers Name the school things
			Most learners will be able to:
			To speak about the school
			Some learners will be able to:
			To describe the colours with the school things
Previous learning			Describing things
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
10 minutes	ORGANISATION MOMENT: Point to the school items and elicit the names. Explain the activity. Play the CD, twice if necessary. The pupils listen and complete the activity. Answer key 1 six pens 3 eight rubbers 2 nine pencils 4 seven books
20 minutes	PRE-LEARNING: Put the story in order. Number the pictures. E.g. 1 book, 2 pens, 3 copybooks, 4 pencil-cases, 10 rubbers. Sing the numbers, Get your pencil and Pencils in my schoolbag songs. Count from one to ten, name school items. 8. Listen and talk. Circle, talk with your friends. 1 ten pens 2 ten pencils 3 ten rubbers 4 ten books 9. Sing the Pencils in my schoolbag song!						CD 1 Track 22 CD 1 Track 23
5 minutes	ENDING THE LESSON: There are given a worksheet. Students should find the school things, then count and colour. E.g. One red school bag, five green pencil-cases.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.				through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. Yes, they were. They could make sentences, e.g. The ruler is white, the book is yellow. The atmosphere was good. Yes, I did. I didn’t change my plan.

LESSON: 17 Revision ABC – Big and Small!					School: 10
Date: 1 “G” 4.11.19 / 1 “J”, “V”-5.11.19					Teacher name: Snabekova M.
CLASS: 1					Number present:			absent:
Learning objectives(s) that this lesson is contributing to			1.UE7 use personal subject and object pronouns to give basic personal information 1.S5 use words in short exchanges 1.S1 make basic personal statements about people, objects and classroom routines 1.S3 pronounce familiar words and expressions intelligibly 1.UE7 use personal subject and object pronouns to give basic personal information
Lesson objectives			All learners will be able to: Sing ABC song
			Most learners will be able to:
			Write and understand the given tasks
			Some learners will be able to:
			Write the words with shown letters
Previous learning			Revision Unit 1-2
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
10 minutes	ORGANISATION MOMENT: Review the numbers, the colours, the ABC and family members. Daddy, mummy, brother, sister. Red, green, blue, yellow, orange, purple.
20 minutes	PRE-LEARNING Listen and colour (individual work). Big and small letters Big A letter is yellow, Small a letter is green. Big B letter is red, Small b letter is blue. Big C letter is purple, Small c letter is pink. Big D letter is yellow, Small d letter is green. Big E letter is red, Small e letter is blue. Let’s write the words (Work in pairs) APPLE BED CAT DOG EGG
5 minutes	ENDING THE LESSON: (Work in pairs) This is my pen. It’s yellow. This is my pencil. It’s blue. This is my book. It’s red. This is my bag. It’s green.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.				through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from the lesson about the class or individuals that will inform my next lesson?

LESSON: 18. Family and friends				School: 10
Date: 1 “G” 6.11 / 1 “J”-7.11 / 1 “V”-8.11.19				Teacher name: Snabekova M.
CLASS: 1				Number present:			absent:
Learning objectives(s) that this lesson is contributing to		1.UE1 use singular nouns, plural nouns – to talk about people and places 1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom word 1.UE7 use personal subject and object pronouns to give basic personal information 1.S3 recognise and identify some familiar sight words from local environment 1.UE4 use determiners a, an, some, the, this, these to indicate what /where something is 1.S1 make basic personal statements about people, objects and classroom routines 1.S3 pronounce familiar words and expressions intelligibly
Lesson objectives		All learners will be able to: To speak about family members and friends. To use an active vocabulary.
		Most learners will be able to:
		To speak about the friends
		Some learners will be able to:
		To learn the new words and use them in speech
Previous learning		The ABC
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)					Resources
10 minutes	ORGANISATION MOMENT: Review the commands: Stamp your feet, clap your hands, stand up, sit down, hands up, hands down, jump, hop, point to the window.
20 minutes	PRE-LEARNING Beginning of the lesson. Ask individual pupils to come to the front of the class and mime an action. The class must guess what the pupil is going. Play the Come on everybody song from the previous lesson. Encourage the pupils to sing and do the actions. Come on everybody Clap your hands Come on everybody Stamp your feet Stand up, sit down Jump all around Come on everybody Dance to the beat! Revise numbers 1-10 and the items. Explain the activity. The pupils look at the picture, find the items, count and write the appropriate number. Allow the pupils some time complete the activity. Then ask individual pupils to repeat back to the class. Let’s write the words (Work in pairs) Mummy Daddy Brother Sister This is my …. (mummy)					Poster interactive board
5 Minutes	ENDING THE LESSON: The pupils work in groups. Each group is given a paper They work together to paint their friend. Check round the classroom providing any necessary help. This is my friend. His name is Asan. He is 6.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.			through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?			Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?

