4-сынып ағылшын тілі қмж 472 бұйрық

Lesson Plan4
Theme of the lesson:
Unit:3
Teacher’s name:
Date:
Grade:4
Theme of the lesson:

Learning objectives(s) that
this lesson is contributing to:

Lesson objectives:

Value link:
Plan:
Part of the
lesson/Time
Beginning of the
lesson
Warming-up
Team work
3 min.

Number present:
absent:
Treasure and numbers1
4.3.3.1 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular
topics;
4.4.1.1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics;
4.5.2.1 use cardinal numbers 1 – 1000 and ordinal numbers 1 – 100
All learners will be able to: use cardinal numbers 1 – 1000 and ordinal numbers 1 – 100; answer the questions about what they
can see in the pictures.
Most learners will be able to: use cardinal numbers 1 – 1000 and ordinal numbers 1 – 100; answer the questions about what they
can see in the pictures; make a new dialogue.
Some learners will be able to: use cardinal numbers 1 – 1000 and ordinal numbers 1 – 100; answer the questions about what they
can see in the pictures ; act out the story
Be friendly, respect each other.

Teacher’s activity
Organization moment:
1.Greeting.

Asking the date and day of the week.
“You are so….” method helps to start the lesson with telling
compliment words to each other
The aim: To develop Ss speaking skills and create friendly
atmosphere
Efficiency: By telling the compliments they show their
appreciations .

Student’s activity

Assessment

Ss make a circle and tell
compliments to each other using
adjectives without repeating. “You
are so(beautiful,cool,intelligent)”

At the organization moment T tries
to award active Ss. «The praise»
method is used to evaluate Ss with
phrases like:
“Good job!
Well done!”

Resources
CD player
Microphone

Pre-learning
«Brainstorming»
method
Individual work
5 min.

(An activity to revise the language of the previous
lesson.)
T asks a pupil to come to the board and say a cardinal
number (1-1,000)

Ss come to the board and write

the respective ordinal numbers
next to the cardinals using letters
on the board.

Aim: Revise the previous lessons material. Find out how
much do they understand ordinal numbers.

Descriptor:
- understand the teacher's
instructions
- can write ordinal numbers
- know materials of previous lesson.

Whiteboard
letters

Total: 3 points

Efficiency: Ss refresh their mind before starting new theme.

In differentiation part «Word scramble» method was
used to write the respective ordinal numbers next to
cordinals.
After that T introduces the aim and theme of the lesson.
Middle of the
lesson
Presentation part.
Team work.
7 min.

Presentation and practice
(Activities to develop the pupils` listening and reading
skills.)
Listen and read.
Go through the pictures of the story and set the scene
by asking the pupils questions about what they can see
in the pictures.
e.g. Teacher: (pointing to picture 1) Where are the
children
Class: They are at a park:
Teacher: (pointing to Lilly in picture 3) What`s wrong
with Lilly
Class: She got sunburnt! etc

Ss answer to the T’s questions.

Read the story and answer the question
T explains the activity and allows the pupils some time
to read the story again silently and answer the
questions. Checks their answers. Asks the pupils to tell
where they found the answers in the dialogue.
Answer key
1.To find ten leaves and name the trees.
2.A classmate, Drake.
3.Because her arms are sore.

Ss open book on p 40, do exercise
8. Write on their copybooks.

Descriptor:
- recognise basic opinions in short
-answer the questions

Whiteboard
Pupils Book
Flashcards
My day video

Total: 2 points

T praise active Ss with phrases such
as: “Good job!
Well done!” “One more time,
please”

Whiteboard
Pupils Book
Poster

4.Jake’s
5.Jake’s team
Pair work
5 min.

. Thinking: In pairs, answer the questions.

Ss. read the questions and

T explains the activity and asks pairs to report back to
the class. (accept all reasonable answers.)

discuss the answers with their
partner

Suggested answer key
1.They all stayed together and helped each other. They
worked as a team.
2.Yes, because Drake left his team behind. He didn’t
care about his team. He only cared about winning.

Descriptor:
-cooperate as a pair
-can make decision and report to
school

Whiteboard
Pupils Book
Poster

Total: 2 points

Aim: to develop critical thinking skills
Efficiency:
Ss can make a plan and find the answers

Team work
8 min.

Act out the story.
•For stronger classes: T assigns roles to the pupils.
Allows them enough time to rehearse their roles in
groups. •For weaker classes: Select a short exchange
from the story for the pupils to act out in pairs.

Ss practice together an act out and

come to the front and act out the
story.

Descriptor:
-can work together as a team
-can act out the story

Whiteboard
Pupils Book
Poster

Total: 2points

Aim: to develop speaking skills
Efficiency:
Ss can act out the story
Differentiation: «Role play» is used to develop their
speaking and acting skills

Work in pairs.
5 min
Listening

Talking point. Listen and read. Make a new
dialogue with your friend.
T refers the pupils to the picture and the dialogue. Play
the CD. Pause the CD for the pupils to repeat, chorally
and/or individually.. T goes around the classroom
providing necessary help.
A: So, what’s today’s expedition?

Ss listen and follow along. and

in pairs act out similar dialogues

Descriptor:
-perceive information by listening
-act out dialogues
Total:2 points

Whiteboard
Pupils Book
Poster.

B: We must… .
A: This should be easy. Let’s do it!
Suggested answer key
A: So, what’s today’s expedition?
B: We must find these ten wild flowers, name them
and draw them in our notebooks.
A: This should be easy. Let’s do it!
Aim: develop critical thinking and listening skills.
Efficiency:
Ss use new vocabulary and practice it with groupmates.
.
Team work
5min

STUDY SPOT
(Activities to familiarize the pupils with the [ʃn ] sound
and the different spellings) Listen, point and repeat
T refers the pupils to the pictures. Points to the first
picture and say: [ʃn ] – fashion.. Checks their
pronunciation. Reviews the spelling of the different
words and explains/ elicits how the words are spelled
differently but the ending is pronounced the same. Play
the CD. 1Complete. Then listen and repeat.
T draws the pupils’ attention again to the [ʃn] sound
and the different spellings. Allows the pupils to
complete the missing letters. Play the CD for the pupils
to listen and check their answers.
Answer key
The ticket for the fashion exhibition at the mansion was
$10!

