Unit: 1

All About Me

Teacher’s name:

Sadirova R.B.

Date:

17.09.2025

Class: 4A

Number present:

Number absent:

Theme of the lesson

Culture page 1: My School

Learning objective

(s)

• 4. 2. 3. 2 express immediate needs, using basic phrases/ statements

• 4. 3. 1. 2 recognise, identify, and sound with support a growing range of language at a text level

• 4. 4. 3. 1 сreate a poster, a postcard, a letter, or an advertisement, using simple phrases and sentences;

Lesson objectives

• use basic phrases to express needs in the school context.

• recognise school-related vocabulary in a short reading text.

• create a simple poster about “My School” using short, clear phrases and sentences.

Values of the lesson

 Having responsibility in classroom behaviour and completing creative tasks, being pride in presenting one’s own school identity.

Plan

Stages of the lesson

Teacher’s activities

Students’ activities

Assessment

Resources

G

2 min.r e

• Begin the lesson with some greetings.

• Ask and answer: Hello, boys and girls! How are you?

T he students greet the teacher. Good morning, good morning to you, We are glad to see you too.

Warm-up

5min

Activity: Brainstorming.

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

Ask Ss to say what they can see in their classroom and if they think that classrooms in Kazakhstan are different from classrooms in other parts of the world. Initiate a short discussion.

Students share their ideas about how classrooms in Kazakhstan might be similar or different from classrooms in other countries.

Oral Assessment

Flashcards

Presentation

Vocabulary

10 min

Activity 1. Flashcard Practice.

Have students look at the pictures in the vocabulary section. Play the recording a few times.

Students point to the correct picture and repeat the word after the recording. Then, say the words again yourself and have students point and repeat once more.

Game “What is missing?” with flashcards (school objects).

Students listen to the audio and point to the correct

picture in their books. Then they repeat the word after

the teacher. 2 or 3 students are chosen to say the word individually.

Name the words, guess the missing picture.

Formative observation through students’ ability to match

pictures with the

correct vocabulary and by listening to individual

pronunciation when selected to repeat...

Handouts

CD Track

20

Flashcards

Pre-Reading

Activity1. Pre-Reading. Asking and answering questions.  Draw attention to the picture.

 Ask: “What do you see in the picture?” Expected answer: “A school and a girl.”

4 min

While

Reading

6 min

PostReading

6 min

 Make it personal.

 Say: “Before we find out about Adina’s school, let’s talk about your school.”  Ask: “Why do you like your school?” “What do you do at school?”

“Now we will listen to a girl named Adina. She is talking about her school. Look at the pictures — what can you see?”

 Connect to the task:

• Say: “Now we’ll listen to Adina and follow the text in our books.” “After that, you will answer this question: Do you like your school? Why?” CCQs:

• Are we going to listen or write first? → Listen

• Will we read the text with our eyes or our ears? → Both — listen and follow in the book

• After listening, will you talk about Adina’s school or your school? → My school

• Do you need to say only “Yes” or give a reason? → Give a reason

2. While -Reading the text: Recognition exercises.

“Now listen to the recording and follow the text in your book. Adina will talk about her school.”

(Play audio or read the short text aloud slowly and clearly.)

Tell Ss: “Now let’s check your understanding. Please answer these questions.”

Comprehension Questions (Ask orally):

• Where is Adina from? → Kazakhstan  How old is she? → She’s ten years old  What year is she in? → Year 5  Is her school small? → No, it isn’t

• Does she like reading and writing? → Yes, she does

For Ss with special needs: Pair Work

2. Post-Reading: Now let’s talk about your school. Look at the question in your book:  ‘Do you like your school? Why?’”

   • Give students sentence starters to help: I like my school because I __________. At school I __________ and __________. My favourite subject is __________. For Ss with special needs: Teacher provides printed sentence frames or word banks.

Suggested answer:

Possible answers: “Because I see my friends.” “Because I learn new things.” “Because we play games.”

Expected: “I study.” “I

read.” “I write.” “I play.”

Students listen to the recording and follow the

text in their books. They answer simple

comprehension questions

about Adina and her school,

then read parts of the text aloud. Finally, they talk about their own school,

using sentence starters to

express personal opinions.

Self- Assessment

Formative observation during pronunciation

practice to check sound recognition and articulation

Descriptor:

A learner:

• understands the main idea of the text

• identifies key details from the text (e.g., name, age, country, likes).

• reads simple sentences aloud with support.

• expresses a personal opinion using short phrases or full sentences (e.g., “I like my school because

Question cards

Pictures

PPT

Handouts

Worksheet

C

D

Track 21

Ending the lesson

5min

Feedback

2min

Ex.3 Read activity 2 again and tick what there is in Adina’s classroom

Students tick C and D

Formative Assessment: Venn Diagram – “My School vs. Adina’s School”

Teacher divides the class into two groups. Each group uses a Venn diagram to compare Adina’s school and their own.

• “Let’s compare Adina’s school and your school. What is the same? What is different?”

• Left Circle: Write or draw things about Adina’s school (e.g., “Year 5,” “big school,”

“she likes reading and writing”)

• Right Circle: Write or draw about your school (e.g., “We learn Kazakh,” “I like P.E.,”

“We wear a uniform”)

• Middle (Intersection): Write or draw what is the same (e.g., “We learn,” “We have a classroom,” “We write”)

For Ss with special needs: Work in groups with peers who provide verbal or visual support.

.

Assessment Criteria:

• sorts or selects correct facts or images about Adina’s and their own school-3

• shows understanding by identifying at least one similarity and one

difference-3

• uses school-related vocabulary (spoken, written, or visual) to complete the comparison-3

• works in groups-1

Worksheets

Completing Charts

Explanation of structure there is/there are

Task 1. Look at the picture and make sentences with there is/ there are

Task 2. Read the sentences and tick true or false

Students make sentences expresses a personal opinion using short phrases or full sentences (e.g., “There is a board in the classroom”).

Descriptor:

A learner:

• understands the tasks  identifies True or False

• reads simple sentences aloud with support.

Self-reflection.

Asks questions: What new words did you learn? What can you say with “there is / there are”? Reflection game “Traffic light”.

A nswer, show traffic light cards (green – clear, yellow – some difficulties, red – difficult).

Homework

Workbook: Activity 2 and 3.