Sample lesson plans
for Kazakhstan Grade 3
Jenny Dooley
Series Consultant: Bob Obee
Translations by N. Mukhamedjanova
ENGLISH
АЃЫЛШЫН ТIЛI
АНГЛИЙСКИЙ ЯЗЫК
Жалпы бiлiм беретiн мектептiњ 3-сыныбына арналѓан оќулыќ
Экспресс Паблишин баспасы 2018

Уважаемые учителя английского языка, работающие по УМК
обновленного содержания образования по английскому языку
международного издательства «Express Publishing».
Данные поурочные планы несут рекомендательный характер.
В данном пособии предлагается несколько вариантов составления
данных планов. В зависимости от уровня учащихся, требований
администрации вашей школы и по пожеланию учителя поурочные планы
подлежат корректировке самим учителем, преподающим в данной
параллели.
С уважением, методисты международного образовательного центра
«EDU Strеam ».

Grade 3 English Smiles Lesson Plans


The lesson plans presented here provide detailed and mapping of the Grade 3 learning objectives
designated within the Ministry of Education subject programme for English to the content and
activities in the Smiles 3 for Kazakhstan course. The plans describe in a comprehensive way
reasonable target success criteria for different ability groups of learners within classes and plot for
teachers key differentiation and ongoing formative assessment opportunities in using the material.

Module Themes
Unit 1. Animals
Unit 2. Light and Dark
Unit 3. Time
Unit 4. Buildings
Unit 5. Art and Music
Unit 6. Explorers and Inventors
Unit 7. Water, Water Everywhere
Unit 8. Having Fun

Using the lesson plans.

As you familiarize yourself with each plan and how it relates to the activities in the Smiles 2 course, add
these symbols to sections of the plan to remind yourself of the main type of activity and interaction pattern
involved in each stage.

W = whole class
G = group work
P = pair work
I = individual work
E = learner experiment
D = teacher demonstration
f = supports formative assessment

Use the Teacher’s Notes section to remind yourself of key equipment and material e.g. material for craftwork
that you will need to bring


After the lesson use the reflection boxes to think about what worked particularly well and which activities
1

could have been handled better to inform the way you will do things moving forward through the course. Use
these sections too, to reflect on ongoing difficulties learners may be having and reflect how you may adapt
future support, differentiation
and checking boxes in future plans to address this.



2

SampleBlankPlan

Lessonplan

LESSON: School:
Date: Teachername:
CLASS: Numberpresent: absent:
Learning objectives(s) that
this lesson is contributing
to

Lessonobjectives All learners will be able to:
•
Most learners will be able to:
•

Some learners will be able to:

Previouslearning
Plan

Plannedtimings Planned activities (replace the notes below with your planned activities) SmilesResources
Opening



Middle

•


End

•
3

Additionalinformation

Differentiation – how do you plan to give more
support? How do you plan to challenge the more
able learners?
Assessment – how are you planning
to check learners’ learning?
Cross-curricular links
Health and safety check
ICT links
Values links
• • •
Reflection

Were the lesson objectives/learning objectives
realistic?

Did I stick to timings?

What changes did I make from my plan and why?

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


4

Grade 3: Long term

Cross
curricular
units
Topics Learning objectives
Term 1
Animals Animal types 3.1.5.1- distinguish between phonemically distinct words;
3.2.1.1- make basic statements which provide personal information on
a limited range of general topics;
3.5.5.1- use interrogative pronouns including: which, what, where, whose, how many, what kind of … on a limited range of familiar topics;
3.5.14.1- use prepositions of location and position: at, behind, between, in, in front of, near, next to, on, under, above to describe where people and things are; 3.5.14.2- use prepositions of time: on, in,
at to talk about days and times and no preposition last week etc.
Body parts 3.1.6.1- understand some specific information and detail of short,
supported information or talk on a limited range of general and some curricular topics;
3.2.1.1- make basic statements which provide personal information on a limited range of general topics;
3.3.1.1- recognise, identify and sound with support a limited range of
familiar words in simple sentences
Animal Song
and Dance
3.1.2.1- understand a limited range of short supported questions
which ask for personal information;
3.1.9.1- recognise short basic words that are spelt out;
3.4.1.1- plan, write an d check short sentences with considerable
support on a limited range of personal, general and some curricular
topics;
3.5.4.1- use determiners a, an, the, some, any, this, these, that, those to
refer to things on a limited range general and some curricular topics;
3.5.10.1- use common present continuous forms, including short
answers and contractions, to talk about what is happening now
Craft project 3.1.1.1- understand short supported classroom instructions in an
increasing range of classroom routines;
3.2.6.1- take turns when speaking with others in a limited range of
short, basic exchanges
Light & Dark Day & Night 3.1.6.1- understand some specific information and detail of short,
supported information or talk on a limited range of general and some
curricular topics;
3.1.7.1- use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics; 3.2.4.1- respond to questions on a limited range of general and some curricular topics;
3.3.5.1- understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using
contextual clues
Sources of
light
3.1.6.1- understand some specific information and detail of short,
supported information or talk on a limited range of general and some curricular topics;
3.2.3.1- make basic statements which provide personal information on a limited range of general topics;
3.3.3.1- begin to read with rereading and usual support very short
simple fiction and non-fiction texts on a limited range of general and
5

