Unit 1 All about me

Lesson 1 All about me

Date:

Surname /name of the teacher:

Group:

Number of attendees:

Number of absent learners:

Aims of the lesson:

To introduce the simple greetings.

Objectives of the lesson

The learners will be able to:

 recognize with the considerable support the simple greetings.  exchange the short simple greetings.

The majority of the learners will be able to:

• recognize with the support the simple greetings.

• begin to recognize simple short instructions for the basic classroom routine spoken slowly and distinctly.

• exchange the short simple greetings.

Some of the learners will be able to:

 say the words and expressions without difficulties and mistakes.

Background knowledge

This is the beginning of the course, though some of the children may know simple greetings or names of the animals, numbers and colours.

Plan

Scheduled time

Scheduled activity

Resources

Beginning

of the lesson

5 minutes

Warm up:

At the beginning of the class find out if any of the learners know any English words. When they say the words or expressions hello, hi, I’m …, My name is …, announce to them the topic and objectives of the class.

Then introduce the children to the characters of the book Batyr, Ira, Dana, Misha, Mr Old Fox, Foxy, Slowy, Digger, who will assist them throughout the academic year. To practise saying and to memorize the characters’ names point to or show the pictures of these characters and ask the children to name them. While presenting them, you can tell them the names of the animals: e.g. Mr Old Fox/Foxy is a fox.

To develop correct pronunciation, we recommend playing tongue-twisters with learners for the sounds [h], [ai], [w] etc.

You can use the following resources for tongue twisters:

https://learnenglishkids. britishcouncil.org/ru/ton gue-twisters

www.downloadesl.com/tonguetwisters/

.../easyt.

Main part of

the lesson

Exercise 1.Look at the pictures, listen and learn.

Play the track and point to each character. Play it several times and ask the learners to point to the characters.

25 minutes

themselves. Memorize new speech patterns.

Track 1.

Hello, I’m a teacher. I’m Mr Old Fox.

Hello, I’m Foxy.

Hello, I’m Wolfy. Hello, I’m Slowy.

Hello, I’m Digger.

For the better memorizing, ask the learners to do ex.1 in the Activity book.

Exercise 1. Listen to your teacher and put the right stickerin the box.

The children should put the relevant stickers within the frames according to the information they hear.

Teacher: 1. Hello, I’m Digger. 2. Hello, I’m Wolfy. 3. Hello, I’m Foxy. 4. Hello, I’m Slowy.

Exercise 2. Listen to the children and repeat.

Ask the learners to look at the pictures, listen and repeat. To check the children’s comprehension, act as one of the characters: e.g. “Hello, I’m Mr Old Fox”. Learners should point to the corresponding picture. Track 2.

Hello, I’m Misha.

Hello, I’m Dana.

Hello, I’m Ira.

Hello, I’m Batyr.

For the further practice of saying hello suggest playing a game. Ask them to stand in the circle and throw a ball to each other saying his/her name: e.g. Hello, I’m Marat.

Variation:

Encourage the learners to fulfill the instructions given by the teacher or groupmates: “Look at Dima. Say “hello” to Dima”. The learners should point to the corresponding character and say: “Hello, Dima!”etc.

Exercise 3.Listen and sing.

Play the song several times and ask the learners to sing along. While they are singing encourage the children to dance and mime. From this point on include the Hello song in your warm up routine for the English class.

Track 3

I say hello, hello, hello.

I say hello, hello, hello.

Exercise 4. Introduce yourself.

The children should stand up and present themselves to each other saying: “Hello/hi, I’m Max/Anna”.

Activity book

Exercise 2. Draw yourself and introduce yourself.

Suggest the children drawing themselves using colour pencils and then introducing themselves.

End of the

lesson

5 minutes

End of the lesson:

At the end of the lesson ask the learners to summarize their activity at the lesson. Elicit their answers via supportive questions: e.g.:

What new words did we learn today?

Which word/words do we say when we see each other?

How do we introduce ourselves?

Do you remember the helpers/characters who will accompany us for the whole year? What are their names?

Then encourage them to say all the words in chorus, you can say the words in Kazakh/Russian and they will give the English equivalents or show the flashcards and name the pictures.

Sing the song of the lesson one more time.

Keep encouraging the young learners for any success during the class/ whole course to make them feel more comfortable, confident and more motivated to acquire the language.

Unit 1. All about me

Lesson 2. All about me

School: #

Date:

Surname /name of the teacher:

Group:

Number of attendees:

Number of absent learners:

Aims of the lesson:

Continue teaching the learners simple greetings; introduce the personal question “What’s your name”?

Objectives of the lesson

The learners will be able to:

• recognize, with the considerable support, the simple greetings.  recognize, with the considerable support a basic personal question “What’s your name?” spoken slowly and distinctly.

• respond to this personal question using answers “I’m … .”  exchange short simple greetings.

The majority of the learners will be able to:

• recognize with support simple greetings.

• recognize simple short instructions for the basic classroom routines spoken slowly and distinctly.

• exchange short simple greetings.

• respond to this personal question using answers “My name is…/I’m … .”

Some of the learners will be able to:

 say the words and expressions without difficulties and mistakes.

Background knowledge

This is the second lesson of the unit; the children know simple greetings and can exchange them.

Plan

Scheduled time

Scheduled activity

Resources

Beginning

of the lesson

5 minutes

Warm up:

Start the class by greeting the children and practise greeting forms by singing “The Hello Song” (Track 3). After that introduce the objectives and topic of the lesson.

To develop the correct pronunciation, we recommend playing tongue-twisters for the sounds [h], [t], [s], [w] etc.

Ask the children to name the characters, which they learned at the previous lesson.

You can use the following resources for tongue – twisters:

https://learnenglishkids.britis hcouncil.org/ru/tonguetwisters

www.download-

esl.com/tonguetwisters/.../ea syt.

Main part of

the lesson

25 minutes

Exercise 1.Listen and complete the dialogues.

Play the track two-three times and ask the learners to look at the pictures and repeat the phrases to the first two pictures. Then encourage them to complete the rest of the dialogues following the given samples. To check them play the track. Ask the children to roleplay this dialogue.

Track 4.

Teacher: What’s your name?

Foxy: I’m Foxy.

Teacher: What`s your name?

Digger: I’m Digger.

Text of the students:

Teacher: What’s your name?

Wolf: I’m Wolfy.

Teacher: What’s your name?

Turtle: I’m Slowy.

After completing this exercise ask each learner “What is your name?”

Exercise 2. Listen and repeat.

To practise these speech patterns ask the learners to listen to the poem. After they have listened, ask them to repeat it. While repeating encourage learners to clap and chant.

Track 5.

Hello, hello!

What’s your name?

What’s your name?

My name is Wolfy.

That`s my name.

Exercise 3. Learn the rhyme and recite it with your name.

Encourage children to recite the poem to each other by saying their own names. First organize pairwork and then they can walk along the classroom and recite it.

Invite children to clap and chant using the class names.

Exercise 4. Pairwork. Ask and answer.