LESSON: 19 In my house					School: 10
Date: 1 “G” 11.11.19 / 1 “J”, “V”-12.11.19					Teacher name: Snabekova M.
CLASS: 1					Number present:			absent:
Learning objectives(s) that this lesson is contributing to			1.S3 pronounce familiar words and expressions intelligibly 1.UE11 use there is / there are to make short statements and ask questions 1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words 1.UE11 use there is / there are to make short statements and ask questions 1.S1 make basic personal statements about people, objects and classroom routines 1.UE3 use basic adjectives to describe people and things 1.UE11 use there is / there are to make short statements and ask questions 1.L9 recognise the names of letters of the alphabet
Lesson objectives			All learners will be able to: To speak about what is in the house. To use an active vocabulary.
			Most learners will be able to: To speak about the colours of the furniture
			Some learners will be able to: To learn the new words and use them in speech
Previous learning			Family and friend
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
10 minutes	ORGANISATION MOMENT: Review the commands: Stamp your feet, clap your hands, stand up, sit down, hands up, hands down, jump, hop, point to the window.
20 minutes	PRE-LEARNING Beginning of the lesson. Ask individual pupils to come to the front of the class and mime an action. The class must guess what the pupil is going. Play the Come on everybody song from the previous lesson. Encourage the pupils to sing and do the actions. Revise numbers 1-10 and the items. Explain the activity. The pupils look at the picture, find the items, count and write the appropriate number. Allow the pupils some time complete the activity. Then ask individual pupils to repeat back to the class. Let’s write the words (Work in pairs) Chair TV Bed Table Desk This is my …. (Chair). It’s Blue						Poster interactive board CD 1 track 40
5 Minutes	ENDING THE LESSON: The pupils work in groups. Each group is given a shoebox and some Plasticise. They work together to produce a room. They can draw and colour things like windows and make a table, a bed, a TV, etc out of Plasticine. It is advisable to have a model so that the pupils can use it as a point of reference. Check round the classroom providing any necessary help.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.				through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?

LESSON: 20 My room					School: 10
Date: 1 “G” 13.11 / 1 “J”-14.11 / 1 “V”-15.11.19					Teacher name: Snabekova M.
CLASS: 1					Number present:			absent:
Learning objectives(s) that this lesson is contributing to			1.S3 pronounce familiar words and expressions intelligibly 1.UE11 use there is / there are to make short statements and ask questions 1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words 1.UE11 use there is / there are to make short statements and ask questions 1.S1 make basic personal statements about people, objects and classroom routines 1.UE3 use basic adjectives to describe people and things 1.UE11 use there is / there are to make short statements and ask questions 1.L9 recognise the names of letters of the alphabet
Lesson objectives			All learners will be able to: To speak about what is in the house. To use an active vocabulary.
			Most learners will be able to: To speak about the colours of the furniture
			Some learners will be able to: To learn the new words and use them in speech
Previous learning			In my house
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
10 minutes	ORGANISATION MOMENT: Review the commands: Stamp your feet, clap your hands, stand up, sit down, hands up, hands down, jump, hop, point to the window.
20 minutes	PRE-LEARNING Beginning of the lesson. Ask individual pupils to come to the front of the class and mime an action. The class must guess what the pupil is going. Play the Come on everybody song from the previous lesson. Encourage the pupils to sing and do the actions. Revise numbers 1-10 and the items. Explain the activity. The pupils look at the picture, find the items, count and write the appropriate number. Allow the pupils some time complete the activity. Then ask individual pupils to repeat back to the class. Let’s write the words (Work in pairs) Chair TV Bed Table Desk This is my …. (Chair). It’s Blue						Poster interactive board CD 1 track 40
5 Minutes	ENDING THE LESSON: The pupils work in groups. Each group is given a shoe box and some Plasticize. They work together to produce a room. They can draw and colour things like windows and make a table, a bed, a TV, etc out of Plasticine. It is advisable to have a model so that the pupils can use it as a point of reference. Check round the classroom providing any necessary help.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.				through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?

LESSON: 21 Days of the week					School: 10
Date: 1 “G” 18.11.19 / 1 “J”, “V”-19.11.19					Teacher name: Snabekova M.
CLASS: 1					Number present:			absent:
Learning objectives(s) that this lesson is contributing to			1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words 1.R1 recognise sound and name the letters of the alphabet 1.R2 recognise initial letters in names and places 1.S3 pronounce familiar words and expressions intelligibly 1.S1 make basic personal statements about people, objects and classroom routines 1.S3 pronounce familiar words and expressions intelligibly 1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days
Lesson objectives			All learners will be able to: To speak about what day it is today. To use an active vocabulary.
			Most learners will be able to: To speak about when is their English lesson
			Some learners will be able to: To learn the new words and use them in speech
Previous learning			My room
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
10 minutes	ORGANISATION MOMENT: Review the commands: Stamp your feet, clap your hands, stand up, sit down, hands up, hands down, jump, hop, point to the window.
20 minutes	PRE-LEARNING Beginning of the lesson. Ask individual pupils to come to the front of the class and mime an action. The class must guess what the pupil is going. Play the Come on everybody song from the previous lesson. Encourage the pupils to sing and do the actions. Revise numbers 1-10 and the items. Explain the activity. The pupils look at the picture, find the items, count and write the appropriate number. Allow the pupils some time complete the activity. Then ask individual pupils to repeat back to the class. Let’s write the words (Work in pairs) Monday Tuesday Wednesday Thursday Friday Saturday Sunday What day is it today? It is Monday.						Poster interactive board CD 1 track 40
5 Minutes	ENDING THE LESSON: The pupils work in groups. Each group is given a shoebox and some Plasticise. They work together to produce a room. They can draw and colour things like windows and make a table, a bed, a TV, etc out of Plasticine. It is advisable to have a model so that the pupils can use it as a point of reference. Check round the classroom providing any necessary help.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.				through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?