Descriptor:
Ss repeat, chorally and/or
individually and listen, point and -can spell and pronounce the words
-can complete the missing letters
repeat. Then point to the
pictures at random and elicit the
Total: 2points
sounds and the words. Ss
complete the missing letters

Aim: develop students listening and pronunciation skills.
Efficiency:
Ss can pronounce the words rightly
End of the lesson.

Feedback
Individual work:
2 min.

T asks to write three things they remember from the
story.
Aim: to consolidate the language of the lesson
Efficiency:
Ss can write and report back to school

Write three things that they
remember

Whiteboard

Differentiation: «Conclusion» method is used to finish the
lesson.
Reflection

Were the lesson objectives/learning objectives
realistic?
Did I stick to timings?
What changes did I make from my plan and why?

Lesson Plan4
Theme of the lesson:
Unit:3
Teacher’s name:
Date:
Grade:4
Theme of the lesson:

Learning objectives(s) that
this lesson is contributing to:

Lesson objectives:

Value link:
Part of the
lesson/Time
Beginning of the
lesson
Warming-up
Team work
3 min.

Number present:
absent:
Treasure and numbers2
4.1.4.1 understand an increasing range of short supported questions on general and some curricular topics;
4.2.5.1 pronounce an increasing range of words, short phrases and simple sentences intelligibly;
4.4.2.1 begin to use joined-up handwriting in a limited range of written work;
4.5.5.1 use interrogative pronouns who, what and where, how many, how much, how often, how big, what kind of to ask questions
on growing range of familiar topics
All learners will be able to: use interrogative pronouns who, what and where, how many, how much, how often, how big, what
kind of to ask questions
Most learners will be able to: use interrogative pronouns who, what and where, how many, how much, how often, how big, what
kind of to ask questions
Some learners will be able to: use interrogative pronouns who, what and where, how many, how much, how often, how big, what
kind of to ask questions
Be friendly, respect each other.
Teacher’s activity

Organization moment:
1.Greeting.

Asking the date and day of the week.
Happy circle
The aim: To develop Ss speaking skills and create friendly
atmosphere
Efficiency: By telling the wishes they show their
appreciations .

Student’s activity
Ss make a circle and wishes the
best wishes to each other

Assessment
At the organization moment T tries
to award active Ss. «The praise»
method is used to evaluate Ss with
phrases like:
“Good job!
Well done!”

Resources
CD player
Microphone

Pre-learning
Pair work
5 min.

(An activity to revise the language of the
previous lesson)
T asks pairs of pupils to come to the front of the
classroom and act out the dialogue from the
previous lesson (Ex.11). Repeat with as many
pairs as you feel necessary.

Ss act out the diologue

Descriptor:
- learned by heart the dialogue
- can act out it
Total: 2point

Whiteboard
Cards
Pupils Book

Aim: Revise the previous lessons material. Find out
how much do they remember.
Efficiency: Ss refresh their mind before starting new
theme.

In differentiation part «Role play» method was
used to develop student’s acting skills.
After that T introduces the aim and theme of the
lesson.
Middle of the
lesson
Presentation part.
Individual work
8 min.

PRESENTATION AND PRACTICE
(Activities to present and activate the new
language.)
POSTER
Our Planet’s Treasure 1
14Listen, point and repeat. Then match.
Pupils’ books closed. T puts up the Our planet’s
treasure poster on the board. Points to the
natural features, one at a time, and say the
corresponding words... Ask individual pupils to
name them. Ask the pupils to look at the poster,
choose an item and make a sentences e.g. Pupil
1 : (pointing to the island ) I’m going to go to an
island this summer. etc

Ss repeat, chorally and/or
individually. Point to each
natural feature in random order

Descriptor:
-can pronounce increasing
range of words
-can make up sentences

Total: 2points

Whiteboard
Pupils Book
Flashcards

Individual work
6 min.

Pupils’ books open. Play the CD. The pupils
listen, point to the words and repeat.. Check
their answers.
Answer key
2G
4A
6F
8H
3E
5C
7B

Ss listen, point to the words and
repeat. Ss repeat, chorally and/or
individually and look at the
pictures and match them to the
words

T praise active Ss with phrases
such as: “Good job!
Well done!” “One more time,
please”

Whiteboard
Pupils Book
Poster

Read and choose. Then say.
1.T explains the activity
Answer key
1A
2B
3B
4B
5A 6A
e.g. Malta is an island ., The Pacific is an ocean
. etc
2. T asks students to decide if the sentences
True or False
Aim: to develop pupils critical thinking and
geographical knowledge

1.Ss complete the sentences, decide
if the sentences true or false and
correct false statements

Descriptor:
-can pronounce simple

Whiteboard
Pupils Book
Cap

sentences intelligibly
-can complete sentences
-can identify false statements
and correct them
Total: 3 points

Efficiency: students can make decision
Differentiation: «Thinking cap» method is used
to do the activity much more interesting.
Individual work
8 min.

STUDY SPOT
(Activities to present and practice the articles.)
T explains new grammar materials (a, an. the) Says
and write on the board:
This is a desert. This is an island.
Underlines the words in bold. Explains to the
pupils that we use a before nouns that begin
with a consonant sound and we use an before
nouns that begin with a vowel sound. Say and
write on the board:
This is a desert. This is the Sahara Desert.
Underlines the words in bold. Explains to the
pupils, in L1 if necessary, that we use the
indefinite article a when we refer to something
general, and the definite article the when we

Ss read and choose articles exercise
16,p 43 circle the correct option.