Children in pairs should practise building their skills to ask and respond using the given model in the book. Remind them to use the names of the characters.

Activity book

Exercise 1. Match and answer. What’s your name?

Direct the learners’ attention to the task of this exercise. Explain the task. Then check their answers. Sample answers: Picture 1. My name is Digger. Picture 2. My name is Slowy. Picture 3. My name is Wolfy. Picture 4. My name is Foxy.

Exercise 2. Colour and say their names.

Suggest the children drawing the characters they like from the pictures given to them. Direct them to draw the pictures and name them. Ask them to say what their favourite cartoons/tales are. Who are their favourite characters? Why?

Keys: Ariel, Mowgli, Shrek, Aladdin, Sponge Bob, Masha.

End of the

lesson

5 minutes

End of the lesson:

At the end of the lesson ask the learners to summarize their activity at the lesson. Elicit their answers via supportive questions: e.g.:

What the new words did we learn today?

Which word/words do we say when we see each other? What do we say when we meet each other for the first time?

How do we respond to this question?

Do you remember the helpers/characters who will accompany us during the whole year? What are their names?

Then encourage them to say all the words in chorus, you can say the words in Kazakh/Russian and they will give the English equivalents or show the flashcards and name the pictures.

Sing the song of the lesson one more time.

Keep encouraging the young learners for any success during the class/ whole course to make them feel more comfortable, confident and more motivated to acquire the language.

Unit 1. All about me

Lesson 3. All about me

School: #

Date:

Surname /name of the teacher:

Group:

Number of attendees:

Number of absent learners:

Aims of the lesson:

To introduce the new words a girl/boy, goodbye, teacher; practise building basic communication skills using structures What’s your name? I’m … / My name is …; I’m a boy/girl, foster tolerance and respect for a teacher/each other.

Objectives of the lesson

The learners will be able to:

• recognize with the considerable support and exchange short simple greetings.

• recognize with the considerable support a few basic personal questions spoken slowly and distinctly.

• pronounce the basic words and expressions with some mistakes.

The majority of learners will be able to:

• exchange short simple greetings.

• respond to the very basic supported personal questions using short answers.

• make basic personal statements.

Some of the learners will be able to:

 make the basic personal statements unsupported and without mistakes.

Background knowledge

The learners know simple greetings like “Hello, children/ girls and boys”; expressions “What is your name? I’m …/ My name is …”

Plan

Scheduled time

Scheduled activity

Resources

Beginning

of the lesson

5 minutes

Warm up:

Ask the learners to clap their hands to the beat as they sing ‘The Hello song’ (Track 5).

Show the pictures of all the characters and ask them to act out the song saying their names.

Introduce them the topic and the objectives of the lesson.

To develop correct pronunciation, we recommend to play tongue-twisters with the learners for the sounds [g], [t], [oi], [ǝ:], [ai], [w] etc.

You can use the following resources for tongue – twisters: https://learnenglishkid

s.britishcouncil.org/ru/

tongue-twisters www.downloadesl.com/tonguetwister s/.../easyt.

Main part of

the lesson

25 minutes

Exercise 1.Listen and repeat.

Before the children start listening, introduce the new words by showing flashcards of a boy/girl: I’m Alma. I’m a girl.

I’m Marat. I’m a boy.

Then play the track and direct the learners’ attention to the

new words boys/girls they hear. Make the leaners repeat them.

Track 6.

Hello, Mr Old Fox.

Hello, boys and girls.

For better memorizing of the new words, make male learners clap their hands once when you say boys, and female learners clap twice when you say girls.

As a variation say the names of the boys/girl sand the learners should say “a boy/ a girl” as they hear the corresponding name.

Exercise 2. Listen, learn and repeat.

Ask the learners to look at the pictures, listen and repeat. Explain the meaning of the word too.

Track 7.

Foxy: Hello, what’s your name?

Turtle: I’m Slowy. I’m a girl. What’s your name?

Foxy: I’m Foxy. I’m a boy.

Digger: Hello, what’s your name?

Wolf: I’m Wolfy. I’m a boy. What’s your name? Digger: I’m Digger. I’m a boy too.

To practise this skill you can use puppets. Make the learners act out using models and the names of the puppets. As a variation, the children can use their dolls, toys.

Exercise 3.Pairwork. Act out the dialogue.

Act out the dialogues of this exercise and direct the children for pair work using the model.

Exercise 4. Listen and learn.

Make the students listen and repeat. If necessary, explain the word goodbye.

Track 8.

Student: Goodbye, Mr Old Fox.

Teacher: Goodbye, boys and girls.

Exercise 5. Listen and sing.

Make the children listen and chant the song. After they learn the words, play the audio and sing the song.

Track 9.

Boys and girls, goodbye, goodbye.

Goodbye, Teacher, goodbye.

Activity book

Exercise 1. Listen to your teacher and circle the right picture.

Draw the children’s attention to the pictures. Explain the task.

To explain the instruction circle, show the gesture in the air

You can download Hello and Goodbye worksheet to practise “Hello” and “Goodbye” expressions using this resource:

https://en.islcollectiv

e.com/resources/print ables/worksheets_doc _docx/hello_and_goo dbye_worksheet/gree tings-greetingshello/30040

and make sure they understand it. Teacher’s instructions:

1. Circle a boy.

2. Circle a teacher.

3. Circle a girl.

Exercise 2. Circle the hello hands with the colour green and circle the goodbye hands with the colour red.

Ask the children to take green and red pencils and to circle “hello” and “goodbye” hands.

End of the

lesson

5 minutes

End of the lesson:

At the end of the lesson ask the learners to summarize their activity at the lesson. Elicit their answers via supportive questions: e.g.:

What the new words did we learn today?

Which word/words do we say when we see each other?

What do we say when we finish our lessons?

Then encourage them to say all the words in chorus, you can say the words in Kazakh/Russian and they will give the English equivalents or show the flashcards and name the pictures.

Sing the song of the lesson one more time.

Keep encouraging the young learners for any success during the class/ whole course to make them feel more comfortable, confident and more motivated to acquire the language.

Unit 1. All about me

Lesson 4. All about me

School: #

Date:

Surname /name of the teacher:

Group:

Number of attendees:

Number of absent learners:

Aims of the lesson:

To introduce the cardinal numbers from 1to 10, practise building their basic communication skills, foster tolerance and respect for each other.

Objectives of the lesson

The learners will be able to:

• recognize simple short instructions for the basic classroom routine spoken slowly and distinctly.

• recognize and exchange with the considerable support simple greetings.

• recognize simple sounds of phonemes.

• pronounce basic words and expressions with some mistakes.

The majority of the learners will be able to:

• recognize with support a few basic personal questions.

• respond to the basic supported personal questions using short answers.

• make the basic personal statements.

• use the cardinal numbers 1–10 to count.

Some of the learners will be able to:

 use the cardinal numbers 1 – 10 to count without any difficulty.  make the basic personal statements without any mistakes.

Background knowledge

The learners know simple greetings like Hello, children/ girls and boys/goodbye; expression What is your name?