LESSON: 22 My favorite toys (project)					School: 10
Date: 1 “G” 20.11 / 1 “J”-21.11 / 1 “V”-22.11.19					Teacher name: Snabekova M.
CLASS: 1					Number present:			absent:
Learning objectives(s) that this lesson is contributing to			1.S3 pronounce familiar words and expressions intelligibly 1.UE11 use there is / there are to make short statements and ask questions 1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words 1.UE11 use there is / there are to make short statements and ask questions 1.S1 make basic personal statements about people, objects and classroom routines 1.UE3 use basic adjectives to describe people and things 1.UE11 use there is / there are to make short statements and ask questions 1.L9 recognise the names of letters of the alphabet
Lesson objectives			All learners will be able to: To speak about toys. To use an active vocabulary.
			Most learners will be able to: To speak about the colours of toys
			Some learners will be able to: To learn the new words and use them in speech
Previous learning			Days of the week
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
10 minutes	ORGANISATION MOMENT: Review the commands: Stamp your feet, clap your hands, stand up, sit down, hands up, hands down, jump, hop, point to the window.
20 minutes	PRE-LEARNING Beginning of the lesson. Ask individual pupils to come to the front of the class and mime an action. The class must guess what the pupil is going. Play the Come on everybody song from the previous lesson. Encourage the pupils to sing and do the actions. Revise numbers 1-10 and the items. Explain the activity. The pupils look at the picture, find the items, count and write the appropriate number. Allow the pupils some time complete the activity. Then ask individual pupils to repeat back to the class. Let’s write the words (Work in pairs) Car teddy kite scooter This is my …. (car). It’s Blue						Poster interactive board CD 1 track 40
5 Minutes	ENDING THE LESSON: The pupils work in groups. Each group is given a shoe box and some Plasticize. They work together to produce a room. They can draw and colour things like car and bike. It is advisable to have a model so that the pupils can use it as a point of reference. Check round the classroom providing any necessary help.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.				through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?

LESSON: 23. Our world «A picture of the transport»				School: 10
Date: 1 “G” 25.11.19 / 1 “J”, “V”-26.11.19				Teacher name: Snabekova M.
CLASS: 1				Number present:			absent:
Learning objectives(s) that this lesson is contributing to		1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words 1.R1 recognise sound and name the letters of the alphabet 1.R2 recognise initial letters in names and places 1.S3 pronounce familiar words and expressions intelligibly 1.S1 make basic personal statements about people, objects and classroom routines 1.S3 pronounce familiar words and expressions intelligibly 1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days
Lesson objectives		All learners will be able to:
		To name the transports
		Most learners will be able to:
		To speak about their colours
		Some learners will be able to:
		To describe the transport
Previous learning
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)					Resources
10 minutes	ORGANISATION MOMENT: Ask individual pupils to come to the front of the class and mime an action. The class must guess what the pupil is doing. Play the Come on everybody song from the previous lesson. Encourage the pupils to sing and do the action.					CD 1 Track 40
20 minutes	PRE-LEARNING: Revise numbers 1-10 and the items. Explain the activity. The pupils look at the picture, find the items, count and write the appropriate number. Allow the pupils some time to complete the activity. Then ask individual pupils to report back to the class. Answer key 2 kites 3 trains 6 cars 5 dolls 1 bike 4 planes The pupils work in groups. Each group is given a shoe box and some Plasticine. They work together to produce a room. They can draw and colour things like windows and make a table, a bed, a TV, etc out of Plasticine. It is advisable to have a model so that the pupils can use it as a point of reference. Check round the classroom providing any necessary help.					Craftwork
5 Minutes	ENDING THE LESSON: (An activity to consolidate the language of the lesson.) Divide the class into pairs. Tell the pupils that you are moving and they have to help you move furniture of your room. Assign an item to each pair, e.g. a TV set to one pair, a bed to another, etc. The pupils mime moving the item across the room to a designated spot where a supposed removal van is.					Project Time
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.			through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?			Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?

LESSON: 24.Storytime «The little engine that could»					School: 10
Date: 1 “G” 27.11 / 1 “J”-28.11 / 1 “V”-29.11.19					Teacher name: Snabekova M.
CLASS: 1					Number present:			absent:
Learning objectives(s) that this lesson is contributing to			1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words 1.R1 recognise sound and name the letters of the alphabet 1.R2 recognise initial letters in names and places 1.S3 pronounce familiar words and expressions intelligibly 1.S1 make basic personal statements about people, objects and classroom routines 1.S3 pronounce familiar words and expressions intelligibly 1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days
Lesson objectives			All learners will be able to: To talk about the transports
			Most learners will be able to:
			To speak about the story of the little engine
			Some learners will be able to:
			To describe the story using active vocabulary
Previous learning			Our world “A picture of transport”
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
10 minutes	ORGANISATION MOMENT: Write the word on the train on the board. Have a discussion, in L1 necessary, about trains. Have the pupils ever been on a train? Would they like to go on one? Why/Why not?
20 minutes	PRE-LEARNING: Play the CD. The pupils listen and follow along their books. Play the CD again. The pupils repeat, chorally and/or individually. Put up the story cards in random order. Ask the pupils to come and put the cards in the right order. Play the CD for verification. Assign roles and allow the pupils, in groups, some time to rehearse. Ask the groups to act out the story. They can use the story cards for help. Have a discussion, in L1 if necessary, about the moral of the story. Explain to the pupils that optimism and hard work can help us achieve things that may seem impossible to achieve at first.						CD 1 Track 42
5 Minutes	ENDING THE LESSON: Appoint one of the pupils to be the engine. Give him/her the vocabulary cards, which act as tickets. Then he/she circulates and stops at the rest of the pupils, one at a time. In order for the pupils to get on board, they have to name the vocabulary items.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.				through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