Descriptor:
-can choose correct articles
-understand teacher`s
instruction
Total: 2 points

Whiteboard
Pupils Book
Poster

refer to something specific. Then says and
writes on the board: This is an island. This is
Malta. Explain to the pupils that we use the
definite article the only before names of deserts,
lakes and oceans, but we don’t use it before
names of mountains, lakes, islands and
countries.
Answer key
2B 3C 4A 5C 6A
Aim to develop grammar
Efficiency use new grammar structure
Team work
5 min

Let’s play
T divides the class into two teams, A and B.
gives one blue and one red card to a pupil from
each team. Say saloud a sentence. If the
sentence is correct, the pupils raise the blue
card. If the sentence is wrong, they raise the red
card. Then the pupils give the card to other
member or their team and you repeat with other
sentences. Each correct answer wins a point.
The team with the most points wins the game

Ss work in pairs and listen and
practice reading the story.
Practice speaking: Make a new
dialogue in exercise 13.

.
Aim: develop critical thinking skills and grammar.
Efficiency:
Differentiation: «Correct The Teacher game»
game is used to develop their speaking and listening
skills.
End of the lesson.
Team work

Feedback
5 min.

T reads sentences from exercise 15 Hawai is
an….
Aim: to consolidate the language of the lesson
Efficiency:
Ss can write and report back to school
Differentiation: «Conclusion» method is used to
finish the lesson.

Pupils complete the sentences
and write to the board

Descriptor:
-can identify correct answers.
-can work as a team.

Whiteboard
Pupils Book
Poster.

Reflection

Were the lesson objectives/learning objectives
realistic?
Did I stick to timings?
What changes did I make from my plan and why?

Lesson Plan4
Theme of the lesson:
Unit:3
Teacher’s name:
Date:
Grade:4
Theme of the lesson:

Learning objectives(s) that
this lesson is contributing to:

Lesson objectives:

Value link:
Part of the
lesson/Time
Beginning of the
lesson
Warming-up
Team work
3 min.

Number present:
absent:
Our planet’s treasure 1
4.1.3.1 understand the main points of short supported talk on an increasing range of general and some curricular topics;
4.2.3.1 give short, basic description of people and objects, begin to describe past experiences on an increasing range of general and
some curricular topics;
4.3.3.1 recognise basic opinions in short, simple texts on an increasing range of general range of general and some curricular
topics;
4.4.4.1 write with support a sequence of short sentences in a paragraph to give basic personal information
All learners will be able to:to read and write an email about their last holidays using Past Simple with prompts;
Most learners will be able to:to read and write an email about your last holidays using Past Simple without prompts;
Some learners will be able to:to read and write an email about your last holidays using Past Simple without prompts and
tell about their trip to their classmates;
Be friendly, respect each other.
Teacher’s activity

Organization moment:
1.Greeting.

Asking the date and day of the week.
Poem The best present
The best present in the world
Can`t be bought in the mall
The best present in the world
Isn`t a bike or a ball
The best present in the world
Can`t be caught like some bugs
The best present in the world
Is simply one of your hugs

Student’s activity
Ss make a circle and read o poem
together and hug each other

Assessment
At the organization moment T tries to
award active Ss. «The praise» method
is used to evaluate Ss with phrases like:
“Good job!
Well done!”

Resources
CD player
Microphone

The aim: To develop Ss speaking skills and create
friendly atmosphere
Efficiency: By telling the wishes they show their
appreciations .
Pre-learning
Pair work
5 min.

T asks a pupil to came to the board. Asks to take
Bee cards Say a word Ask the rest of the class
for verification. Repeat the activity with other
pupils.

Ss take cards and say a word from

the previous lesson (e.g. lake),
spell and write it.

Descriptor:
- learned by heart new words
- can spell and write
Total: 2point

Whiteboard
Cards
Pupils Book

Aim: Revise the previous lessons material. Find out
how much do they remember.
Efficiency: Ss refresh their mind before starting new
theme.

In differentiation part «Spelling Bee» game
method was used to check student’s vocabulary.
After that T introduces the aim and theme of the
lesson.
Middle of the
lesson
Presentation part.
Individual work
8 min.

Read and circle. Then listen and check.
T refers the pupils to the picture and asks them
to guess where Pat went on holiday and what
she did. Allows the pupils some time to read the
text silently and complete the activity. Play the
CD.
Answer key
1 the Pacific Ocean
3 rainforest
2 mornings
4 waterfalls
Then individual pupils read out the text.

Ss listen and follow the text in
their books. Check their
answers.

T explains the activity. Checks their answers.
Suggested answer key

Ss read and answer the questions T praise active Ss with phrases
such as: “Good job!
orally first, then in writing

Descriptor:
-can listen and understand the
meaning
-can read and chose right
version

Whiteboard
Pupils Book
Flashcards

Total: 2points

Whiteboard
Pupils Book

Well done!” “One more time,
please”

1 I went to Lake Balkhash.
2 I went with my family.
3 I went swimming, sailing and fishing.
4 I saw many birds.

Poster

Aim:to develop students listening and critical
thinking skills
Efficiency: describe past events
Pair work
6 min.

Portfolio: T
T asks the pupils, in pairs to talk about their
holidays. For homework, tell the pupils to write
an email to their friend and to use the text in Ex.
18 as a model.
Suggested answer key
Hi Gulnara,
How are you? I`m writing to tell you about my
holiday in Lake Balkhash. It was great!
I went there with my family. I swam in the lake
every day. We saw many birds there. Mum and
dad took me sailing and fishing, too. It was a
wonderful holiday!
Write and tell me all about your holiday.
Take care,
Daniya.
Aim:to develop writing skills

1.Ss talk with their friends. Write

an email to their friend about
their last holidays.

Descriptor:
-can write an email
-can follow the steps in
writing

Whiteboard
Pupils Book

Descriptor:
-can listen, understand and
sing a song
-can complete out words

Whiteboard
Pupils Book
Poster

Efficiency: to write an email about their last holidays

Individual work
8 min.