Plan

Scheduled time

Scheduled activity

Resources

Beginning

of the lesson

5 minutes

Warm up:

Ask the learners to clap their hands to the beat as they chant “The Hello Song” (Track 3). Point to the children from the group and sing their names.

To review the vocabulary of the previous lesson, show the flashcards with pictures of children. Students should say out: “a boy/ a girl”.

Introduce the topic and the objectives of the lesson. To develop the correct pronunciation, we recommend saying tongue-twisters with learners for the sounds [g], [t], [θ], [ǝ:], [u:], [f].

You can use the following resources for tongue-twisters: https://learnenglishkid

s.britishcouncil.org/ru/

tongue-twisters www.downloadesl.com/tonguetwister s/.../easyt.

Main part of

the lesson

25 minutes

Exercise 1.Listen and say the chant.

Make the learners listen to the audio for two or three times and repeat the cardinal numbers from 1 to 10.

Track 10.

One, two, three, four, five, six, seven, eight, nine, ten.

Exercise 2. Listen and sing.

Encourage the learners to sing “The Number Song”. While singing tell them to point to the numbers. Track 11.

I can count to five. I can count to five.

One, two, three, four, five.

I can count to five. I can count to five.

One, two, three, four, five.

I can count to ten. I can count to ten.

Six, seven, eight, nine, ten.

I can count to ten. I can count to ten.

Six, seven, eight, nine, ten.

To memorize the numbers, show the cards and ask them to say the corresponding number.

As a variation, you can write or stick the numbers on the board, point to them and count from 1 to 5or 6-10 and vice versa or you can ask them to count the classroom objects.

E.g. three windows, one door, one board, four lamps, etc.

Exercise 3. Listen and learn.

Explain the task and make the learners repeat the phrases.

Y ou can use the following resources for various chants: www.agendaweb.org/s ongs/english-songsfor-k.

www.dreamenglish.co m/

https://www.youtube.c om/playlist?list.

https://www.youtube.c om/watch?v=lsq5ZjzL

_9M

Track 12.

Foxy: Hello, I’m Foxy. I’m a boy. I’m 3.

Wolfy: Hello, I’m Wolfy. I’m a boy. I’m 5.

Slowy: Hello, I’m Slowy. I’m a girl. I’m 4.

Exercise 4. Practise and speak for the children.

Draw the learners’ attention to the pictures. Ask them to act out.

Answers:

I’m Sasha. I’m a boy. I’m 6.

I’m Tom. I’m a boy. I’m 9.

I’m Karina. I’m a girl. I’m 4.

I’m Timur. I’m a boy. I’m 7.

Activity book

Exercise 1. Trace and draw the right number of dots.

Ask the learners to take their pencils. Explain the task.

Exercise 2.Listen to your teacher and draw the candles, write the number in the circle.

Ask the children to listen and write the correct number.

Teacher: 1. I’m 8. 2. I’m 10. 3. I’m 3. 4. I’m 4. 5. I’m 6.

To differentiate the task, ask the more advanced students to comment on their actions: e.g.: I’m a boy. I’m 2. I’m a girl. I’m 5.

End of the

lesson

5 minutes

End of the lesson:

At the end of the lesson ask the learners to summarize their activity at the lesson. Elicit their answers via supportive questions: e.g.:

What the new words did we learn today?

Which word/words do we say when we see each other?

What do we say when we finish our lessons?

Then encourage them to say all the words in chorus, you can say the words in Kazakh/Russian and they will give the English equivalents or show the flashcards and name the pictures.

Sing “The Number song” of the lesson one more time. Keep encouraging the young learners for any success during the class/ whole course to make them feel more comfortable, confident and more motivated to acquire the language.

Unit 2. My school

Lesson 1. My school

School: #

Date:

Surname /name of the teacher:

Group:

Number of attendees:

Number of absent learners:

Aims of the lesson:

To introduce the classroom words use the structure “It’s a …”.

Objectives of the lesson

The learners will be able to:

• recognize, with considerable support, simple greetings.

• recognize simple sounds of phonemes.

• pronounce the basic words and expressions with some mistakes.

The majority of the learners will be able to:

• recognize simple short instructions for the basic classroom routines spoken slowly and distinctly.

• produce words in response to the prompts.

• produce words in response to the prompts.

• exchange short simple greetings.

Some of the learners will be able to:

 name classroom subjects without mistakes and make statements in response to the prompts.

Background knowledge

Learners should know greeting forms, the short basic classroom instructions, the cardinal numbers 1–10.

Plan

Scheduled time

Scheduled activity

Resources

Beginning

of the lesson

5 minutes

 Warm up:

Ask the learners to clap their hands to the beat as they chant “The Hello Song” (Track 3), “The Number Song” (Track 11).

Introduce the topic and the objectives of the lesson. To develop correct pronunciation, we recommend playing the tongue-twisters for the sounds [g], [p], [s], [æ], [b], [k] etc.

You can use the following resources for various chants:

www.agendaweb.org/son gs/english-songs-for-k. www.dreamenglish.com/ https://www.youtube.com

/playlist?list.

https://www.youtube.com /watch?v=lsq5ZjzL_9M

You can use the following resources for tongue –twisters:

https://learnenglishkids.b ritishcouncil.org/ru/tong ue-twisters www.downloadesl.com/tonguetwisters/..

./easyt.

Main part of

the lesson

10 minutes

5 minutes

10 minutes

Exercise 1.Listen and learn the new words.

Before the children start listening, introduce the new words. Show the flashcards: a pencil, a pen, a book, a bag.

Then play the audio, making pauses to repeat the words in turn. Then play the audio again and ask the learners to follow the new words in the book. After that ask the learners to read the words individually and then in pairs.

Track 13.

A pencil, a pen, a book, a bag.

For better memorizing of the new words, ask the children to show their classroom objects. Say the words slowly and distinctively, as they hear the words they should show the corresponding object.

Exercise 2. Point and name the people and things. Ask the learners to look at the picture and point to the objects and name them.

Students’ answers.

Dynamic pause

Play the game “Captains”.

To play this game you need a paper boat. Put paper boats into the water. Divide the group into two teams and tell them to choose captains and think of the name for their teams. Each team should blow at the boats and pronounce sounds [f], [p]. Draw the students’ attention to the correct pronunciation of these sounds.

Exercise 3. Learn and repeat.

Read the phrases aloud and encourage the learners to repeat. Draw the learners’ attention to the new structure It’s a ….

For the further practice of this structure play with them. Show a flashcard, name the picture and the learners should say the complete structure: e.g. It’s a fox.

Exercise 4. Look at the pictures and say what they are. Explain the task. Organize pair work. Let the students work by themselves but model the task first. After they work for a while, ask them to swap the roles in pairs.

Let a few pairs present their work at the board.

Activity book

Exercise 1. Match and name the objects.

Direct the learners to look at the pictures attentively, match the halves and name the object.

Students’ answers: “It’s a pencil. It’s a pen. It’s a book. It’s a bag”.

You can find and develop different games for your group using this resource: www.esl4kids.net/games.

html

Exercise 2. Find and circle the objects.