LESSON: 25. Check point 3					School:
Date: 1 “G” 2.12.19 / 1 “J”, “V”-3.12.19					Teacher name: Snabekova M.
CLASS: 1					Number present:			absent:
Learning objectives(s) that this lesson is contributing to			L2 recognise with considerable support a few basic personal questions spoken slowly and distinctly S3 pronounce basic words and expressions intelligibly
Lesson objectives			All learners will be able to:
			Write the module test
			Most learners will be able to:
			Write and understand the tasks of the test
			Some learners will be able to:
			Write the test without mistakes
Previous learning			Storytime «The little engine that could...»
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
10 minutes	ORGANISATION MOMENT: Find the stickers! 1 Stand up 5 Jump 2 Sit down 6 dance 3 Clap your hands 4 stamp your feet						Stickers
20 minutes	PRE-LEARNING: Listen and colour. Blue bed Yellow TV Red chair Green table Look, draw and say. 1 Car, plane, car, plane 2 Car, car, bike bike, car, car 3 Doll, doll, kite kite, doll, doll, kite
5 Minutes	ENDING THE LESSON: My Smiles Report 5- excellent 4- good 3 bad
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.				through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

LESSON: 26. Animals					School:
Date: 1 “G” 4.12 / 1 “J”-5.12 / 1 “V”-6.12.19					Teacher name: Snabekova M
CLASS: 1					Number present:			absent:
Learning objectives(s) that this lesson is contributing to			1.S3 pronounce familiar words and expressions intelligibly 1.S5 use words in short exchanges 1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly 1.S3 pronounce familiar words and expressions intelligibly 1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words 1.R1 recognise sound and name the letters of the alphabet 1.UE13 use can / can’t to describe ability
Lesson objectives			All learners will be able to:
			To introduce pets
			Most learners will be able to:
			To understand the listening comprehension
			Some learners will be able to:
			To talk about pets
Previous learning			Check point 3
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
10 minutes	ORGANISATION MOMENT: Put the flashcards into one pile. Go around the classroom and ask individual pupils to choose two or three flashcards and then ask them to name them.						Flashcards
20 minutes	Put up the My Pets! Poster on the board. Point to each animal (rabbit, fish, cat, dog and mouse), one at a time, and present them. The pupils repeat, chorally and /or individually. Then point to each animal in random order. Ask individual pupils to say the word. Ask the rest of the class for verification. Elicit/Present the word pet. Play the CD. The pupils listen, point to the pictures and repeat the word. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually. Point to the dog and say: This is my dog! Woof! Woof! The pupils repeat after you. Follow the same procedure to present the rest of the song. Play the CD. The pupils listen to the song. Play the song again. The pupils sing along.						Poster CD1 Track 45
5 Minutes	ENDING THE LESSON: Animal Home Tell the pupils that will draw an animal home. In groups, the pupils are assigned an animal. E.g. cat, dog, fish, rabbit, mouse etc. They draw home for each of the animals, e.g. a bowl for the fish, etc. The pupils then present the animals’ homes to the rest of the class. Make sure you display their work somewhere in the classroom.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.				through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

LESSON: 27. Pets and wild animals					School:
Date: 1 “G” 2.12.19 / 1 “J”, “V”-3.12.19					Teacher name: Snabekova M.
CLASS: 1					Number present:			absent:
Learning objectives(s) that this lesson is contributing to			1.S3 pronounce familiar words and expressions intelligibly 1.S5 use words in short exchanges 1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly 1.S3 pronounce familiar words and expressions intelligibly 1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words 1.R1 recognise sound and name the letters of the alphabet 1.UE13 use can / can’t to describe ability
Lesson objectives			All learners will be able to:
			Name the pets Recognize pets and wild animals
			Most learners will be able to:
			To identify colours and sizes
			Some learners will be able to:
			To talk about the pets and wild animals
Previous learning			Pets
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
10 minutes	ORGANISATION MOMENT: Make an animal noise/facial expression and have the pupils guess the animal. The first pupil to guess correctly comes to the front of the classroom and continues with another animal. Play the My Pets song from the previous lesson. Encourage the pupils to sing along.						CD 1 Track 45
20 minutes	RE-LEARNING Refer the pupils to the pictures and elicit the words. i.e. what animal it is, if it is small or big. Explain the activity. The pupils read the sentences and colour in the animals accordingly. Allow the pupils some time to complete the activity. Check the pupils' answers. Explain the game. Think of an animal. The pupils, in teams, try to guess which animal it is by asking questions about its size and colour. Each correct guess wins a point. The team with the most point's wins. e.g. Teacher: (thinks of the dog) Team A Pupil 1: Is it small? Team B Pupil 2: Is it black? Sing the Where’s the rabbit? Song! Pretend that you are looking for something and say: Where’s the rabbit? Look around! The pupils repeat after you. Follow the same procedure to present the rest of the song. Play the CD. The pupils listen and look. Play the song again and encourage the pupils to sing along.						Flashcards CD 1 Track 48
5 Minutes	ENDING THE LESSON: Ask a pupil to come to the board, follow your instructions and draw. Repeat with as many pupils as you think is necessary. e.g. Teacher: (Draw) a big fish. Pupil: (draws a big fish) etc.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.				through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