curricular topics;
3.5.3.1- use adjectives, including possessive adjectives, on a limited
range of general and some curricular topics to describe things; use
simple one-syllable and some two-syllable adjectives [comparative
form] to make comparisons;
3.5.13.1- use can to make requests and ask permission; 3.5.13.2- use
must / mustn’t / have to to talk about obligation
Out at night 3.1.5.1- distinguish between phonemically distinct words;
3.1.8.1- understand short, narratives on a limited range of general and some curricular topics;
3.2.3.1- give short, basic description of people and objects; 3.2.3.2 - begin to describe past experiences on a limited range of general and some curricular topics;
3.2.6.1- take turns when speaking with others in a limited range of short, basic exchanges;
3.4.5.1- link with support words or phrases using basic coordinating connectors ;
3.4.7.1- spell a growing number of familiar high-frequency words
accurately during guided writing activities
Term 2
Time Times of my
day
3.1.8.1- understand short, narratives on a limited range of general and
some curricular topics;
3.2.1.1- make basic statements which provide personal information on a limited range of general topics; 3.2.2.1- ask questions to find out about present experiences on a limited range of general and some curricular topics;
3.2.4.1- respond to questions on a limited range of general and some curricular topics; 3.4.1.1- plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics; 3.5.2.1- use cardinal numbers 1 -100 to count and ordinal numbers 1 – 10;
3.5.14.1- use prepositions of location and position: at, behind, between, in, in front of, near, next to, on, under, above to describe where people and things are; 3.5.14.2 - use prepositions of time: on,
in, at to talk about days and times and no preposition last week etc.
Days of the
week
3.1.7.1- use contextual clues to predict content in short, supported talk
on a limited range of general and some curricular topics;
3.2.2.1- ask questions to find out about present experiences on a limited range of general and some curricular topics;
3.2.6.1- take turns when speaking with others in a limited range of short, basic exchanges;
3.3.1.1- recognise, identify and sound with support a limited range of familiar words in simple sentences;
3.3.1.1- write with support short basic sentences with appropriate spaces between words;
3.4.6.1- use upper and lower case letters accurately when writing names, places and short sentences during guided writing activities; 3.5.2.1- use cardinal numbers 1 -100 to count and ordinal numbers 1 – 10;
3.5.9.1- use common present simple forms [positive, negative,
question] and contractions to talk about what you want and like, habits
and facts, simple future timetabled events;
6

3.5.17.1- use me, too and I don’t to give short answers
At the right
time
3.1.7.1- use contextual clues to predict content in short, supported talk
on a limited range of general and some curricular topics;
3.1.8.1- understand short, narratives on a limited range of general and
some curricular topics;
3.1.9.1- recognise short basic words that are spelt out;
3.2.6.1- take t urns when speaking with others in a limited range of
short, basic exchanges;
3.3.3.1- begin to read with rereading and usual support very short
simple fiction and non-fiction texts on a limited range of general and
curricular topics;
3.3.6.1- understand with considerable support, some specific
information and detail in short, simple texts on a limited range of
general and some curricular topics;
3.5.2.1- use cardinal numbers 1 -100 to count and ordinal numbers 1 –
10;
3.5.14.1- use prepositions of location and position: at, behind, between, in, in front of, near, next to, on, under, above to describe where people and things are; 3.5.14.2- use prepositions of time: on, in,
at to talk about days and times and no preposition last week etc.
Buildings Four walls 3.1.1.1- understand short supported classroom instructions in an
increasing range of classroom routines;
3.1.6.1- understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics; 3.2.3.1- give short, basic description of people and objects; 3.2.3.2- begin to describe past experiences on a limited range of general and some curricular topics;
3.3.4.1- use with some support a simple picture dictionary; 3.3.5.1- understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues;
3.5.11.1- use has got / have got there is / are statement and question
forms including short answers and contractions
Our town 3.5.11.1- spell a growing number of familiar high-frequency words
accurately during guided writing activities;
3.5.1.1- use singular nouns, plural nouns – including some common irregular plural forms;
3.5.1.2- use possessive forms ‘s/s’ with proper names and nouns to talk about ownership; 3.5.3.1- use adjectives, including possessive adjectives, on a limited range of general and some curricular topics to describe things; use simple one-syllable and some two-syllable adjectives [comparative
form] to make comparisons; 3.5.9.1- use common present simple forms [positive, negative, question] and contractions to talk about what you want and like ,habits and facts, simple future timetabled events;
3.5.14.1- use prepositions of location and position: at, behind, between, in, in front of, near, next to, on, under, above to describe where people and things are; 3.5.14.2- use prepositions of time: on, in,
at to talk about days and times and no preposition last week etc.
Around the
house
3.1.4.1- understand a limited range of short supported questions on
general and some curricular;
3.2.2.1- ask questions to find out about present experiences on a
7