Ask the children to find the classroom objects, circle and name them. To motivate learners suggest them competing and finding out who will find all the objects faster.

End of the

lesson

5 minutes

End of the lesson:

At the end of the lesson ask the learners to summarize their activity at the lesson. Elicit their answers via supportive questions: e.g.:

What did we learn today at the lesson?

Did you like your work? Was it good?

Then encourage them to say all the words in chorus, you can say the words in Kazakh/Russian and they will give the English equivalents or show the flashcards and name the pictures.

Keep encouraging the young learners for any success during the class/ whole course to make them feel more comfortable, confident and motivated to acquire the language.

Unit 2. My school

Lesson 2. My school

School: #

Date:

Surname /name of the teacher:

Group:

Number of attendees:

Number of absent learners:

Aims of the lesson:

To introduce the new words practise building their basic communication skills, foster tolerance and respect to each other.

Objectives of the lesson

The learners will be able to:

• recognize, with the considerable support and exchange short simple greetings.

• recognize with the considerable support a few basic personal questions spoken slowly and distinctly.

• pronounce the basic words and expressions with some mistakes.

The majority of the learners will be able to:

• exchange short simple greetings.

• respond to the very basic supported personal questions using short answers.

• make the basic personal statements.

Some of the learners will be able to:

 make the basic personal statements unsupported and without mistakes.

Background knowledge

This is the second lesson of the unit, children know and can exchange simple greetings, know and can recognize words for the classroom objects (“a pen/pencil/book/bag”).

Plan

Scheduled time

Scheduled activity

Resources

Beginning

of the lesson

5 minutes

Warm up:

Ask the learners to clap their hands to the beat as they chant “The Hello Song”.

Introduce the topic and the objectives of the lesson. To develop correct pronunciation, we recommend playing tongue-twisters for the sounds [g], [t], [ɔi], [ǝ:], [w].

[g]

Greedy Grandpa grabbed Grandma’s greasy grubs.

[oi]

Noisy boys enjoy toys, but noisy boys enjoying noisy toys are annoying.

[ǝ:]

Curt’s shirt is shorter than Shirley’s skirt.

[w]

When the wizard winked and waved his wand, the wars of the world went away.

[t]

Stick strictly six stick stumps.

You can use the following resources for tongue-twisters:

https://learnenglishkids.b ritishcouncil.org/ru/tong ue-twisters www.downloadesl.com/tonguetwisters/..

./easyt.

Main part of

the lesson

15 minutes

10 minutes

Exercise 1. Listen and repeat.

Play the audio and pay the learners’ attention to the new words they hear. Pause at each picture and mime the action. Then play the audio again and make the learners repeat them.

Track 14.

Foxy, stand up. Wolfy, take your bag, please.

Sit down, boys and girls. Open your book, please.

Digger, close your book, please.

Goodbye, boys and girls.

For better memorizing of the new words, make the male learners do the actions as you say them.

As a variation give different instructions for boys and girls, e.g.: Boys, stand up. Girls, stand up too. Boys take your books. Girls, sit down, etc.

Exercise 2. Listen and point.

Ask the learners to listen and point to the corresponding picture.

Track 15.

1. Stand up. 2. Sit down.

3. Open your book.

4. Take your pen.

5. Close your book.

Exercise 3. Listen and sing.

Encourage the children to sing the song and to mime while singing.

Track 16.

Take your book.

Open your book.

Close your book.

Stand up and sit down.

Stand up, stand up and turn around.

Stand up, stand up and turn around.

Activity book

Exercise 1. Listen to your teacher and put the right sticker in the box.

Explain the task to the children. Say the classroom instructions clearly. Go around the group and check whether the children did the task correctly.

Teacher:

1. Sit down.

2. Take your bag.

3. Open your book.

4. Close your book.

5. Stand up.

Exercise 2. Listen to your teacher and number the pictures in the order you hear them.

Tell the children to take pencils or pens and write down the right number opposite the given pictures.

Teacher:

1. Take your pen.

2. Take your bag.

3. Take your book.

4. Take your pencil.

End of the

lesson

5 minutes

End of the lesson:

At the end of the lesson ask the learners to summarize their activity at the lesson. Elicit their answers via supportive questions: e.g.:

What the new words did we learn today?

Which word/words do we say when we see each other?

What do we say when we finish our lessons?

Then encourage them to say all the words in chorus, you can say the words in Kazakh/Russian and they will give the English equivalents or show the flashcards and name the pictures.

Sing the song of the lesson one more time.

Keep encouraging the young learners for any success during the class/ whole course to make them feel more comfortable, confident and motivated to acquire the language.

Unit 2. My school

Lesson 3. My school

School: #

Date:

Surname /name of the teacher:

Group:

Number of attendees:

Number of absent learners:

Aims of the lesson:

To introduce the new words practise building their basic communication skills, foster tolerance and respect to each other.

Objectives of the lesson

The learners will be able to:

• recognize, with the considerable support and exchange short simple greetings.

• recognize with the considerable support a few basic personal questions spoken slowly and distinctly.

• pronounce the basic words and expressions with some mistakes.

 The majority of the learners will be able to:

• exchange short simple greetings.

• respond to the very basic supported personal questions using short answers.

• make the basic personal statements.

 Some of the learners will be able to:

make the basic personal statements unsupported and without mistakes.

Background knowledge

This is the third lesson of the unit, children know and exchange simple greetings, recognize classroom objects and simple short instructions of the teacher, numbers 1-10.

Plan

Scheduled time

Scheduled activity

Resources

Beginning

of the lesson

5 minutes

Warm up:

Ask the learners to clap their hands to the beat as they chant “The Hello song”.

Introduce the topic and the objectives of the lesson.

To develop the correct pronunciation, we recommend playing tongue–twisters for the sounds [ g], [t], [ɔi], [ǝ:], [ai], [w],etc.

You can use the following resources for tongue the-twisters:

https://learnenglishkids.b ritishcouncil.org/ru/tong ue-twisters www.downloadesl.com/tonguetwisters/..

./easyt.

Main part of

the lesson

15 minutes

Exercise 1.Look at the pictures and listen. Play the track and ask the learners to follow the pictures. Pause at each picture. Make the leaners repeat.

If necessary, explain the phrase Let’s start.

Track 17.

Digger: Stop, please, sit down.

Mr Old Fox: Boys and girls, be quiet! Sit down.

Foxy: I am sorry.

Wolfy: I am sorry too.

Teacher: It’s ok.

10 minutes

Take your books and open your books, please. Let’s start our lesson.

Exercise 2. Name the actions of the children.

The children should look at the pictures and name the actions.

Monitor the students’ answers.

Dynamic pause.

Use this rhyme for the dynamic pause during a few lessons so that the learners will be able to remember the words and movements.

One, one, one (children show their index fingers)

I can run! (children jog in place)

Two, two, two (children show two fingers)

I can jump too! (children hop in place)

Three, three, three (children show three fingers)

Look at me! (children freeze in a funny posture)

Exercise 3. Listen to your classmate and do the action. Ask a volunteer student to give instructions to the group and make them do it.