LESSON: 28 Hot and cold					School: 10
Date: 1 “G” 11.12 / 1 “J”-12.12 / 1 “V”-13.12.19					Teacher name: Snabekova M.
CLASS: 1					Number present:			absent:
Learning objectives(s) that this lesson is contributing to			L2 to consolidate colours and size. S3 to interpret and understand visuals.
Lesson objectives			All learners will be able to:
			To describe the pets
			Most learners will be able to:
			Name the colours and sizes Recognize the colour and size
			Some learners will be able to:
			To speak about things using new words
Previous learning			Pets and wild animals
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
10 minutes	ORGANISATION MOMENT: Ask the pupils to put their crayons or coloured pencils on their desks. Say a colour at random and ask them to point to the corresponding crayon/coloured pencil. Vary the rhythm and speed of the instructions to make the activity like a game. e.g. Teacher: (Show me) pink! Class: (holds up the pink crayon/coloured pencil) etc						CD 1 Track 48
20 minutes	PRE-LEARNING: Point to each animal (tortoise, parrot and spider), one at a time, and present them. Then point to each animal in random order. Play the CD. The pupils listen, point to the pictures and repeat the word. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually. Explain the activity. The pupils look at the pictures, read the dialogue silently and tick the right picture. Allow the pupils some time to complete the activity. Check their answers.						Poster CD 1 Track 51 Picture 3
5 minutes	ENDING THE LESSON: Put up the My Pets! poster on the board. Play /Spy with the class. Say: I spy with my little eye something beginning with (p). The pupils look and try to guess the animal. e.g. Teacher: I spy with my little eye something beginning with ‘p’. Pupil: Parrot. Teacher: Yes, etc.						Poster
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.				through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

LESSON: 29. In Kazakhstan					School: 10
Date: 1 “G” 18.12 / 1 “J”-20.12 / 1 “V”-20.12.19					Teacher name: Snabekova M.
CLASS: 1					Number present:			absent:
Learning objectives(s) that this lesson is contributing to			L3 To consolidate the language of the module; to develop fine motor skills through craftwork; to produce a project about a pet. S5 To revise the theme about pets and describe them
Lesson objectives			All learners will be able to:
			To talk about pets
			Most learners will be able to:
			Name the pets and wild animals Recognize colour and size
			Some learners will be able to:
			To talk about the pets
Previous learning			Hot and cold
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
10 minutes	ORGANISATION MOMENT: Refer the pupils to the pupils and elicit the animals. The pupils then match them to the big or small paw print. Then, they point to each animal and say if it's big or small.
20 minutes	Tell the pupils that they are going to make their own pet shop. Hand out the photocopies. Go over the items in the photocopies and elicit them from the pupils. Explain to the pupils that they should draw an animal on each item. Then they can colour and decorate their pet shop. Go around the classroom providing any necessary help. While the pupils are doing the craftwork, feel free to play any song from the module. Then the pupils present their pet shops to the class. Demonstrate this yourself first. e.g. Teacher: There's a spider on the bed. There's a mouse on the TV. Etc.						Craftwork
5 Minutes	ENDING THE LESSON: Tell the pupils they are going to play a game called «Chinese Whispers». Explain the rules. Approach a pupil at the front desk and whisper an animal. Ask him/her to whisper the same word to his/her partner, who then whispers it to the next pupil, etc. Ask the last pupil to call out the animal. Check if it is the correct one. Repeat the procedure as many times as you think is necessary.						Game
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.				through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. Yes, they were. They could make sentences, e.g. This is my pet shop. There's a spider under the bed. The atmosphere was good. Yes, I did. I didn’t change my plan.

LESSON: 30. My pet (project)					School:
Date: 1G-18.12, 1J-18.12, 1V-24.12					Teacher name: Snabekova M.
CLASS: 1					Number present:			absent:
Learning objectives(s) that this lesson is contributing to			L1. To learn about animals from Australia , Kazakhstan and China; to explore other subject areas (Science); to understand the difference between pets and wild animals
Lesson objectives			All learners will be able to:
			Name the pets and wild animals Recognise pets and animals
			Most learners will be able to:
			To understand the speech
			Some learners will be able to:
			To talk about the difference between the pets and wild animals
Previous learning			In Kazakhstan
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
10 minutes	ORGANISATION MOMENT: Ask the pupils, in L1 if necessary, to tell you if they have ever visited a zoo and what animals they saw there. Ask them to name a few popular animals from their country. Also ask them what these animals usually eat, etc. Have a class discussion.
20 minutes	Refer the pupils to the pictures and ask: Where is she from? Elicit:/Present: (She's from) Australia. Then ask: What is her favourite animal? Elicit/Present: The kangaroo, etc. Repeat the procedure for the remaining texts. Play the CD. The pupils listen and point. Finally ,ask individual pupils to read parts of the texts out loud. Ask the pupils if they have ever seen these animals and initiate a lass discussion about special animals in their own country. Draw a picture of an animal from your country. Present it to the class. Ask the pupils to draw an animal from their own country. Then they come to the front of the classroom and talk about it. Tell them to use the texts as an example. Make sure you display their drawings somewhere in the classroom. Alternatively, explain the activity and assign it as homework. The pupils can find pictures of their favourite animal online. Once the pupils have presented their drawings/pictures, help them file their drawings/pictures in their Language Portfolios						CD 1 Track 54
5 Minutes	ENDING THE LESSON: Write Pets and Wild Animals on the board. Tell the pupils to draw their favourite pet and their favourite wild animal on two separate pieces of paper. Then they come to the board and stick their drawings under the corresponding category. Alternatively, they write their names.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.				through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. Yes, they were. They could make sentences, e.g. In the wild, in the wild, The elephant and the zebra! The atmosphere was good. Yes, I did. I didn’t change my plan.