Paint to the picture and say: We`re going to go
on holiday and have a lot of fun!. Follows the
same procedure and present the rest of the song.
Play the CD. T divides the class into three
groups and assigns a verse to each group. Play
the song again and asks each group to sign their
corresponding verse. Time permitting, play the
song again for the pupils to sing together as a
class

Ss repeat, chorally and/or

individually and listen and
follow along in their book

Total: 2 points

Aim to develop listening skills
Efficiency to repeat grammar and vocabulary
through a song
Team work
5 min

Thinking time
Asks the pupils to draw some images
connected to holidays. Ask them to present
their drawings

Ss draw and present

Aim: develop critical thinking skills and speaking
Efficiency:draw and present using new

vocabulary
Differentiation: «Masterpiece» game is used to
develop their speaking skills.
End of the lesson.
Team work

Feedback
5 min.

An activity.
Demonstrates the following dialogue with a
pupil:
e.g. Teacher: Where are you going to go on
holiday?
Pupil 1: I`m going to go to Mexico.
Teacher: Have a nice holiday!
Pupil 1: Thank you!
Aim: to consolidate the language of the lesson
Efficiency: develop speaking skills
sed to

Reflection

Were the lesson objectives/learning
objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?

Ss answer the questions

Descriptor:
-can use new vocabulary.
-can make sentences following
the structure.

Whiteboard
Pupils Book

Lesson Plan4
Theme of the lesson:
Unit:3
Teacher’s name:
Date:
Grade:4
Theme of the lesson:

Learning objectives(s) that
this lesson is contributing to:

Lesson objectives:

Value link:
Part of the
lesson/Time
Beginning of the
lesson
Warming-up
Team work
3 min.

Number present:
absent:
Our planet’s treasure 2
4.1.8.1 understand short, supported narratives on an increasing range of general and some curricular topics;
4.2.6.1 take turns when speaking with others in a growing range of short, basic exchanges;
4.2.8.1 express basic likes and dislikes, recount short, basic stories and events on a limited range of general and some curricular
topics;
4.3.5.1 understand the main points of short simple texts on a growing range general and some curricular topics by using contextual
clues
All learners will be able to:talk about seven natural wonders of the world with support
Most learners will be able to:talk about seven natural wonders of the world with support; express basic likes and dislikes
Some learners will be able to:talk about seven natural wonders of the world with support; express basic likes and dislikes;
present their presentation work to the class
Be friendly, respect each other.
Teacher’s activity

Organization moment:
1.Greeting.

Asking the date and day of the week.
Poem The best present
The best present in the world
Can`t be bought in the mall
The best present in the world
Isn`t a bike or a ball
The best present in the world
Can`t be caught like some bugs
The best present in the world

Student’s activity
Ss make a circle and read o poem
together and hug each other

Assessment
At the organization moment T tries
to award active Ss. «The praise»
method is used to evaluate Ss with
phrases like:
“Good job!
Well done!”

Resources
CD player
Microphone

Is simply one of your hugs
The aim: To develop Ss speaking skills and create friendly
atmosphere
Efficiency: By telling the wishes they show their
appreciations .
Pre-learning
Pair work
5 min.

Play the song from the previous lesson and ask
the pupils to sing along.
T writes the words island, river, lake,
rainforest, waterfall, mountain, desert, ocean
on the board. Tells the pupils to take a plane
imagine that they are flying and going to visit
one of these places this weekend. Ask them to
think of what they are going to do there.
Suggested answer key
Pupil: I'm going to visit the Amazon rainforest
this weekend. I'm going to see a lot of plants
and animals there.

Ss , in pairs, talk to each other.

report back to the class.

Descriptor:
- can work in pair
- can make up sentences using
construction: to be going to

Whiteboard
Cards
Pupils Book

Total: 2point

Aim: Revise the previous lessons material. Find out
how much do they remember.
Efficiency: Ss refresh their mind before starting new
theme.

In differentiation part «Let`s fly» game method
was used to check student’s vocabulary.
After that T introduces the aim and theme of the
lesson.
Middle of the
lesson
Presentation part.
Individual work
10 min.

PRESENTATION AND PRACTICE
(Activities to present and activate the new
language.)

Ss. repeat, chorally and/or
individually. The pupils listen
and match. Check their answers.
Answer the questions

Descriptor:
-can choose right answers
-can answer the questions

Total: 2points

Whiteboard
Pupils Book
Flashcards

22 Listen and match. Then talk with your
friend.
T says and writes on the board: natural
wonders.. Explains/ Elicits what natural
wonders are. Have a brief class discussion, in LI
if necessary, about natural wonders in their
country and how important they are to the
planet. Refers the pupils to the pictures and the
title and have a class discussion about these
seven natural wonders. Elicits anything the
pupils might know about them. Reads aloud the
countries/regions and ask the pupils if they
know or if they can guess where these natural
wonders are. Explains the activity and play the
CD.
Answer key
2D 3C 4 F 5 A 6G 7E
Note: Tcan explain to the pupils that the
Northern Lights can be seen in other countries
like, for example, Iceland.
Refers the pupils to the picture and the dialogue.
First, reads out the dialogue and then act out a
similar dialogue with one of the pupils. Asks the
pupils to act out, in pairs, similar dialogues.
Goes around the classroom providing any
necessary help. Asks some pairs to come to the
front of the classroom and act out the dialogue.
Suggested answer key
Akbota: Which natural wonder would you like
to see? Nurzhan: Mount Everest.
Akbota: Where can you see it?
Nurzhan: In Tibet and Nepal.
Aim:to raise pupil`s enviromental awareness
Efficiency: to talk about natural wonders

Individual work
7 min.

Read and choose.
T refers the pupils to the picture and have a brief
picture discussion. Reads aloud the text or asks
some of the pupils to read it. Explains the
activity. Refers the pupils to the questions.
Answer key
1A2A3В4В
Then individual pupils read out the text.

Ss listen and follow in their

books and read the text silently
and choose the correct answer.
Check their answers.

