Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning of the lesson

5 min

Organization moment :

1.Greeting. .

Warm-up

Ask students a few quick oral questions about the Food Vocabulary:

Hold up each flashcard, say the corresponding word/phrase and get Ss to repeat.

Ask Ss to say what kind of food they think is healthy or unhealthy, and ask them what kind of food they prefer. Initiate a short discussion.

Learners listen, repeat, and participate in placing flashcards.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Middle of the lesson

10 min

Ex1 p:65

Have Ss look at the pictures in

the vocabulary section. Play the

recording a few times and have Ss

point to the corresponding pictures

and repeat.

Say the words/phrase again and

have Ss point and repeat.

Values Link – Adal Azamat:

Safety

Follow safety rules.

Be careful on the road.

Protect yourself and others.

Example:

“I cross the road at the zebra crossing

Learners listen, point and say

Descriptor:

- listens and correctly identifies new vocabulary by pointing to images

Total:3 point

10 min

Ex2 p:65

Read the title of the quiz, direct Ss’

attention to the quiz and ask them

what they think it is about. (It’s

a quiz about healthy eating and

healthy habits.)

Draw Ss’ attention to the question

in the rubric. Elicit answers and

initiate a short discussion. (I eat

healthy food like fruit and

vegetables, and I exercise.)

Point out that they have to listen to

the recording, and follow along in

their books.

Values Link – Adal Azamat:

Safety

Follow safety rules.

Be careful on the road.

Protect yourself and others.

Example:

“I cross the road at the zebra crossing

Pupils listen and do the quiz. Read and circle. What do you do to stay healthy?

Descriptor:

- listen and do the quiz. Read and circle

Total: 3 point

10 min

Ex3 p:65

Explain to Ss that they are going to follow your instructions to make a ‘What I

Do to Stay Healthy’ poster.

Ask Ss to use a piece of card and write ’WHAT I DO TO STAY HEALTHY’ at the

top.

Then ask Ss to think about what they do every day to stay healthy. For

example, ‘I have milk, cereal and fruit for breakfast.’, ‘I usually play basketball.’,

etc.

Ask Ss to use markers in different colours to draw pictures of the healthy food

they prefer to eat and the sports they play

quiz answers before listening.

Values Link – Adal Azamat:

Imagination

Think freely.

Use ideas and dreams.

Create something new.

Example:
“I can draw my own story.”

Pupils make a ‘WHAT I DO TO STAY HEALTHY’ poster.

Descriptor:

- follows instructions to complete a quiz independently,

Total: 4 point

End of the lesson

5 min

Briefly review the colors learned.

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

Ss evaluate each other and encourage classmate with phrases like:

Well done!

Brilliant!

Good job!

I like it!

Poster Success

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning of the lesson

5 min

Organization moment :

1.Greeting.

Warm-up

Teacher says: “Look at the pictures. What food can you see?”

Show pictures of food.

Students name foods they know.

Ask: “What is your favorite food?”

Learners listen, repeat, and participate in placing flashcards.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Middle of the lesson

Presentation part.

10 min

Vocabulary Presentation

Target words:

dish, food, ingredients

meat, rice, bread, milk

tasty, hot, cold

Teacher action:

Point to pictures and say the words.

Students repeat (choral → individual).

Do quick matching (word → picture).

Differentiation

Weaker class: Point to the body parts on yourself while playing the recording.

Stronger class: Ask learners to make a short sentence, e.g. “This is my arm.”

Values Link – Adal Azamat:

Imagination

Think freely.

Use ideas and dreams.

Create something new.

Example:
“I can draw my own story.”

Learners point to pictures and say the words.

Descriptor:

- point to pictures and say the words.

Total: 3 point

12 min

Model Speaking

Write a simple model on the board:

This is beshbarmak.
It is from Kazakhstan.
It has meat and noodles.
It is tasty.

Read together. Students repeat.

Differentiation

Weaker class: Model the actions while the chant plays.

Stronger class: Ask learners to say the word before pointing.

Values Link – Adal Azamat:

Curiosity

Ask questions.

Want to learn new things.

Explore the world.

Example:
“Why does this work like this?”

Learners write a simple model on the board

Descriptor:

- Write a simple model on the board

Total: 3 point

13 min

Project Task – Speaking

Student task:

Choose one traditional dish.

Draw the dish or use a picture.

Practice saying 3–4 sentences using the model.