LESSON: 31. Storytime «My mouse’s garden»					School: 10
Date: 1G-23.12, 1J-24.12, 1V-24.12					Teacher name: Snabekova M.
CLASS: 1					Number present:			absent:
Learning objectives(s) that this lesson is contributing to			To develop listening and reading comprehension skills through a story; to listen to and reading story from England about how a mouse shows gratitude to his friends
Lesson objectives			All learners will be able to:
			To understand the story Name the animals
			Most learners will be able to:
			To talk about the
			Some learners will be able to:
			To speak about the mouse in the story
Previous learning			Revision
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
10 minutes	ORGANISATION MOMENT: Have a class discussion, in L1 if necessary, about food and not having food. Ask the pupils who they would go to if they needed food. Also ask what friends are for, etc.
20 minutes	PRE-LEARNING: Play the CD. The pupils listen and follow along in their books. Play the CD again. The pupils repeat, chorally and/or individually. Put up the story cards in random order. Ask the pupils to come and put the cards in the right order. Play the CD for verification. Assign roles and allow the pupils, in groups some time to rehearse. Ask the groups to act out the story. They can use the story cards for help.						CD 1 Track 56 Story cards
5 Minutes	ENDING THE LESSON: Have sheets of coloured construction paper ready. Also, have glue, scissors and colouring pencils ready for the pupils to use. Alternatively, ask pupils to bring their own from the previous lesson.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.				through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. Yes, they were. They could make sentences, e.g. The field mouse is taking some food to his baby mice but he doesn't relies that there’s a hole in his sack. The atmosphere was good. Yes, I did. I didn’t change my plan.

LESSON: 32. Check point 4					School: 10
Date: 1G-25.12, 1J-26.12, 1V-27.12					Teacher name: Snabekova M.
CLASS: 1					Number present:			absent:
Learning objectives(s) that this lesson is contributing to			L1 recognise with considerable support a few basic personal questions spoken slowly and distinctly S2 pronounce basic words and expressions intelligibly
Lesson objectives			All learners will be able to:
			To recognise the colours and sizes Name the pets and wild animals
			Most l earners will be able to:
			To talk about the animals and pets
			Some learners will be able to:
			To speak about the pets and wild animals describing their size and colour
Previous learning			The mouse’s garden. A story from England
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
10 minutes	ORGANISATION MOMENT: Find the Stickers! Big-small Black-brown-white-pink
20 minutes	PRE-LEARNING: Listen and colour. (For Audioscript, see p. 105(T).) Tortoise Parrot Fish Mouse Look, read and put a tick or a cross. It’s a green tortoise. It’s a pink rabbit. It’s a brown dog. It’s a white cat. It’s a red spider. It’s a black parrot.
5 Minutes	ENDING THE LESSON: My smiles Report Excellent-5 Good-4 Bad-3
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.				through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. Yes, they were. They could make sentences, e.g. Pink tortoise, blue parrot, white cat, yellow spider, brown dog, pink rabbit. The atmosphere was good. Yes, I did. I didn’t change my plan.

LESSON: 29. Size					School:
Date:					Teacher name: Aben Zhuldyz
CLASS: 1					Number present:			absent:
Learning objectives(s) that this lesson is contributing to			L2 recognise with considerable support a few basic personal questions spoken slowly and distinctly S4 pronounce basic words and expressions intelligibly
Lesson objectives			All learners will be able to:
			To identify size
			Most learners will be able to:
			Name the size
			Some learners will be able to:
			Recognise the size
Previous learning			Colour
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
10 minutes	ORGANISATION MOMENT: Make an animal noise/facial expression and have the pupils guess the animal. The first pupil to guess correctly the size of animals. There are given a task, pupils should describe the animals and their sizes.
20 minutes	PRE-LEARNING: Play the CD. The pupils listen, point to the pictures and repeat the word. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually. Pretend that you are looking for something and say: Where's the rabbit? Look around! The pupils repeat after you. Follow the same procedure to present the rest of the song. AUDIOSCRIPT Where's the rabbit? Look around! Look around! Look around! Is it white or is it brown? Where's the rabbit?						CD 1 Track 47 CD 1 Track 48
5 minutes	ENDING THE LESSON: Who's Fluffy? Explain the activity. The pupils look at the pictures, read the dialogue silently and tick the correct rabbit. Allow the pupils some time to complete the activity. Check their answers.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.				through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. Yes, they were. They could make sentences, e.g. A magic school! What are these? Rabbits! Etc. The atmosphere was good. Yes, I did. I didn’t change my plan.