Descriptor:
-can read and choose the
answer
Total 1 point

Whiteboard
Pupils Book

Descriptor:
-can use and find information
from the internet
-can prepare a project
following the requirements

Whiteboard
Pupils Book
Poster

Aim:to delop pupil`s reading skills
Efficiency: discuss the text and tell opinions

Team work
10 min.

Find information about another natural
wonder. Make a project or PowerPoint®
presentation. Present it to the class.
T brainstorms the names of various natural
wonders from around the world and write them
on the board. Have a class discussion, in LI if
necessary, about the problems they face.
Explains the activity..Tells them to use the text
in Ex. 23 as a model, Alternatively, assign the
project for homework. Then T helps them file
their projects in their Language Portfolios.
Suggested answer key
The Amazon Rainforest in South America is
one of the world's natural wonders. It is the
largest rainforest in the world and is home to
many kinds of animals. But the Amazon is
getting smaller and smaller. This is because
people throw rubbish into the river and cut
down the trees, Let's hope we can look after this

Ss use the Internet to find

information about another
natural wonder and present it to
the class

Total: 2 points

amazing wonder so people can still see it
hundreds of years from now!
Aim: develop critical thinking skills and speaking
Efficiency:make a project implementing the

solution and fixing issues
Differentiation: «Waterfall» project making
method is used to develop collecting and analyzing
skills.
End of the lesson.
Team work

Feedback
5 min.

T allow the pupils some time to read the text
again and then close their books. Ask them to
try and remember two things from the text.
Check their answers.
Suggested answer key
The Great Barrier Reef is in Australia. You can
see i1 from spaceAim: to consolidate the
language of the lesson
Efficiency: develop speaking skills
sed to

Reflection

Were the lesson objectives/learning
objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?

Ss answer the questions

Lesson Plan4
Theme of the lesson:
Unit:3
Teacher’s name:
Date:
Grade:4
Theme of the lesson:

Number present:
Revision

Learning objectives(s) that
this lesson is contributing to:

(Our world – Checkpoint 3)
4.2.8.1 express basic likes and dislikes, recount short, basic stories and events on a limited range of general and some curricular
topics;

Lesson objectives:

Value link:
Part of the
lesson/Time
Beginning of the
lesson
Warming-up
Team work
3 min.

absent:

4.4.4.1 write with support a sequence of short sentences in a paragraph to give basic personal information
All learners will be able to:revise talking about natural features andnatural wonders, express basic likes and dislikes
Most learners will be able to: revise talking about natural features andnatural wonders, express basic likes and dislikes
Some learners will be able to: revise talking about natural features andnatural wonders, express basic likes and dislikes
Be friendly, respect each other.
Teacher’s activity

Organization moment:
1.Greeting.

Asking the date and day of the week.
Poem
To move to breathe to fly to float
To gain all while you give
To roam the roads of land remote
To travel is to live
The aim: To develop Ss speaking skills and create friendly
atmosphere
Efficiency: By telling the wishes they show their
appreciations .

Student’s activity
Ss make a circle and read o poem
together

Assessment
At the organization moment T tries
to award active Ss. «The praise»
method is used to evaluate Ss with
phrases like:
“Good job!
Well done!”

Resources
CD player
Microphone

Pre-learning
Pair work
5 min.

(An activity to revise the language of the previous
lesson.)
Ask the pupils to present their projects from the
previous lesson

Ss present projects

Descriptor:
- prepared a project
- present it to class
Total: 2point

Aim: Revise the previous lessons material. Find out how
much do they remember.

Whiteboard
Cards
Pupils Book

Efficiency: Ss refresh their mind before starting new
theme.
After that T introduces the aim and theme of the lesson.
Middle of the
lesson
Individual work
10 min.

PRACTICE
25 Listen and read. Which place would you like to
visit? Why?
T ask the pupils to look at the pictures. Have a
picture discussion.
e.g. Teacher: (pointing to the Giant's Causeway) This
is the Giant's Causeway. Where is it? Pupil:
It's
in the UK.
Teacher: This is Lake Kaindy. Where is it?
Pupil: It's in Kazakhstan, etc
Asks the pupils to tell you what they know about
these places. Play the CD. Asks the pupils which
place they would like to visit and why. Elicit answers
from individual pupils.
Suggested answer key
I would like to visit Lake Kaindy to see the
underwater forest.
Then individual pupils read out the texts.

Ss. answer the questionsand
listen and follow the texts
in their book.

Descriptor:
-can listen and follow the text
-can answer the questions and
tell which places they would
like to visit

Whiteboard
Pupils Book
Flashcards

Total: 2points

Aim:to revice talking about natural features
Efficiency: to talk about natural wonders and discuss

Individual work

Read and match to make sentences.

Descriptor:

Whiteboard

7 min.

-can read and match sentences
Total 1 point

Reads the instructions and the example and explain
the activity. Check their answers.
Answer key
2d 3a 4c

Pupils Book

Aim:to delop pupil`s reading skills
Efficiency: improve language concentration and
memmory
Differentiation: «Find the half» memory game
method is used to develop thinking and memory.

Team work
10 min.

Project: A natural wonder in Kazakhstan.
T aska the pupils to think of natural wonders in
Kazakhstan and write a small paragraph about it
using the texts in Ex. 25 as models. Display their
work in the classroom.
Suggested answer key
Torysh is a valley with rock formations that look like
balls. The name Torysh actually means the Valley of
Balls! The rocks are spread in the middle of the
desert and have different sizes. Some are 3-4 metres
in diameter!

Ss use the Internet to find

information about another
natural wonder and present
it to the class

Descriptor:
-can use and find information
from the internet
-can prepare a project
following the requirements
Total: 2 points

Aim: develop critical thinking skills and speaking
Efficiency:make a project implementing the solution

and fixing issues
Differentiation: «Waterfall» project making method is
used to develop collecting and analyzing skills.