limited range of general and some curricular topics;
3.3.3.1- begin to read with rereading and usual support very short
simple fiction and non-fiction texts on a limited range of general and
curricular topics;
3.4.1.1- plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics; 3.4.2.1- write with support short basic sentences with appropriate spaces between words ;
3.5.4.1- use determiners a, an, the, some, any, this, these, that, those to
refer to things on a limited range general and some curricular topics
Term 3
Art & Music Musical
instruments
3.1.8.1- understand short, narratives on a limited range of general and
some curricular topics;
3.2.3.1- give short, basic description of people and objects; 3.2.3.2- begin to describe past experiences on a limited range of
general and some curricular topics;
3.2.5.1- pronounce familiar words and short phrases intelligibly when reading aloud; 3.2.8.1- recount very short, basic stories and events on a limited range of general and some curricular topics;
3.3.1.1- recognise, identify and sound with support a limited range of familiar words in simple sentences;
3.3.2.1- read and follow with limited support familiar instructions for classroom activities;
3.5.12.1- use adverbs of time and frequency: sometimes, often, always, never to indicate when and how often;
3.5.12.2- begin to use simple adverbs of manner e.g. well, badly
Drawing
chairs
3.1.1.1- understand short supported classroom instructions in an
increasing range of classroom routines;
3.1.3.1- understand the main points of short, slow, carefully articulated talk on a limited range of general and some curricular topics; 3.1.4.1- use with some support a simple picture dictionary;
3.5.11.1- use has got / have got there is / are statement and question
forms including short answers and contractions
My music 3.1.5.1- distinguish between phonemically distinct words;
3.2.4.1- respond to questions on a limited range of general and some curricular topics;
3.4.3.1- write short phrases to identify people, places and objects; 3.4.5.1- link with support words or phrases using basic coordinating connectors ;
3.5.17.1- use me, too and I don’t to give short answers
Shadow
puppet show
3.1.7.1- understand short, narratives on a limited range of general and
some curricular topics;
3.4.1.1- plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics; 3.4.6.1- use upper and lower case letters accurately when writing names, places and short sentences during guided writing activities;
3.4.8.1- include appropriate use of a full stop during guided writing of
short, familiar sentences
Explorers &
Inventors
Exploring
space
3.1.2.1- understand a limited range of short supported questions which
ask for personal information;
8