Activity book

Exercise 1. Listen to your teacher and complete the pictures.

The children should draw the corresponding object they hear the teacher say.

Teacher’s instructions:

1. Take your bag. 2. Take your pen. 3. Take your book.4. Take your pencil.

Exercise 2. Listen to your teacher and match the pictures.

The children should listen to the information the teacher says and match the pictures in the first column with the pictures from the second one. Say the instructions slowly and clearly.

Teacher: 1. Foxy, please, sit down.

2. Digger, please, stop.

3. Slowy, please, take your pen.

4. Wolfy, please, be quiet.

End of the

lesson

5 minutes

End of the lesson:

At the end of the lesson ask the learners to summarize their activity at the lesson. Elicit their answers via supportive questions: e.g.:

What new words did we learn today?

Which word/words do we say when we see each other?

What do we say when we finish our lessons?

What does the teacher say to you at the lesson?

Then encourage them to say all the words in chorus, you can say the words in Kazakh/Russian and they will give the English equivalents or show the flashcards and name the pictures.

Sing the song to practise the instructions.

Keep encouraging the young learners for any success during the class/ whole course to make them feel more comfortable, confident and motivated to acquire the language.

Unit 2. My school

Lesson 4. My school

School: #

Date:

Surname /name of the teacher:

Group:

Number of attendees:

Number of absent learners:

Aims of the lesson:

To introduce the learners the new words, practise building their basic communication skills, foster tolerance and respect to each other.

Objectives of the lesson

The learners will be able to:

• recognize with the considerable support and exchange short simple greetings.

• recognize with the considerable support a few basic personal questions spoken slowly and distinctly.

• pronounce the basic words and expressions with some mistakes.

The majority of the learners will be able to:

• exchange short simple greetings.

• respond to the very basic supported personal questions using short answers.

• make basic personal statements.

Some of the learners will be able to:

 make the basic personal statements unsupported and without mistakes.

Background knowledge

This is the final lesson of the unit, children know and are able to exchange simple greetings, recognize and name classroom objects, count from 1 to 10, recognize and do short instructions for classroom routine.

Plan

Scheduled time

Scheduled activity

Resources

Beginning

of the lesson

5 minutes

Warm up:

Ask the learners to clap their hands to the beat as they chant The Hello song.

Introduce the topic and the objectives of the lesson. For the phonetic drill play the following tongue twisters for the sounds [ei], [d], [k], [s], [ tʃ]:

[ei]

The rain in Spain falls mainly on the plain.

You can use the following resources for

[d]

Dazzling dinosaurs dance, dance, dance.

[tʃ]

New cheese, blue cheese, chew cheese please.

[s]

Sal sang seven silly songs.

As a variation, you can play the game “Echo”. The teacher pronounces sounds one by one clearly, and learners should repeat after the teacher, but not loudly.

E.g.: [ei, ei, ei, ei], etc. It is possible to practise not only sounds, but words.

tongue –twisters:

http://www.schooljokes.c om/tongue_twisters/index

.shtml http://www.whereincity.c om/contributions/tonguetwisters/7.htm

Main part of

the lesson

15 minutes

10 minutes

Exercise 1.Learn the new words.

Direct the learners’ attention to the classroom objects in the pictures. Say each word slowly, distinctly, pointing to the picture. Make sure that the learners follow the words in the pictures. Encourage them to repeat after you.

For better memorizing, ask the children to show classroom objects, which you name. When you are sure that they can distinguish them, ask them to show and name the object, using the structure It’s a ….

Exercise 2. Say the chant.

It is desirable to show the objects/flashcards while saying the chant.

A pen, a book, a pencil.

A bag and a pencil case.

A chair and my desk.

Dynamic pause.

Use this rhyme for the dynamic pause during a few lessons so that the learners will be able to remember the words and movements.

One, one, one (children show their index fingers)

I can run! (children jog)

Two, two, two (children show two fingers)

I can jump too! (children hop)

Three, three, three (children show three fingers)

Look at me! (children freeze in a funny posture)

Exercise 3. Listen and learn.

Introduce the structure “Is it a …”? Tell them to listen and repeat. After they listen, show them the flashcards, ask them questions. E.g.: “Is it a book? Is it a bag? Is it number 4?” They should give answers as the whole group: Yes, it is. /“No, it isn’t”.

Track 18.

Is it a book? No, it isn’t.

Is it a pencil case? Yes, it is.

Exercise 4. Listen to your teacher and answer the questions.

Direct the students’ attention to the pictures. Tell them to respond to the questions.

Teacher:

1. Is it a book? Is it a pen?

2. Is it a pencil case?

3. Is it a bag? Is it a book?

4. Is it a pen? Is it a bag?

5. Is it a pencil case? Is it a chair?

6. Is it a desk?

Exercise 5. Ask and answer: Yes, it is. /No, it isn’t. The children should practise asking each other and responding using the given models. Organize pair work. Then ask one or two students to think of any object and make others to guess it.

Activity book

Exercise 1. Colour and name the objects.

Ask the children to take their colour pencils and colour the classroom objects in the pictures. After they finish, they should name the objects.

Exercise 2. Guess, answer the questions and match the pictures.

Explain the task. Give them some time to study and match the pictures individually and then organize group work.

End of the

lesson

5 minutes

End of the lesson:

At the end of the lesson ask the learners to summarize their activity at the lesson. Elicit their answers via supportive questions: e.g.:

What the new words did we learn today?

Which objects do we use at the lessons?

Then encourage them to say all the words in chorus, you can say the words in Kazakh/Russian and they will give the English equivalents or show the flashcards and name the pictures.

Keep encouraging the young learners for any success during the class/ whole course to make them feel more comfortable, confident and motivated to acquire the language.

Unit 3. My family

Lesson 1. My family

School: #

Date:

Surname /name of the teacher:

Group:

Number of attendees:

Number of absent learners:

Aims of the lesson:

To introduce the learners the family words father, mother, sister, brother; train to use the structure This is my mother/ father… to make the basic statements about their families.

Objectives of the

Lesson

The learners will be able to:

• recognize simple short instructions for basic classroom routines spoken slowly and distinctly.

• recognize with the considerable support a few basic personal questions spoken slowly and distinctly.

• exchange short simple greetings.

The majority of the learners will be able to:

• recognize basic intonation distinguishing questions from statements.

• pronounce the basic words and expressions with some mistakes.

• respond to the very basic supported personal questions using short answers.

Some of the learners will be able to:

 describe their families without difficulties and mistakes.

Background knowledge

The learners know simple greetings, short instructions for classroom routine, names for some animals, numbers 1-10, simple classroom objects.

Plan

Scheduled time

Scheduled activity

Resources

Beginning

of the lesson

5 minutes

Warm up:

For drills in pronunciation of the sounds [ð], [s], [f], [ᴧ] play the following tongue-twisters:

[ð]

This and that, This and that, that and this and this.

[s]

I saw his six sisters singing at six. [f]

Four furious friends fought for the phone.