LESSON: There is/There are					School: 10
Date: 20-21.01					Teacher name: Snabekova M.
CLASS: 1					Number present:			absent:
Learning objectives(s) that this lesson is contributing to			L1 to talk about food references, to speak about food and drinks S3 to recognize the names of the foods and drinks in basic level To develop the listening and speaking comprehensions.
Lesson objectives			All learners will be able to:
			Name the foods Recognize the foods
			Most learners will be able to:
			To talk about foods
			Some learners will be able to:
			To use the foods vocabulary
Previous learning			Check point 4
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
10 minutes	ORGANISATION MOMENT: Ask a pupil to come to the front and sit with his/her back to the board. Whisper the name of the animal to him/her and invite the rest of the pupils to guess the animal. Whoever guesses correctly comes to the front and the activity is resumed.
20 minutes	PRE-LEARNING: Put up the My Food poster on the board. Point to each item (milk, cheese, bananas, juice, eggs and chicken), one at a time, and present them. The pupils repeat chorally and/or individually. Then point to each item in random order. Ask individual a students to say the word. Ask the rest of the class for verification. Write. Talk with your partner. Refer the pupils to the pictures and explain the activity. Point to the first picture and ask: What is this? Elicit: cheese. Follow the same procedure for the remaining items. Then explain to the pupils that they have to complete each blank by unscrambling the letters. Allow the pupils some time to complete the activity. Check their answers. Point to the milk and the cheese on the poster and rub your tummy and say: I like milk, I like cheese! The pupils repeat after you. Follow the same procedure to present the rest of the song. The pupils listen to the song.						Poster CD 2 Track 02
10 minutes	ENDING THE LESSON: Tell the pupils they are going to a game called Chinese Whispers. Explain the rules. Approach a pupil at the front desk and whisper a food item. Ask him/her to whisper the same word to his/her partner, who then whispers it to the next pupil, etc. Ask the last pupil to call out the word. Check if it is correct. Repeat the procedure as many times as you think is necessary.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.				through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. Yes, they were. They could make sentences, e.g. Who are they? Andy and Liam. Yes! They are on Andy's farm. The atmosphere was good. Yes, I did. I didn’t change my plan.

LESSON: 36. Fruits					School:
Date:					Teacher name: Aben Zhuldyz
CLASS: 1					Number present:			absent:
Learning objectives(s) that this lesson is contributing to			L2 to identify fruit and vegetables, to develop the listening comprehension S1 to recognize the names of the fruits and vegetables
Lesson objectives			All learners will be able to:
			Name the fruits and vegetables Recognize fruits and vegetables
			Most learners will be able to:
			To talk about the fruits and vegetables
			Some learners will be able to:
			To describe the fruits and vegetables
Previous learning			Food
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
10 minutes	ORGANISATION MOMENT: Write the food items from the previous lesson on the board. Allow the pupils some time to look at them. Then, ask the pupils to open their eyes and tell the words. Ask the pupils to open their eyes and tell you which food item is missing. Repeat the activity with the other food items.
20 minutes	PRE-LEARNING: Put up the My Food poster on the board. Point to each item (apples, carrots, pears, onions and tomatoes), one at a time, and present them. The pupils repeat, chorally and/or individually. Then point to each item in random order. Ask individual pupils to say the word. Ask the rest of the class for verification. Play the CD. The pupils listen, point to the pictures and repeat the word. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually. Gesture with your hand and say. What's in your basket? The pupils repeat after you. Follow the same procedure to present the rest of the song. Play the CD. The pupils listen to the song. Divide the class into two groups and assign a verse to each group. Play the song again for the groups to sing the assigned verses. Time permitting, play the song a third time for the pupils to sing the song as a class.						Poster CD 2 Track 04 CD 2 Track 05
5 minutes	ENDING THE LESSON: Draw a tree on the board. Tell the pupils it's a magic tree and that any kind of food or drink item and draw a simple sketch of it on the tree. Continue until all the pupils have had a turn and the tree is full. If you wish, you can do page 53 from the Activity Book during this lesson or the next one.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.				through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. Yes, they were. They could make sentences, e.g. What's in Liam's basket? Apples. What's in Lilly's basket? etc The atmosphere was good. Yes, I did. I didn’t change my plan.

LESSON: 37. Vegetables					School:
Date:					Teacher name: Aben Zhuldyz
CLASS: 1					Number present:			absent:
Learning objectives(s) that this lesson is contributing to			L2 to identify vegetables, to develop the listening comprehension S1 to recognize the names of the vegetables
Lesson objectives			All learners will be able to:
			Name the vegetables Recognize vegetables
			Most learners will be able to:
			To talk about the vegetables
			Some learners will be able to:
			To describe the vegetables
Previous learning			Fruits
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
10 minutes	ORGANISATION MOMENT: Set the scene by asking the pupils questions about what they can see in the pictures. e.g. Teacher: (pointing to picture 1) What's in Adam's basket? Grapes
20 minutes	PRE-LEARNING: Explain the activity. The pupils look at the pictures, read the dialogue silently, find the items and colour them accordingly. Check their answers. Play the CD again pausing for the pupils to repeat, chorally and/or individually. Assign roles and ask individual pupils to read the dialogue out loud. Select a short exchange from the dialogue for the pupils to act out in pairs. Allow them some time to rehearse their exchanges. Encourage them to come to the front and perform their exchanges. Alternatively, assign roles and have the pupils come to the front and act out the whole dialogue.
5 minutes	ENDING THE LESSON: Sing a song and learn by heart new words. What's in your basket? Your basket, your basket? What's in your basket? Apples for you!
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.				through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. Yes, they were. They could make sentences, e.g. There are ten apples in the basket. There are very tasteful. The atmosphere was good. Yes, I did. I didn’t change my plan.