3.1.8.1- understand short, narratives on a limited range of general and
some curricular topics;
3.2.8.1- recount very short, basic stories and events on a limited range
of general and some curricular topics;
3.3.5.1- understand the main points of short simple texts on a limited
range of familiar general and some curricular topics by using
contextual clues;
3.3.6.1- understand with considerable support, some specific
information and detail in short, simple texts on a limited range of
general and some curricular topics;
3.4.1.1- plan, write and check short sentences with considerable
support on a limited range of personal, general and some curricular
topics;
3.4.2.1- write words and phrases of regular size and shape;
3.5.3.1- use common present simple forms [positive, negative, question] and contractions to talk about what you want and like, habits and facts, simple future timetabled events; use common past simple
forms to describe actions and feelings
Marco Polo 3.1.6.1- understand some specific information and detail of short,
supported information or talk on a limited range of general and some curricular topics;
3.2.3.1- give short, basic description of people and objects; begin to describe past experiences on a limited range of general and some
curricular topics; 3.2.4.1- respond to questions on a limited range of general and some curricular topics; 3.2.5.1- pronounce familiar words and short phrases intelligibly when reading aloud; 3.3.6.1- understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics;
3.4.2.1- write words and phrases of regular size and shape; 3.4.3.1- write short phrases to identify people, places and objects;
3.4.6.1- use upper and lower case letters accurately when writing
names, places and short sentences during guided writing activities
Bright ideas 3.1.3.1- recognise short basic words that are spelt out;
3.2.2.1- ask questions to find out about present experiences on a limited range of general and some curricular topics;
3.5.3.1- use adjectives, including possessive adjectives, on a limited range of general and some curricular topics to describe things; 3.5.3.2- use sim ple one-syllable and some two-syllable adjectives
[comparative form] to make comparisons; 3.5.6.1- use demonstrative pronouns this, these, that, those in open and closed questions;
3.5.7.1- use personal object pronouns [indirect] in conjunction with
direct object nouns to describe actions and events
Inventions in
Kazakhstan
3.1.7.1- use contextual clues to predict content in short, supported talk
on a limited range of general and some curricular topics;
3.1.8.1- understand short, narratives on a limited range of general and
some curricular topics; 3.2.2.1- ask questions to find out about present experiences on a limited range of general and some curricular topics ;
3.4.5.1- link with support words or phrases using basic coordinating
connectors
9

Term 4
Water, water
everywhere
Rain, rain 3.2.5.1- pronounce familiar words and short phrases intelligibly when
reading aloud;
3.3.1.1- recognise, identify and sound with support a limited range of
familiar words in simple sentences;
3.3.2.1- read and follow with limited support familiar instructions for
classroom activities
By the sea 3.1.4.1- understand a limited range of short supported questions on
general and some curricular;
3.1.5.1- distinguish between phonemically distinct words; 3.5.7.1 spell a growing number of familiar high-frequency words accurately during guided writing activities;
3.5.10.1- use common present continuous forms, including short
answers and contractions, to talk about what is happening now
A beach story 3.1.1.1- understand short supported classroom instructions in an
increasing range of classroom routines;
3.3.2.1- read and follow with limited support familiar instructions for classroom activities; 3.3.5.1- understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues;
3.3.6.1- understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics;
3.4.8.1- include appropriate use of a full stop during guided writing of
short, familiar sentences
Having fun

Fun places 3.1.7.1- use contextual clues to predict content in short, supported talk
on a limited range of general and some curricular topics;
3.2.8.1- recount very short, basic stories and events on a limited range of general and some curricular topics;
3.3.3.1- begin to read with rereading and usual support very short simple fiction and non-fiction texts on a limited range of general and
curricular topics; 3.3.5.1- understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues;
3.3.6.1- understand with considerable support, some specific information and detail in short, simple texts on a limited range of
general and some curricular topics;
3.5.7.1- spell a growing number of familiar high-frequency words
accurately during guided writing activities;
3.5.9.1- use common present simple forms [positive, negative,
question] and contractions to talk about what you want and like, habits
and facts, simple future timetabled events;
3.5.9.2- use common past simple forms to describe actions and
feelings ;
3.5.17.1- use me, too and I don’t to give short answers
Number
games
3.1.1.1- understand short supported classroom instructions in an
increasing range of classroom routines;
3.2.6.1- understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics;
3.5.2.1- use cardinal numbers 1 -100 to count and ordinal numbers 1 –
10

10;
3.5.8.1- use imperative forms [positive and negative] to give short
instructions on limited range of familiar topics;
3.5.11.1- use has got / have got there is / are statement and question
forms including short answers and contractions
Flying kites 3.1.6.1- understand some specific information and detail of short,
supported information or talk on a limited range of general and some curricular topics
3.2.4.1- respond to questions on a limited range of general and some curricular topics 3.3.4.1- use with some support a simple picture dictionary 3.5.3.1- use adjectives, including possessive adjectives, on a limited range of general and some curricular topics to describe things; use
simple one-syllable and some two-syllable adjectives [comparative
form] to make comparisons 3.5.8.1- use imperative forms [positive and negative] to give short instructions on limited range of familiar topics
3.5.10.1- use common present continuous forms, including short answers and contractions, to talk about what is happening now
3.UE16 use conjunctions and, or, but to link words and phrases