[ᴧ]

Fuzzy wuzzy was a bear

Fuzzy wuzzy had no hair

Fuzzy wuzzy wasn’t very fuzzy, was he?

You can use the following resources for tongue – twisters:

https://learnenglishkids.b ritishcouncil.org/ru/tong ue-twisters www.downloadesl.com/tonguetwisters/..

./easyt.

Main part of

the lesson

Exercise 1.Learn the new words and repeat. Direct the learners’ attention to the pictures and

introduce them the new words mother/ father/brother/sister. Pronounce the words clearly and distinctly. Then ask the children to repeat word by word. For better memorizing, you can use finger

15 minutes

10 minutes

puppets. Show finger after finger, make children say the corresponding family word.

Exercise 2. Point and name the family members.

Ask the learners to look at the pictures, and name people they see in the pictures. Children may say just the words: “father/mother”,etc. Ask the more advanced children to use the structure “This is the mother/ father/brother/sister”.

Exercise 3. Learn.

In this exercise, the children will learn the new adjective ‘tall’. And its opposite form She/he isn’t tall. Introduce the new word to the students and teach them how to say differently without using an opposite adjective “short”.

Dynamic pause

Play a game “Mother says” to revise the basic classroom instructions learned at the previous lessons. Say: Mother says stand up. Mother says sit down, etc.

Exercise 4. Listen and learn.

Ask the children to look at the pictures. Play the audio and make a pause after each phrase. Explain the meaning of the question “Who is this?”Ask the learners to point to each picture and repeat. Check the correct pronunciation.

Track 19.

Dana: Who is this? - Batyr: This is my mother. She is not tall.

This is my father. He is tall. This is my brother. He is tall. This is my sister. She is tall.

Exercise 5. Listen and sing.

Play the song several times and ask the learners to sing along. While singing encourage the children to point to the corresponding family member in the pictures of the previous exercise.

Track 20.

My mother, my father, my sister, my brother.

My mother, my father, my sister, my brother. This is my family. This is my family.

Activity book

Exercise 1. Match and name the people in the family. Explain the task. Encourage the learners to name the family members correctly and describe them using the new vocabulary from the lesson. He/she is tall/not tall.

Exercise 2. Draw your family and speak about them. Suggest the children drawing their family members using colour pencils and then introduce them.

End of the

lesson

5 minutes

End of the lesson:

At the end of the lesson ask the learners to summarize their activity at the lesson. Elicit their answers via supportive questions: e.g.:

What new words did we learn today?

How do we present our family members?

Then encourage them to say all the words in chorus, you can say the words in Kazakh/Russian and they will give the English equivalents or show the flashcards and name the pictures.

Sing the song of the lesson one more time.

Keep encouraging the young learners for any success during the class/ whole course to make them feel more comfortable, confident and motivated to acquire the language.

Unit 3. My family

Lesson 2. My family

School: #

Date:

Surname /name of the teacher:

Group:

Number of attendees: ____

Number of absent learners: ____

Aims of the lesson:

0.L1 begin to recognize simple short instructions for the basic classroom routines spoken slowly and distinctly.

0.L2 begin to recognize with the considerable support a few basic personal questions spoken slowly and distinctly.

0.L4 begin to recognize the basic intonation distinguishing questions from the statements.

0.S3 pronounce the basic words and expressions with some mistakes.

0.S4 respond to the very basic supported personal questions using short answers.

Objectives of the lesson

The learners will be able to:

• exchange short simple greetings.

• recognize simple short instructions for the basic classroom routines spoken slowly and distinctly.

• say the family words with some mistakes.

• respond to the question “Who is this?” using short answers.

The majority of the learners will be able to:

• recognize and follow simple short instructions for the basic classroom routine spoken slowly and distinctly.

• recognize and pronounce the family words with some mistakes.  respond to the question “Who is this?” using the given model: “This is my…”.

Some of the learners will be able to:

• recognize and follow simple short instructions for the basic classroom routines.

• recognize and pronounce the family words without any mistakes.

• ask and answer the question “Who is this?”.

Background knowledge

This is the second lesson of the unit, and the students begin to recognize and use the family words father/mother/sister/brother, to do the exercises of this lesson.

Plan

Scheduled time

Scheduled activity

Resources

Beginning of the

lesson

5 minutes

Warm up:

For drills in pronunciation of the sounds [ð], [s], [f], [h] play the following tongue-twisters:

[ð]

This and that, This and that, that and this and this.

[s]

I saw his six sisters singing at six. [f]

Four furious friends fought for the phone. [h]

Hello, happy Harry, how are you?

Then ask the students to sing the song “My family” (Track 20).

Introduce the topic and objectives of the lesson.

You can use the following resources for tongue – twisters:

https://learnen glishkids.briti shcouncil.org/ ru/tonguetwisters

www.downlo

adesl.com/tongu etwisters/.../e asyt.

Main part of the

lesson

15 minutes

Exercise 1.Listen and learn.

Play the audio, make pauses at each picture. Ask the learners to follow the pictures. Then play the audio again. Ask the students to repeat. Encourage the learners to work in pairs and role play the phrases.

Track 21.

Dana: Who is this? - Batyr: This is my grandmother.

Dana: Who is this? – Batyr: This is my grandfather.

Batyr: Grandmother, this is Dana. Dana, this is my grandmother.

Batyr: Grandfather, this is Dana. Dana, this is my grandfather. Suggest the students to play the game “A stranger”. The purpose of this game is to practise saying the question form Who is this? Ask the children to stay in a circle. A student-volunteer throws a ball to the children and asks the question. The learners should catch the ball and introduce a student next to him/her.

Exercise 2. Answer: Who is this?

Before doing this exercise train the children to say the family words: grandfather/grandmother/father/mother/sister/brother. It is possible to show the flashcards or to say the words in their first language or to show the puppets. Encourage them to chant. Then ask the children to add more words(my): my grandmother, this is my grandmother, etc.

You can use the following resources for the rhymes and songs

10 minutes

After practising pronunciation, ask the students to look at the pictures and do the exercise. Organize pair work. One student asks the question, another one responds. Then the teacher can check the group. Say the number of the picture and the students answer the question.

Dynamic pause

Here is the bee hive, (Make a fist, with your thumb enclosed).

Where are the bees? (Shrug shoulders).

Hidden away where nobody sees. (Place the other hand over the “hive” as if to hide it).

Watch and you’ll see them come out of the hive (Closely watch the “hive”).

One, two, three, four, five. (One finger, beginning with the thumb, comes out on each count).

“Buzz-z-z-z-z-z” (Flutter fingers and fly away).

Exercise 3. Listen to your teacher and point to the right picture. Instruct the children to listen and then to point to the corresponding picture.

Alina: This is my father. This is my mother. This is my brother. This is my sister. And this is me.

Damir: This is my grandfather. This is my grandmother. This is my mother. This is my father. This is me.

Liz: This is my father. This is my mother. This is my sister. This is me.

Activity book

Exercise 1. Listen and tick.