CHECKPOINT 3
1 Read and complete. Then match.
The pupils put the letters in the correct order to form
words and complete the sentences.Then they look at
the pictures and match the sentences with the
pictures.
Answer key

Ss do the tasks

-can complete sentences and
match them
-can complete with coorect
ordinal numbers
Total 2 points

Whiteboard
Pupils Book
Poster

1
2
3

rainforest - F 4 ocean - D
island - E
5 river - C
mountain – В

2 Read and match.
The pupils read the numbers and match.
Answer key
le 2 f 3a 4 d 5b
3 Read and complete.
The pupils read and complete the sentences with the
correct ordinal number.
Answer key
1
thirtieth 3 twenty-first 5
first
2
ninth 4 ninetieth
4 Read and choose.
The pupils read and choose the correct words.
Answer key
1C 2 A 3B 4 A 5 В 6A
End of the lesson.
Team work

Ss answer the questions

To fill progress peport card
well

Feedback
5 min.

ok

Talklk about Kazakhstans heritage
Say where things are
Talk about natural features
Talk about natural wonders
Write an email to his\her friend
They tick very well, ok or bad
Aim: to consolidate the language of the lesson
Efficiency: develop speaking skills
sed to

bad

Reflection

Were the lesson objectives/learning objectives
realistic?
Did I stick to timings?
What changes did I make from my plan and why?

Lesson Plan4
Theme of the lesson:
Unit:4 Lesson 1
Teacher’s name:
Date:
Grade:4
Theme of the lesson:

Learning objectives(s) that
this lesson is contributing to:

Lesson objectives:

Value link:
Plan:
Part of the
lesson/Time
Beginning of the
lesson
Warming-up
Team work
3 min.

Number present:
absent:
Body language
4.1.1.1 understand an increasing range of classroom instructions;
4.2.1.1 make basic statements which provide information on an increasing range of general and some curricular topics;
4.3.1.1 recognise, identify and sound with support a growing range of language at text level;
4.4.2.1 begin to use joined-up handwriting in a limited range of written work;
4.5.1.1 use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns, possessive ‘s/s’ to
name, describe and label things;
4.5.6.1 use demonstrative pronouns this, these, that, those and object pronouns in short statements, questions and responses
All learners will be able to: talk about ways of communicationusing demonstrative pronouns this, these, that, those and object
pronouns in short statements, questions and responses
Most learners will be able to: talk about ways of communication use demonstrative pronouns this, these, that, those and object
pronouns in short statements, questions and responses. Describe the picture.
Some learners will be able to: talk about ways of communication use demonstrative pronouns this, these, that, those and object
pronouns in short statements, questions and responses. Describe the picture and say why they use the gadgets.
Be friendly, respect each other.

Teacher’s activity
Organization moment:
1.Greeting.

Asking the date and day of the week.
Betty Botter bought some butter
She sells seashells by the seashore
“Tongue twisters.” To improve accents
The aim: To develop pronunciation and fluency

Student’s activity
Ss repeat and learn toungue
twisters

Assessment
At the organization moment T tries
to award active Ss. «The praise»
method is used to evaluate Ss with
phrases like:
“Good job!
Well done!”

Resources
CD player
Microphone

Efficiency: Say tongue twisters as quickly as they can .

Pre-learning
Speaking time
Individual work
5 min.

T prepares questions and asks about amazing places
that they would like to visit

Studens find answers to the
questions and make a project

Aim: Revise the previous lessons material

Descriptor:
- can answer questions
- can tell about amazing places
- make a project

Whiteboard
letters

Efficiency: Improves speaking.
Total: 3 points
After that T introduces the aim and theme of the lesson.
Middle of the
lesson
Presentation part.
Team work.
7 min.

PRESENTATION AND PRACTICE
(Activities to present and activate the new language.)
1 Look at the picture. What are the children doing?
Have you got any of these gadgets? If yes, what do
you use them for?
Pupils' books closed. T writes the word gadget on the
board. Asks the pupils if they know what gadgets are
and elicit the names of different gadgets (e.g. tablet,
mobile phone, earphones, etc).
Asks the pupils to look at the pictures on p. 48 and
have a picture discussion. Points to the boy and ask:
What is he holding? Elicit: A tablet. Then asks: What is
he doing? Elicit answers (e.g. He's playing games.)
Repeats the same for the girl. Asks the pupils if they
have any of these gadgets and what do they use them
for.
Suggested answer key
I have a tablet. I use it to watch videos online.
Aim to talk about ways of communication
Efficiency can make a picture discussion

Ss open books and answers the
questions

Descriptor:
- recognise basic opinions in short
-answer the questions

Total: 2 points

Whiteboard
Pupils Book
Flashcards
My day video

Differentiation: «Did you know» is used to develop their
speaking and making decision skills

Individual work
5 min.

.

Ss Choose and tell the class.

How do you communicate with your family and
friends? Which way of communication do you use
more often?
T reads aloud the phrases and explains to the pupils
that these are different ways of communication. Asks
the pupils if they can think of other ways of
communication. Read aloud the example and explain
the activity. Allows the pupils some time to complete
it. Checks their answers. Asks individual pupils to tell
the class.

Descriptor:
-can choose the way of
communication
-can make sentences and tell the
class

Whiteboard
Pupils Book
Poster

Total: 2 points

Suggested answer key
I like sending text messages to my friends. I text them
every day.

Team work
8 min.

. Let's Play
Pupils' books closed. T writes on the board: It's OK.
Good luck! Signs OK without speaking. Asks the pupils
which of the two sentences is correct. Then writes
phrases on the board and explain to the pupils, in LI if
necessary, what body language is.
Pupils' books open. Refers the pupils to the pictures,
one at a time,

Ss reads aloud the phrases and

listen and repeat chorally and/or
individually.

Descriptor:
-can work together as a team
-can mime and guess phrases
Total: 2points

Whiteboard
Pupils Book
Poster

Divide the class into two teams One pupil mimes one
of the phrases other tries to guess .Each correct answer
wins a point.