Pair practice:

Students work in pairs and talk about their dish.

Teacher walks around and helps.

Differentiation

Weaker class: Point clearly to the body parts while asking questions.

Stronger class: Ask confident learners to answer in full sentences, e.g.:
“Rosy puts sun cream on her arms.”

Values Link – Adal Azamat:

Problem Solving

Find solutions.

Try different ways.

Do not give up.

Example:
“I will try another idea.”

Learners work in pairs and talk about their dish.

Descriptor:

- choose one traditional dish

- talk about their dish.

Total: 4 point

End of the lesson

5 min

Briefly review the colors learned.

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

Ss evaluate each other and encourage classmate with phrases like:

Well done!

Brilliant!

Good job!

Poster Success

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning of the lesson

5 min

Organization moment :

1.Greeting.

Warm-up

Hold up the flashcards for the animals and ask Ss to name them. Then say the words in English and get Ss to repeat them

Learners listen, repeat, and participate in placing flashcards.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Middle of the lesson

5 min

Ex:1 P:66

Have Ss look at the pictures in

the vocabulary section. Play the

recording a few times and have Ss

point to the corresponding pictures

and repeat.

Say the words again in random

order and have Ss point and repeat

Differentiation

Weaker class: Use gestures and model pointing clearly.

Stronger class: Say the words without showing the pictures.

Values Link – Adal Azamat:

Imagination

Think freely.

Use ideas and dreams.

Create something new.

Example:
“I can draw my own story.”

Learners listen, point and say

Descriptor:

- identify and name animals using flashcards with teacher support

Total: 2 point

10 min

Ex: 2 P: 66

Show the pictures and ask students what they can see (children, animals, map).

Read the title and explain what a farm is (a place with animals and/or crops).

Ask students where they think the children were yesterday (on different farms).

Play the recording: 1st time: Ss point to the correct pictures. 2nd time: Ss shadow read (read along). 3rd time: Pause after each sentence for repetition. Ask comprehension questions about the text (e.g., “Where was the girl yesterday?”, “What animals were there?”). Choose a few students to read the texts aloud to the class.

Learners look and say, Where were the kids yesterday?

Then listen and read

Descriptor:

- identifies the correct picture while listening;

- answers comprehension questions accurately;

Total: 3 point

10 min

Ex: 3 P: 66

Read activity 2 again and match.

Explain to Ss that they have to refer to activity 2 and match the animals a-e to the places 1-2.

Learners read activity 2 again and match.

Key

1. c, d

2. a, b, e

Descriptor:

- refers to the text in Activity 2;

- correctly matches animals to places;

Total: 3 point

5 min

Ex: 4 P: 67

Draw attention to the grammar box. Read it aloud and have students repeat.

Explain that Past Simple is used to talk about something that happened at a specific time in the past.

Highlight that was/were are the past forms of to be.

Read the forms (I/he/she/it – was, you/we/they – were) aloud. Students repeat.

Point out: No short forms in affirmative sentences.

Read example sentence. Ask students to find more examples in Activity 2.

Learners read and complete was and were.

Key:

1. was

2. were

3. were

4. was

Descriptor:

- identifies was / were as past forms of to be;

- uses was / were correctly with different subject pronouns;

Total: 2 point

End of the lesson

5 min

Briefly review the colors learned.

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

Ss evaluate each other and encourage classmate with phrases like:

Well done!

Brilliant!

Good job!

I like it!

Poster Success

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning of the lesson

5 min

Organization moment :

1.Greeting.

Warm-up

Teacher shows a big picture of a farm.

Ask:

What can you see?

Is it a farm or a zoo?

Students name animals they know.
✔ Accept all answers.

Learners listen, repeat, and participate in placing flashcards.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Middle of the lesson

5 min

Ex:1 P:68

Have Ss look at the words in the

vocabulary section. Play the

recording a few times and have Ss

point to the corresponding pictures

and repeat.

Point out that mice is the plural

form of mouse.

Say the words again in random

order and have Ss point and repeat.

Differentiation

Weaker class: Use gestures and model pointing clearly.

Stronger class: Ask students to say the singular and plural forms (e.g. mouse – mice).

Values Link – Adal Azamat:

Positive Change

Improve things.

Help others with ideas.

Care for school and nature.

Example:
“I can make a box for recycling.”

Learners listen, point and say.

Descriptor:

- pronounces vocabulary items accurately;

- recognises and uses the plural form mice correctly.