Explain the task to the children. They should listen to the teacher and put a tick next to the relevant picture.

Teacher: 1. This is my sister. 2. This is my grandfather. 3. This is my mother. 4. This is my brother.

Exercise 2. Follow the line and say who it goes to.

Ask the children to follow the lines and say the phrases. Monitor students’answers.

Project 1.

My finger puppet family.

Suggest the students making finger puppets. Prepare paper, pencils or crayons, glue, scissors. (Or ask the parents to cut out the figures in advance before the lesson). Give instructions how to make finger puppets, if necessary help the children.

Step 1.

Cut a face of a family member on it.

Step 2.

Fold the paper in half long ways.

Step 3.

Stick the edges of cones with the glue.

which can be used for dynamic pauses:

www.esl4kids

.net/fingerpla ys.html bogglesworld esl.com/kids... /rhymes.htm www.songsfo rteaching.com /nurseryrhym es.htm

https://www.p interest.com/

You got yourself a paper puppet!

Suggest the children playing with their puppets. Ask them to introduce the members of the puppet family.

Students’ answers: Hello!

I am …

This is my family: my father, my …

End of the

lesson

5 minutes

End of the lesson:

At the end of the lesson, ask the learners to summarize their activity at the lesson. Elicit their answers via supportive questions: e.g.:

What new family words did we learn today?

What do we say when we want to ask about people we don’t know?

How do we introduce friends to our family members?

Then encourage them to say all the words in chorus, you can say the words in Kazakh/Russian and they will give the English equivalents or show the flashcards and name the pictures.

Sing the song of the lesson one more time.

Keep encouraging the young learners for any success during the class/ whole course to make them feel more comfortable, confident and motivated to acquire the language.

Unit 3.My family

Lesson 3. My friend

School: #

Date:

Surname /name of the teacher:

Group:

Number of attendees:

Number of absent learners:

Aims of the lesson:

• 0.L1 begin to recognize simple short instructions for the basic classroom routines spoken slowly and distinctly.

• 0.L2 begin to recognize with the considerable support a few basic personal questions spoken slowly and distinctly.

0.L3 begin to recognize with the considerable support simple greetings.

0.L4 begin to recognize basic intonation distinguishing questions from the statements.

0.S1 begin to make the basic personal statements.

0.S3 pronounce the basic words and expressions with some mistakes.

0.S4 respond to the very basic supported personal questions using short answers.

0.S5 begin to produce words in response to the prompts.

Objectives of the lesson

The learners will be able to:

• recognize with the considerable support simple greetings.

• recognize simple short instructions for the basic classroom routine spoken slowly and distinctly.

• recognize with the considerable support the basic personal questions What’s your name? How are you? spoken slowly and distinctly.

• make the basic personal statements.

• pronounce the basic words and expressions with some mistakes.  respond to the very basic supported personal questions using short answers.

• begin to produce the words in response to the prompts.

The majority of the learners will be able to:

• recognize and exchange simple greetings.

• recognize simple short instructions for the basic classroom routine spoken distinctly.

• recognize the basic intonation distinguishing questions from the statements.

• make basic personal statements.

• pronounce the topic words and expressions with few mistakes.

• respond to the basic supported personal questions What’s your name?

How are you? using short and full answers.

• begin to produce the words in response to prompts.

Some of the learners will be able to:

• pronounce the topic words and expressions without mistakes.

• respond to the basic supported personal questions using short and full answers.

Background knowledge

This is the third lesson of the third unit and the students continue to learn the family words.

Plan

Scheduled time

Scheduled activity

Resources

Beginning

of the lesson

5 minutes

Warm up:

Start the class by greeting the children and practise greeting forms by singing “The Hello Song” (Track 3). After that introduce the objectives and topic of the lesson.

For drills in pronunciation of the sounds [ð], [s], [θ], [h] play the following tongue-twisters:

[ð]

This and that, This and that, that and this and this.

[s]

I saw his six sisters singing at six.

[θ]

Three thin panthers in the bathroom.

[h]

Hello, happy Harry, how are you?

You can use the following resources for tongue –twisters:

https://learnenglishkids.b ritishcouncil.org/ru/tong ue-twisters www.downloadesl.com/tonguetwisters/..

./easyt.

Main part of

the lesson

Exercise 1.Listen and learn.

Play the audio and ask the students to follow the pictures. Ask the students if they can guess the meaning of the question, How are you? and the response I’m fine, thank you. Elicit the students’ answers. Introduce

15 minutes

10 minutes

them the word here by miming or by giving the opposite there. E.g.: Dana, come here, please. Timur, please, sit down there.

Play the audio once again and make the students repeat following the words in the pictures.

Track 22.

Slowy: Hi, this is my friend. Foxy: What’s your name? – Daisy: I’m Daisy.

Wolfy: How are you Daisy?

Daisy: I’m fine, thank you.

Slowy: Daisy, sit down here.

Daisy: Thank you, Slowy.

Exercise 2. Listen to your teacher, repeat and say. Draw the students’ attention to the pictures. Say the phrases slowly and distinctly.

Teacher: This is my friend, Wolfy.

This is my friend, Daisy.

The encourage them to complete the pictures 3 and 4.

The students’ answers:

This is my friend, Digger. This is my friend, Slowy.

Dynamic pause

Here is the bee hive, (Make a fist, with your thumb enclosed).

Where are the bees? (Shrug shoulders).

Hidden away where nobody sees. (Place the other hand over the “hive” as if to hide it).

Watch and you’ll see them come out of the hive.

(Closely watch the “hive”).

One, two, three, four, five. (One finger, beginning with the thumb, comes out on each count).

“Buzz-z-z-z-z-z” (Flutter fingers and fly away).

Exercise 3. Pairwork. Act out the dialogue.

Explain the task to the children. Organize pairwork. By this time, the children should already be able to have and maintain the dialogue. Give them some time for the preparation and after that ask a few pairs to roleplay the dialogue in front of the whole class. Pay the children’s attention to the intonation.

Activity book

Exercise 1. Draw your friend and speak about him/her. Suggest the children drawing their friends and then present their work to the class. Encourage the children to use not just the names and age but also a physical description (tall/not tall)

Check students’ answers.

You can use the following resources for rhymes and songs which can be used for dynamic pauses: www.esl4kids.net/fingerp lays.html bogglesworldesl.com/kid s.../rhymes.htm www.songsforteaching.c

om/nurseryrhymes.htm

Exercise 2. Listen to your teacher and put the right sticker in the box.

Instruct the children to listen to the information and then put the relevant sticker in the correct place.

Teacher:

1. Hello, how are you, Digger? - I’m fine, thank you.

2. Hello, how are you, Slowy? - I’m fine, thank you.

3. Hello, how are you, Foxy? - I’m fine, thank you.

4. Hello, how are you, Daisy? -I’m fine, thank you.

End of the

lesson

5 minutes

End of the lesson:

At the end of the lesson ask the learners to summarize their activity. Elicit their answers via supportive questions: e.g.:

What new words and phrases did we learn today?

Which word/words do we say when we see each other?