11

Grade 3 Aims

Strand 1 «Listening»: Strand 2 «Speaking»: Strand 3: Reading: Strand 4 «Writing»: Strand 5 «Use of
English»:
Mid A1 Mid A1 Mid A1 Mid A1 Mid A1
3.1.1.1- understand short
supported classroom instructions in an increasing range of classroom routines
3.2.1.1- make basic
statements which provide personal information on a limited range of general topics
3.3.1.1- recognise, identify and
sound with support a limited range of familiar words in simple sentences
3.4.1.1- plan, write and
check short sentences with
considerable support on a limited range of personal, general and some curricular topics
3.5.1.1- use singular
nouns, plural nouns – including some common irregular plural forms
use possessive forms ‘s/s’ with proper names and nouns to talk about
ownership
3.1.2.1- understand a
limited range of short supported questions which ask for personal information

3.2.2.1- ask questions
to find out about present experiences on a limited range of general and
some curricular topics
3.3.2.1- read and follow with
limited support familiar instructions for classroom activities
3.4.2.1- write words and
phrases of regular size and shape
3.5.2.1- use cardinal
numbers 1 -100 to count and ordinal numbers 1 - 10
3.1.3.1- understand the
main points of short, slow, carefully articulated talk on a limited range of general and some curricular topics
3.2.3.1- give short,
basic description of people and objects on a limited range of general and some curricular topics
3.3.3.1- begin to read with
rereading and usual support very
short simple fiction and non- fiction texts on a limited range of general and curricular topics
3.4.3.1- write short phrases
to identify people, places and objects
3.5.3.1- use adjectives,
including possessive adjectives, on a limited
range of general and some curricular topics to describe things
use simple one-syllable
and some two-syllable
adjectives [comparative form] to make
comparisons
3.1.4.1- understand a
limited range of short supported questions on general and some curricular topics
3.2.4.1- respond to
questions on a limited range of general and some curricular topics
3.3.4.1- use with some support a
simple picture dictionary

3.4.4.1- write with support
short basic sentences with appropriate spaces between words
3.5.4.1- use determiners a,
an, the, some, any, this, these, that, those to refer to things on a limited range general and some
curricular topics
12

3.1.5.1- distinguish
between phonemically
distinct words
3.2.5.1- pronounce
familiar words and short phrases intelligibly
when reading aloud
3.3.5.1- understand the main
points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues
3.4.5.1- link with support
words or phrases using basic coordinating connectors
3.5.5.1- use interrogative
pronouns including: which, what, where, whose, how many, what kind of … on a limited
range of familiar topics
3.1.6.1- understand some
specific information and detail of short, supported information or talk on a limited range of general and
some curricular topics
3.2.6.1- take turns
when speaking with others in a limited range of short, basic exchanges
3.3.6.1- understand with
considerable support, some specific information and detail in short, simple texts on a limited
range of general and some
curricular topics
3.4.6.1- use upper and
lower case letters accurately when writing names, places and short sentences during guided
writing activities
3.5.6.1- use demonstrative
pronouns this, these, that, those in open and closed questions
3.1.7.1- use contextual
clues to predict content in short, supported talk on a limited range of general and some curricular topics
3.2.7.1- contribute a
limited range of suitable words, phrases, and sentences including giving opinions during
short pair, group and
whole class exchanges
3.4.7.1- spell a growing
number of familiar high- frequency words accurately during guided writing activities
3.5.7.1- use personal
object pronouns [indirect] in conjunction with direct object nouns to describe
actions and events
3.1.8.1- understand short,
narratives on a limited range of general and some curricular topics
3.2.8.1- recount very
short, basic stories and events on a limited range of general and some curricular topics

3.4.8.1- include
appropriate use of a full stop during guided writing of short, familiar sentences
3.5.8.1- use imperative
forms [positive and negative] to give short instructions on limited range of familiar topics
3.1.9.1- recognise short
basic words that are spelt out
3.5.9.1- use common
present simple forms [positive, negative, question] and contractions to talk about what you want and like ,habits and facts, simple future
timetabled events
3.5.10.1- use common
present continuous forms,
including short answers
13

and contractions, to talk
about what is happening
now
3.5.11.1- use has got /
have got there is / are
statement and question
forms including short
answers and contractions
3.5.12.1- use adverbs of
time and frequency: sometimes, often, always,
never to indicate when and how often
begin to use simple adverbs of manner e.g.
well, badly
3.5.13.1- use can to make
requests and ask permission
3.5.13.2- use must / mustn’t / have to to talk
about obligation
3.5.14.1- use prepositions
of location and position: at, behind, between, in, in front of, near, next to, on,
under, above to describe
where people and things
are;
3.5.14.2- use prepositions of time: on, in, at to talk about days and times and no preposition next / last
week.
3.5.15.1- use would you
like to to invite and use
14

appropriate responses yes
please, no thanks;
3.5.15.2-use let’s + verb
verbs go enjoy like + verb
+ ing
3.5.16.1- use conjunctions
and, or, but to link words
and phrases
3.5.17.1- use me, too and I
don’t to give short answers