Aims to develop pupil`s thinking
Efficiency:
Understand each other and body language

Differentiation: «Body language» method is used to learn
phrases.
Work in pairs.
7 min
Listening

Look, read and choose the correct answer.
Read aloud the sentences, one at a time, and ask the
pupils to choose the correct word. The pupils look at
the pictures and complete the activity orally first, then
in writing.
Answer key1 kiss

2 shake

Ss reads and writes to their

copybook

3 hug

Aim: develop critical thinking and writing skills.
Efficiency:
Ss use new vocabulary and practice it with groupmates.
.
End of the lesson.

Feedback
Individual work:
8min.

An activity to consolidate the language of the lesson.)
T asks a pupil to come to the front of the classroom.
Says a sentence and ask the. Repeat with the other
pupils.
Suggested answer key
Teacher: I got an A at the test.
Pupil: (miming and saying) Give me a high five!
Teacher: Your favourite football team won the match.
Pupil: (miming and saying) Hurray! etc.

Aim: to consolidate the language of the lesson

Ss respond using body language
and the correct phrase if possible

Descriptor:
-read and choose correct answer
-can work as a pair
Total:2 points

Whiteboard
Pupils Book
Poster.

Efficiency:
Ss can write and report back to school
Differentiation: «Who is the first»game method is used
to finish the lesson.
Reflection

Were the lesson objectives/learning objectives
realistic?
Did I stick to timings?
What changes did I make from my plan and why?

Lesson Plan4
Theme of the lesson:
Unit:4 Lesson 2
Teacher’s name:
Date:
Grade:4
Theme of the lesson:

Learning objectives(s) that
this lesson is contributing to:

Lesson objectives:

Value link:
Plan:
Part of the
lesson/Time
Beginning of the
lesson
Warming-up
Team work
3 min.

Number present:
absent:
Communicating around the world
4.1.1.1 understand an increasing range of classroom instructions;
4.1.3.1 understand the main points of short supported talk on an increasing range of general and some curricular topics;
4.1.10.1 recognise words similar to words in student native language;
4.2.1.1 make basic statements which provide information on an increasing range of general and some curricular topics;
4.3.1.1 recognise, identify and sound with support a growing range of language at text level;
4.4.6.1 use upper and lower case letters accurately when writing names, places and short sentences when writing independently
All learners will be able to: talk about communicating around the world
Most learners will be able to: talk about communicating around the world using the degrees of comparisons.
Some learners will be able to: talk about communicating around the world using the degrees of comparisons and give their own
examples
Be friendly, respect each other.

Teacher’s activity
Organization moment:
1.Greeting.

Asking the date and day
of the week.
Who am I?
In this game, the T
prepares cards with
famous people's names on
them. The leader tapes one
card on the back of each
member. Then everyone
pretends they are at a
party and asks each other

Student’s activity
Ss answer for the quetions

Assessment
At the organization moment T tries
to award active Ss. «The praise»
method is used to evaluate Ss with
phrases like:
“Good job!
Well done!”

Resources
CD player
Microphone

questions to find out their
own identities. When
someone guesses their
own name correctly, the
name-tag gets taped to
their front and they
continue to chat with the
party guests until
everyone is wearing the
nametag on the front.
The aim: To develop
speaking
Efficiency: makes up
generally questions and
develops thinking skills.
Pre-learning
Speaking time
Individual work
5 min.

An activity to revise the
language of the previous
lesson.)
T writes on the board the
names of different gadgets
and ask the pupils to tell
you what we can use them
for (e.g. mobile phone:
send text messages).
Asks one of the pupils to
come to the front of the
classroom and use body
language to express one of
the phrases from the
previous lesson. The rest
of the class say aloud the
correct phrase. Repeat
with as many pupils as
necessary.
Aim: Revise the previous
lessons material

Studens find answers t

Descriptor:
- can tell what they can use gadgets
- can express body language
phrases
Total: 2 points

Whiteboard
letters

Efficiency: to mprove
speaking.
After that T introduces the
aim and theme of the lesson.
Middle of the
lesson
Presentation part.
Individual work.
7 min.

. 5Listen and repeat.
How do you usually
travel every day? (Track
40 CD1)

Ss repeat, chorally and/or individually. Point to each means
of transport in random order. They talk about how they
usually travel every day.

Descriptor:
- can name transports
-point to each means

Whiteboard
Pupils Book
Flashcards
My day video

Total: 2 points

Pupils' books closed. T
puts the Means of
transport poster up on the
board. Points to the means
of transport, one at a
Time, and says the
corresponding words.
Pupils' books open. Play
the CD. Then

Aim to introduce new
vocabulary
Efficiency can use
transport words compare
means of transport
Individual work
5 min.

Ss find the meaning of of transport.

thinking: Find the
means of transport.

Descriptor:
-can find the meaning of transport
-can complete the sentences

Whiteboard
Pupils Book
Poster

More than one can be
correct.
T writes on the board: /
have to do my homework
every day.Underline the
words in bold. Explain
that the verb have
toexpresses necessity and
obligation. Explain the
task. Allow the pupils
some time to complete the
activity. Check their
answers.
Answer key
2. tram, underground
3. helicopter, hot-air
balloon, plane, tram,
minibus, underground,
ferry, ship
4. underground, minibus
5. helicopter, plane, van
6. tram, minibus
Aim: develop vocabulary
and grammar
Efficiency: students can use
new vocabulary
Differentiation:
«Thinking cap» game is

Total: 2 points

used to develop their critical
thinking skills.
Team work
8 min.