How do we introduce our friends?

Then encourage them to say all the words in chorus, you can say the words in Kazakh/Russian and they will give the English equivalents or show the flashcards and name the pictures.

Keep encouraging the young learners for any success during the class/ whole course to make them feel more comfortable, confident and motivated to acquire the language.

Unit 3.My family Lesson 4. This is my friend

School: #

Date:

Surname /name of the teacher:

Group:

Number of attendees:

Number of absent learners:

Aims of the lesson:

• 0.L1 begin to recognize simple short instructions for the basic classroom routines spoken slowly and distinctly.

• 0.L2 begin to recognize with the considerable support the basic personal question, How are you? spoken slowly and distinctly.

0.L3 begin to recognize with the considerable support simple greetings Hello/Hi.

0.L4 begin to recognize the basic intonation distinguishing questions from statements.

0.S3 pronounce the new words and expressions with some mistakes.

The learners will be able to:

Objectives of the Lesson

• recognize simple short instructions for the basic classroom routine spoken slowly and distinctly.

• recognize with the considerable support, a basic personal question How are you? spoken slowly and distinctly.

• recognize with the considerable support simple greetings Hello/Hi.

• recognize the basic intonation distinguishing questions from the statements.

• pronounce the new words and expressions with some mistakes.

The majority of the learners will be able to:

• recognize simple short instructions for the basic classroom routines spoken distinctly.

• recognize with support a basic personal question How are you?

• recognize simple greetings Hello/Hi and react with support.

• recognize basic intonation distinguishing questions from statements.

• pronounce the new words and expressions with few mistakes.

Some of the learners will be able to:

• recognize and do short instructions for the basic classroom routines.

• recognize and respond to the basic personal question How are you?

• recognize simple greetings Hello/Hi and react.

• recognize the basic intonation distinguishing questions from the statements.

• pronounce the new words and expressions without mistakes.

Background knowledge

This is the last lesson of the unit; the children recognize and know the words and expressions and continue to practise talking about their friends.

Plan

Scheduled time

Scheduled activity

Resources

Beginning

of the lesson

5 minutes

Warm up:

For brainstorming show the children the flashcards with the pictures of morning/daytime and evening and ask them to say relevant greeting/farewell phrases. Then inform them about the objectives and the topic of the lesson.

For drills in pronunciation of the sounds [ð], [w], [z], [h], [ʃ] play the following tongue-twisters:

[ð]

This and that, This and that, that and this and this.

[w]

Watch the wicked witch.

[z]

There’s a zebra at the zoo.

[h]

Hello, happy Harry, how are you?

[ʃ ]

She should shun the shining sun.

Main part of

the lesson

15 minutes

10 minutes

Exercise 1.Listen and sing.

Play the audio and ask the children to listen. To introduce adjectives great/wonderful while singing make a circle with your thumb and forefinger to show the meaning of “I’m fine”. Then suggest the children singing the song. Encourage them to gesture while singing.

Track 23.

Hello, hello. How are you? How are you?

Hello, hello. How are you? How are you?

I’m fine. I’m great. I’m wonderful.

I’m fine. I’m great. I’m wonderful.

Exercise 2. Listen and say.

Ask the learners to look at the pictures, listen and repeat. Draw the students’ attention to the pronunciation of he/she. To make sure they understand the meaning, ask them to clap their hands when you say the boys’ names from the group, and stamp their feet when you say the girls’ names.

Track 24.

Batyr: This is Misha. He is my friend.

Dana: This is Ira. She is my friend.

Exercise 3. Listen and repeat.

Play the audio. Ask the students to listen, follow the pictures and repeat after the speaker.

Track 25.

Daisy: This is my mother. – Mother:

“Hi, how are you? ”

Daisy: This is Foxy. He is my friend.

Daisy: This is Slowy. She is my friend.

Daisy: This is Digger. He is my friend.

Dynamic pause.

Here are Grandma’s glasses (Make little circles with fingers over eyes to resemble glasses).

Here is Grandma’s hat (Circle your head and pretend to be tying ribbons underneath your chin).

This is the way she folds

Her hands and puts them on her lap (Fold your hands sweetly on your lap).

Here are Grandpa’s glasses (Make circles bigger than grandma’s).

Here is Grandpa’s hat (Make a big hat overhead the grandma’s one).

This is the way he folds

His arms and sits like that (Fold your arms across the chest, lean back to the chair and cross one knee over the other).

For avariation, you can use other family words “mother/father/sister/brother”.

You can use the following resources for rhymes and songs which can be used for dynamic pauses: www.esl4kids.net/fingerp lays.html bogglesworldesl.com/kid s.../rhymes.htm www.songsforteaching.c

om/nurseryrhymes.htm

Exercise 4. Look and say.

Explain the task. Ask the children to look carefully at the pictures and see who Daisy introduces at each picture. The children should act out the situations as in the previous exercise.

Students’ answers.

Keys: 1. This is my father.

2. This is Foxy. He is my friend.

3. This is Digger. He is my friend.

4. This is Slowy. She is my friend.

Activity book

Exercise 1. Listen and circle the right picture.

Children listen to the teacher and circle the correct picture.

Teacher:

1. This is Batyr. He is my friend.

2. This is Dana. She is my friend.

3. This is Wolfy. He is my friend.

Exercise 2. Match.

Explain the task. The children should draw lines from the pictures of boys and girls to the corresponding pronoun he/she.

End of the

lesson

5 minutes

End of the lesson:

At the end of the lesson ask the learners to summarize their activity at the lesson. Elicit their answers via supportive questions: e.g.:

What the new words did we learn today?

How to say that we are OK?

Which word/words do we say when we see each other/go home?

How do we introduce our friends?

Then encourage them to say all the words in chorus, you can say the words in Kazakh/Russian and they will give the English equivalents or show the flashcards and name the pictures.

Sing the song of the lesson one more time.

Keep encouraging the young learners for any success during the class/ whole course to make them feel more comfortable, confident and motivated to acquire the language.

Unit 4 The world around

me

Lesson 1 Pets

School: #

Date:

Surname /name of the teacher:

Group:

Number of attendees:

Number of absent learners:

Aims of the lesson:

 0.L1 begin to recognize simple short instructions for the basic classroom routine spoken slowly and distinctly.

0.L3 begin to recognize with the considerable support simple greetings.

0.S3 pronounce the basic words and expressions with some mistakes.

0.UE2 use the cardinal numbers 1–10 to count.

Objectives of the lesson

The learners will be able to:

• recognize with considerable support simple greeting and farewell phrases.

• recognize simple short instructions for basic classroom routine spoken slowly and distinctly.

• pronounce the new words a dog/cat/hamster/parrot/have with some mistakes.

• use cardinal numbers 1 – 10 to count with the considerable support.

The majority of the learners will be able to:

• recognize and exchange simple greetings.

• recognize and do simple short instructions for the basic classroom routine spoken distinctly.

• pronounce the new words a dog/cat/hamster/parrot/have with some mistakes.

• use the cardinal numbers 1–10 to count with support.