15

Module 1 “Animals ”

LESSON: Module 1 Lesson 1 The Theme: Animal types
Date: Teacher's name:
CLASS:
Learning
objective(s) that
this lesson is
contributing to
To talk about animal types; to talk about elephants, snakes and penguins.
Lesson objectives All learners will be able to:
3.S1 make basic statements related to personal information, people and objects on
familiar topics and classroom routines
3.L5 identify missing phonemes in incomplete words
3.UE14 use basic prepositions of location and position: at , behind, between , in, in
front of, near, next to, on, to to describe where people and things are use
prepositions of time: on, in, at to talk about days and times (the usage of
prepositions is given in Module 4 “Our Town” )
3.UE9 use common present simple forms [positive, negative, question] and
contractions to talk about what you want and like and habits and facts
3.UE5 use interrogative pronouns including which, what , where, whose to ask who
people are and what they are doing (pronouns which, where, whose are practiced in
Module 6)
Assessment criteria Learners have met the learning objectives if they can talk about animal types: about
elephants, snakes and penguins.
Language focus

Structures: Interrogative pronouns (what, which); Present Simple
Language in use: I live on land. I eat eggs and small animals. I look for food at
night.
What am I? I’m a snake. Do snakes live in Antarctica? Yes, they do./No, they don’t.
Target vocabulary mammal: elephant reptile: snake bird: penguin
Cross - curricular
links
Science (Exs 1 and 4)
ICT skills Using videos& pictures, working with URLs (Internet)
Previous learning ‘Animal’ vocabulary
Plan
Planned timings Planned activities (replace the notes below with your
planned activities)
Smiles
Resources
BEGINNING THE
LESSON
3.S1
(An activity to introduce yourself and greet the pupils.)
Wait by the door and greet the pupils as they arrive.
When everyone is seated, write your name on the board and introduce yourself to the class. Point to your name on the board and to yourself and say: Hello, I’m (Mrs Sharipova). Say: Hello again. The pupils repeat, chorally and/or individually. Stand in front of a pupil, introduce yourself and elicit his/her name.
Repeat with some more pupils.
e.g. Teacher: Hello, I’m Mrs Sharipova. Pupil 1: Hello, I’m Assel. etc
Have the pupils go around the classroom, shake hands and
introduce themselves.
Interactive
Whiteboard Software
16

e.g. Pupil 1: Hello, I’m (Berik).
Pupil 2: Hello, I’m (Ulan). etc
PRESENTATION
AND PRACTICE

















3.L5 3.UE5






3.UE9 3.UE14























3.UE9
Look at the pictures. Which animal is a mammal? a reptile?
a bird?
Write mammal, reptile, bird on board. Explain their meaning (mammals feed their babies milk from their own bodies,
reptiles lay eggs and use the heat from the sun to keep their blood warm, birds have feathers and wings and in most cases can ly). Ask the pupils, in L1 if necessary, to name some
mammals, e.g. dog, elephant. Write them on the board under the correct heading. Repeat the activity for reptiles and birds.
Refer the pupils to the picture on the previous page and elicit the animals. Point to the penguin and ask: What type of animal is the penguin? Elicit: A bird. Then point to the elephant and ask: What type of animal is the elephant? Elicit: A mammal.
Repeat the activity for the snake.
Answer key
mammal: elephant
reptile: snake
bird: penguin

Read and name the animal.
Read the instructions and explain the activity. Allow the pupils
some time to read the sentences and write the names of the
animals. Check their answers.
Answer key
1 snake 2 elephant 3 penguin

True or False? In pairs, decide. Check your answers online
or with your teacher.
Read the instructions and explain the activity. Go through the
sentences and elicit any unknown words.
Allow the pupils some time to read the sentences about snakes
and choose True or False. Once the pupils have finished,
provide them with the correct answers or have them go online
to find the answers.
Answer key
1 B 2 A 3 A 4 B 5 B
Chose a pupil and ask: Do snakes live in Antarctica?
Elicit: No, they don’t. Then, in pairs, the pupils ask and answer
questions as in the example.
Answer key
2 A: Do snakes smell with their tongue?
B: Yes, they do.
3 A: Do snakes sleep with their eyes open?
B: Yes, they do.
4 A: Do snakes eat only three times a year?
B: No, they don’t.
5 A: Do snakes stop growing when they are one
year old?
B: No, they don’t.