Match the opposites.
Then rearrange the
letters to complete the
texts.
T explains the activity.
Goes through the texts and
elicits/explains any
unknown words. Allow
the pupils some time to
complete the activity.
Check their answers.
Answer key 2
2a 3f 4e 5d 6c
2 safe
6 noisy

4 fast

3 expensive
7 dirty

5 cheap

Aims to develop pupil`s
thinking and and improve
long term memory
Efficiency:
Train student’s memory and
brain

Ss match the opposites

Descriptor:
-can match opposites
-rearrange the letters to complete
the text
Total: 2points

Whiteboard
Pupils Book
Poster

Differentiation: «Find my
opposite» game method is
used to learn phrases.
Work in pairs.
1 min
Listening

Pupils' books closed. T
says, then writes: Cars are
faster than
scooters.Underline the
words in bold.The pupils
repeat chorally and/or
individually. Elicit the
spelling rules for the
comparative. Explain the
irregular adjectives.
Pupils' books open. Go
through the Study spotse
ction briefly. Explains the
activity and allow the
pupils some time to
complete it. Check their
answers.
Answer key
2
3

better 4 smaller
6 noisier
funnier 5 fatter

Aim: to explain new
grammar material
Efficiency:
Ss use new grammar and
practice it with groupmates.

Ss say and write comparative adjectives

Descriptor:
-say and write comparatives
Total:14 point

Whiteboard
Pupils Book
Poster.

.

Thinking: Read and
make sentences, as in the
example.

Ss make sentences

-can make sentences
-can compare different means of
transport

Ss come to the front and chooses 2 flashcards showing means

-can make sentences comparing
means of transport

T reads aloud the
example and explains the
activity. Answer key
2

Cars are safer than
scooters.
3

Minibuses are
slower than trams.
4

Planes are noisier
than hot-air balloons.
5

Trains are cheaper
than planes.
Aim: to develop grammar
Efficiency:
Ss use new grammar and
make sentences

10 Let's Play
Divide the class into two
teams, A and B. Asks one
pupil from each team to
come to the front of the
classroom. One pupil.
Repeat with the remaining
pupils. Each correct

of transport and shows them to the second S. The second S
has to make a sentence comparing the two means of transport
and using the adjectives in Ex.7.Then, the second pupil
chooses two flashcards and the first pupil makes a sentence

sentence wins a point. The
team with the most point
wins the game.
Aim: to develop grammar
and vocabulary
Efficiency:
Ss use new grammar and
make sentences
End of the lesson.

Feedback
Individual work:
5min.

Reflection

T divides the class into
two teams, X and O. Draw
a 3 X3 grid on the board.
Ask a pupil from each
team to come to the
board.. If the sentences are
correct, they get to mark
the cells accordingly, with
an X and O. Repeat with
the remaining pupils. The
winner is the team that has
three marks horizontally,
vertically or diagonally. If
you have a large class,
you may play the game in
pairs.

Were the lesson
objectives/learning
objectives realistic?
Did I stick to timings?
What changes did I make
from my plan and why?

One S writes an adjective from Ex. 7 in a cell in the grid and
makes a sentence with it.The other pupil writes the opposite
of that adjective in another cell and also makes a sentence

Lesson Plan4
Theme of the lesson:
Unit:4 Lesson 3
Teacher’s name:
Date:
Grade:4
Theme of the lesson:

Learning objectives(s) that
this lesson is contributing to:

Number present:
absent:
Communicating around the world

4.1.1.1 understand an increasing range of classroom instructions;
4.1.3.1 understand the main points of short supported talk on an increasing range of general and some curriculartopics;
4.2.1.1 make basic statements which provide information on an increasing range of general and some curricular topics;

4.3.1.1 recognise, identify and sound with support a growing range of language at text level;
4.4.6.1 use upper and lower case letters accurately when writing names, places and short sentences when writing
independently
Lesson objectives:

Value link:
Plan:
Part of the
lesson/Time
Beginning
of the lesson
Warming-up
Team work
3 min.

All learners will be able to:read and talk about means of transport around the world; make a new dialogue using range of
general curricular topics with support
Most learners will be able to: read and talk about means of transport around the world; make a new dialogue using range
of general curricular topics without support
Some learners will be able to: read and talk about means of transport around the world; make a new dialogue using range
of general curricular topics without support and act out it.
Be friendly, respect each other.

Teacher’s activity
Organization moment:
1.Greeting.

Student’s activity

Assessment

Resources

Make a circle and say
the words

At the organization moment T tries to award
active Ss. «The praise» method is used to
evaluate Ss with phrases like:
“Good job!
Well done!”

CD player
Microphone

Ss say comparative
forms and make
sentences

Descriptor:
- can say comparative forms
- can make up sentences usiing comparative
adjectives

Whiteboard
letters

Asking the date and day of the week.
Last Letter Word Chain
Tstarts the game by suggesting a simple word like ‘house’ or
‘cat’. The next student has to say a word which starts on the
last letter of your suggestion.
The aim: To develop speaking
Efficiency: makes up generally questions and develops thinking
skills.

Prelearning
Speaking
time
Individual
work
5 min.

T writes an adjective on the board (e.g. safe) and asks
individual pupils to say the comparative form of it. Then asks
the pupils make a sentence using the comparative form of the
adjective.
Aim: Revise the previous lessons material
Efficiency: to mprove speaking.
After that T introduces the aim and theme of the lesson.

Total: 2 points

Middle of
the lesson
Presentation
part.
Individual
work.
7 min.

PRESENTATION AND PRACTICE

Ss answer questions.

(Activities to develop the pupils' listening and reading skills.)

11

Descriptor:
- can name transports
-know different means of transport

Whiteboard
Pupils Book
Flashcards
My day video

Listen and read.
Total: 2 points

Go through the pictures of the story and set the scene by
asking the pupils questions about what they can see in the
pictures, e.g. Teacher: (pointing to the minibus in picture 1)
What's this?
Class: A minibus,etc
Play the CD. The pupils listen and follow the story in their
books

Aim to develop pupil`s listening and reading
comprehension skills through a text
Efficiency understand the main points of short supported

talk
Individual
work
5 min.

Ss read a story and
complete the activity

Check their answers.

Descriptor:
-can say if the sentences true false
-can answer the questions

Answer key

Total: 2 points

Read the story and write True or False.

2 True 3 False 4 True 5 False
Read the story again. Who says .....
Answer key
1

the teacher

2

the