LESSON: 38. Food and drinks					School:
Date:					Teacher name: Aben Zhuldyz
CLASS: 1					Number present:			absent:
Learning objectives(s) that this lesson is contributing to			L3 make basic and simple statements, to consolidate food and drink items. S5 to learn by heart the foods and drinks names
Lesson objectives			All learners will be able to:
			Name the foods and drinks Recognize foods and drinks
			Most learners will be able to:
			To speak about foods and drinks
			Some learners will be able to:
			To talk about the foods and drinks using theme words
Previous learning			Vegetables
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
10 minutes	ORGANISATION MOMENT: Play the What's in your basket? Song from the previous lesson (CD 2 Track 05). Encourage the pupils to sing along.
20 minutes	PRE-LEARNING: Put up the flashcards, one at a time on the board and say the corresponding words. The pupils repeat, chorally and/or individually. Then point to each flashcard in random order. Ask individual pupils to name them. Ask the rest of the class for verification. The pupils repeat after you. Play the CD. The pupils listen, point to the pictures and repeat the words. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually.						Flashcards CD 2 Track 07
5 minutes	ENDING THE LESSON: Write on the board and say: I'm hungry. Can I have some eggs? Here you are. Have the pupils repeat after you. Explain the activity. The pupils, in pairs, use the food items from the module to ask and answer questions. Explain to the pupils that they can refer to the question and answer on the board or at the bottom of the page for help. Go around the classroom providing any necessary help. Ask some pairs to report back to the class.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.				through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. Yes, they were. They could make sentences, e.g. The atmosphere was good. Yes, I did. I didn’t change my plan.

LESSON: Let’s travel					School: 10
Date: 30.01					Teacher name: Snabekova M.
CLASS: 1					Number present:			absent:
Learning objectives(s) that this lesson is contributing to			L3 to learn to make a simple statements about Kazakhstan S2 to talk about Kazakhstan culture in English and develop speaking, reading, writing, listening skills.
Lesson objectives			All learners will be able to:
			To understand Kazakhstan culture To recognize Kazakhstan culture in English
			Most learners will be able to:
			To talk about Kazakhstan
			Some learners will be able to:
			To describe motherland in English
Previous learning
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
10 minutes	ORGANISATION MOMENT: Put up the poster on the board. Point to it and ask: What country is this? Elicit: Kazakhstan. Say: Yes, that's right. Welcome to Kazakhstan! Ask pupils, in L1, to name the capital city of Kazakhstan (Astana) and find it on the poster. As an extension, you can ask pupils to name and locate other major cities. Follow the same procedure and present the Kazakh flag.
20 minutes	PRE-LEARNING: Point to the pictures and read out the texts. Explain any unknown words. Play the CD. The pupils listen and point to the pictures. Play the CD again pausing after each sentence. The pupils repeat chorally and/or individually. As an extension, you can ask pupils to read out from the texts. E.g. This is my country. This is my flag. Country, flag, capital city, president.						Pictures CD 2 Track 27
5 minutes	ENDING THE LESSON: Write My Kazakhstan on the board. Ask the pupils to copy it in their notebooks or at the top of a piece of paper. Ask them to think of images that come to mind when they think of Kazakhstan and draw them. Allow the pupils some time to complete the task. Display their work somewhere in the class. As an alternative, you can assign this as homework.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?				Assessment – how are you planning to check learners’ learning?		Cross-curricular links Health and safety check ICT links Values links
Create mixed ability pairs for speaking activity.				through questioning and the redirecting of questioning in feedback activities through observation in pair work		Art
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. Yes, they were. They could make sentences, e.g. Astana is the capital of Kazakhstan. The Kazakhstan is my motherland. The atmosphere was good. Yes, I did. I didn’t change my plan.

Материалды Word форматында жүктеп аласыз

Тарифке кіреді

0 ұстаз жүктеп алған

27 сәуір

997

Бұл материалды қолданушы жариялаған. UstazTilegi материалдың мазмұны мен авторлық құқықтарына жауап бермейді. Авторлық құқық бұзылған жағдайда шағым қалдыра аласыз

"Ұстаз" платформасында тіркелген пәндік олимпиадалар

Аттестацияға жарамды екенін көру үшін "Ұстаз" платформасында "Жарыстар, олимпиадалар тізімінен "Ustaz tilegi" деп іздесеңіз шығады

Ұстаздарға арналған олимпиадалар

Оқушыларға арналған олимпиадалар

Тәрбиешілерге арналған олимпиадалар

Қазақстандағы ең үлкен материалдар базасынан іздеу

Сіз үшін 400 000 ұстаздардың еңбегі мен тәжірибесін біріктіріп, ең үлкен материалдар базасын жасадық. Төменде керек материалды іздеп, жүктеп алып сабағыңызға қолдана аласыз

Осы тақырыпта
көрнекілік керек па?

10 000 астам көрнекіліктерді жинап қойдық.

Көрнекілік бөліміне өтіп тақырыбын жазып жүктеп алыңыз!