Find some facts about one of the other two animals. Present
them to the class.

17

Ask the pupils to use the Internet or other sources and
find some facts about the elephant or the penguin. They
can include a picture or a drawing. Tell them to use the
sentences in Ex. 3 as a model. Allow them time to finish
their assignment. Alternatively, assign it for homework.
Have them present their assignments to the class during
this lesson or the next. Display their work in the classroom.
Note: Once you have corrected their assignments,
guide your pupils on how to file them in their Language
Portfolios.
ENDING THE
LESSON
(An activity to consolidate the language of the lesson.)
Divide the class into two teams, A and B. Invite a
pupil from each team to the board. Whisper an animal from the lesson to the pupils. The pupils then have to draw clues on the board related to the
animal. They are not allowed to speak, write words or use gestures. Each team has two minutes to guess the correct animal. The first team to do so, wins a point for his/her team. Continue with other pupils from each team. The team with the most points wins the game.

ACTIVITY BOOK (Optional)
If you wish, you can assign some or all of the
corresponding activities from the Activity Book for
homework. If this is the case, make sure you explain them first
in class.

Additional information

Differentiation – how do you plan to
give more support? How do you plan to challenge the more able learners?
Assessment – how are you
planning to check learners’ learning?
Cross-curricular links
Health and safety check
ICT links
Values links

Reflection

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

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

18

Module 1

LESSON: Module 1 Lesson 2 The Theme: Body parts
Date: Teacher's name:
CLASS:
Learning objective(s)
that this lesson is
contributing to
To talk about parts of the body; to practise describing appearance.
Lesson objectives All learners will be able to:
3.S1 make basic statements related to personal information, people and objects
on familiar topics and classroom routines
3.L5 identify missing phonemes in incomplete words
3.UE9 use common present simple forms [positive, negative, question] and
contractions to talk about what you want and like and habits and facts
Assessment criteria Learners have met the learning objectives if they can talk about parts of the body;
describe appearance.
Language focus

• Structures: the verb ‘have got’ (affirmative), adjectives
• Language in use: We have got green eyes. It’s got one mouth.
Target vocabulary Parts of the body: hair, legs, nose, head, hands, ears, mouth, eyes
ICT skills Using audios
Extra materials

• Flashcards (1-8);
• Pictures of mammals, reptiles and birds for the Beginning the Lesson activity.
Previous learning ‘Animal’ vocabulary
Plan
Planned timings Planned activities (replace the notes below with your
planned activities)
Smiles Resources
BEGINNING THE
LESSON
3.S1


(An activity to revise the vocabulary of the previous
lesson.)
Show the pupils the pictures of the animals you have
brought to class and ask them to say if the animal in the
picture is a mammal, reptile or bird.

Pictures of mammals, reptiles and birds
PRESENTATION
AND PRACTICE





Listen, point and repeat. Then number.
Pupils’ books closed. Put up the flashcards, one at a time, and say the corresponding words. The pupils repeat, chorally and/or individually. Point to each flashcard in
random order. Ask individual pupils to name the part of the body. Ask the rest of the class for verification.
Extension (Optional)
Name a part of the body. Ask the pupils to point to the corresponding part on their body. Repeat as many times as you think is necessary. Pupils’ books open. Play the CD. The pupils listen, point to the pictures and repeat the words. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually. Then they write the
corresponding number next to each word. Check their answers.
Answer key legs 8 head 1 ears 4 eyes 3 nose 5 hands 7
mouth 6
Flashcards (1-8)

Interactive Whiteboard
Software or Track
02 CD1





19

3.L5







3.UE9
















3.UE9

Rearrange the letters and write the words.
Refer the pupils to the jumbled letters and the parts of the body. The pupils rearrange the letters and write the words.
Allow the pupils some time to complete the activity. Check their answers.
Answer key
2 mouth 3 eyes 4 ears 5 nose 6 legs

Complete. Use have got or has got.
Say, and then write on the board: I have got a pencil. The
pupils repeat, chorally and/or individually. Underline the
words in bold and explain the meaning. Say, then write:
I’ve got a pencil. Underline the short form and explain
how it is formed. Follow the same procedure and present
the rest of the persons in the affirmative form.
Then say and write on the board: a big car – big cars.
Underline the words in bold and explain that adjectives do
not have a plural form even when they describe plural
nouns.
Pupils’ books open. Go through the Study spot section
briefly. Allow the pupils some time to complete the
activity. Check their answers.
Answer key
2 has got 3 have got 4 have got 5 has got 6 have got

Count and write. Then say.
Point to the monster and ask the pupils to count how many
eyes, noses, ears, hands and legs it has. Then ask them to
write the numbers, as in the example.
Check their answers.
Answer key
b 4 c 3 d 3 e 4 f 5
Then the pupils report back to the class forming complete
sentences with the verb ‘have got’.
Answer key
It’s got four eyes. It’s got four hands.
It’s got three noses. It’s got five legs.
It’s got three ears.