Total: 2 point

10 min

Ex:2 P:68

Look at the pictures in the presentation and describe what is happening using your own words.

Listen to the story and try to find out what animals are on the farm (e.g., chickens, ducks, cow, horse, mouse).

Follow the dialogue in your book while listening to the recording and shadow read along with it.

After listening, repeat each sentence after the audio to practise pronunciation and intonation.

Now, look at the pictures again and answer the questions about what you see in each frame.

Work in groups of six and read the dialogue aloud together, taking one character each.

Try to use the correct words like this, that, those, these, and speak clearly when it’s your turn.

Learners listen and answer: What animals are there on the farm? Then read.

Descriptor:

- identifies animals mentioned in the story correctly;

- reads aloud with clear pronunciation and suitable intonation;

Total: 3 point

10 min

Ex: 4 P: 69

Explain to Ss that they have

to read the sentences, refer to

activity 2 and write Yes or No.

Have Ss compare their answers in

pairs first, then check as a class.

Differentiation

Weaker class: Allow pair work with a stronger student.

Stronger class: Ask students to justify their answers using evidence from Activity 2.

Values Link – Adal Azamat:

Problem Solving

Find solutions.

Try different ways.

Do not give up.

Example:
“I will try another idea.”

Learners read activity 2 again and write Yes or No.

Key:

1. No

2. Yes

3. Yes

4. No

Descriptor:

- refers to the text in Activity 2;

- correctly identifies true and false information;

Total: 3 point

5 min

Ex: 5 P: 69

Explain to Ss that they have to

look at the picture and complete

the sentences with the correct

preposition of place from the box

according to what they see in the

picture.

Have Ss compare their answers in

pairs first, then check as a class

Differentiation

Weaker class: Revise prepositions of place using gestures or objects (e.g. on, under, next to).

Stronger class: Ask students to explain why they chose a specific preposition.

Values Link – Adal Azamat:

Imagination

Think freely.

Use ideas and dreams.

Create something new.

Example:
“I can draw my own story.”

Learners look and write. between behind in front of

Key:

1.in front of

2. behind

3. between

Descriptor:

- identifies the correct position of objects in the picture;

- uses appropriate prepositions of place accurately;

Total: 2 point

End of the lesson

5 min

Briefly review the colors learned.

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

Ss evaluate each other and encourage classmate with phrases like:

Well done!

Brilliant!

Good job!

I like it!

Poster Success

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning of the lesson

5 min

Organization moment :

1.Greeting.

Warm-up

Animal Quiz.

How to play: Divide the class into two teams, assign each team a name, & review the animal cards. Shuffle the cards & have the students yell out ‘Stop!’ Without revealing the card, make a sound or gesture that represents the animal on the card you’ve stopped at. The first team to correctly identify the animal gets a point. Continue for as long as this is entertaining for the students.

Learners listen, repeat, and participate in placing flashcards.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Middle of the lesson

10 min

Ex: 1 P: 72. Have Ss look at the pictures. Play recording. Point and repeat.

Ask: "Is it a camel or a lion?"

Learners listen, point and say words.

Students use phrases: "Can I have a pen?" or "I need more time."

Descriptor:- identifies animal names and habitats correctly.

Total: 2 points

13 min

Ex: 2 P: 72. Pair work. Choose an animal. Ask and answer to guess.

Example: "Where does it live?" - "It lives in the desert.

Learners work in pairs to ask and respond to questions..

Descriptor:

- responds to questions using simple phrases.

Total: 3 points

7 min

Ex: 3 P: 72. Writing Task. Tell Ss to write a short paragraph about one animal from each picture

Differentiation

Weaker class Point to the relevant part of Activity 2.:

Stronger class: Ask students to justify their answers using evidence from Activity 2.

Values Link – Adal Azamat:

Positive Change

Improve things.

Help others with ideas.

Care for school and nature.

Example:
“I can make a box for recycling.”

Learners write sentences:

1. The camel lives in the desert. It’s behind the sand cat. 2. The lion lives in the forest. It’s behind the giraffe.

Descriptor:

- writes a short paragraph/sentences with support;

- uses prepositions correctly.

Total: 5 points

End of the lesson

5 min

Briefly review the colors learned.

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

Ss evaluate each other and encourage classmate with phrases like:

Well done!

Brilliant!

Good job!

I like it!

Poster Success