Listen and number.
Point to the children and ask the pupils to describe
them. Play the CD twice, if necessary. The pupils listen
and write the number. Check their answers.
Answer key
order of pictures: 2, 1, 3, 4
AUDIOSCRIPT
One - He’s got red hair and green eyes.
Two - She’s got red hair and green eyes.
Three - He’s got black hair and green eyes.
Four - She’s got black hair and blue eyes.












































Interactive
Whiteboard
Software or Track
03 CD1

20

ENDING THE
LESSON
3.S1 3.UE9
(An activity to consolidate the language of the lesson.)
Ask the pupils to describe their best friend.
e.g. Pupil 1: My best friend is Ulan. He’s got black
hair and green eyes. etc

ACTIVITY BOOK (Optional)
If you wish, you can assign some or all of the
corresponding activities from the Activity Book for
homework. If this is the case, make sure you explain them
first in class.

Additional information

Differentiation – how do you plan to
give more support? How do you plan to challenge the more able learners?
Assessment – how are you
planning to check learners’ learning?
Cross-curricular links
Health and safety check
ICT links
Values links

Reflection

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

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

21

Module 1

LESSON: Module 1 Lesson 3 The Theme: Body parts (1)
Date: Teacher's name:
CLASS:
Learning objective(s)
that this lesson is
contributing to
To listen to and read a story about the characters’ experience on a farm; to
practise describing a monster; to learn how to pronounce the sound \ɒ\.
Lesson objectives All learners will be able to:
3.R5 understand the main points of simple sentences on familiar topics by using
contextual clues
3.R1 read and spell out words for others
3.S3 use a limited range of basic words, phrases and short sentences to describe
objects, activities and classroom routines
3.S1 make basic statements related to personal information, people and objects
on familiar topics and classroom routines
3.L6 understand some specific information in short, slow, carefully articulated
talk on routine and familiar topics
Assessment criteria Learners have met the learning objectives if they can listen to and read a story
about the characters’ experience on a farm; describe a monster; learn how to
pronounce the sound \ɒ\.
Language focus

Structures: Consolidation.
Language in use: Time for bed! What’s that? It’s got two big eyes! Has it got
any ands?
Yes, it has. Biscuit? That’s a funny name!
Target vocabulary Consolidation
ICT skills Using audios
Previous learning ‘Animal’ vocabulary, the verb ‘have got’ (affirmative), adjectives
Plan
Planned timings Planned activities (replace the notes below with your
planned activities)
Smiles Resources
BEGINNING THE
LESSON
3.S1

(An activity to revise the language from the previous
lesson.)
Ask the pupils to describe their partner (hair, eyes).
e.g. Assel’s got red hair and green eyes.

PRESENTATION
AND PRACTICE
3.R5 3.L6


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 the children and grandma in picture one) Liam, Lilly and Daisy are with Daisy’s Grandma and Grandpa. (pointing to the big eyes in picture two)
What are these?
Class: Eyes
Teacher: Yes! Two big eyes! etc
Play the CD. The pupils listen and follow the story in their books. Then individual pupils read out the story.
Read the story and choose.



Interactive
Whiteboard
22

3.S3






3.R1
Allow the pupils some time to read the story silently
and complete the activity. Check their answers.
Answer key
2 a 3 b

Tick (✓) the right sentence.
Refer the pupils to the picture and the sentences. The pupils read the sentences and tick the one that corresponds to the picture. Check their answers.
Answer key
3 Amir, come and say hello!
Play the CD again with pauses for the pupils to repeat,
chorally and/or individually.

Act out the story
- For stronger classes: Assign roles to the pupils.
Allow them enough time to rehearse their roles in
groups. Encourage them to come to the front
and act out the story.
- For weaker classes: Select a short exchange from
the story for the pupils to act out in pairs.

Talking point. Listen and read.
Make a new dialogue with your friend.
Refer the pupils to the picture and the dialogue. Play the
CD. The pupils listen and follow along. Pause the CD
for the pupils to repeat, chorally and/or individually.
The pupils, in pairs, act out similar dialogues about
themselves. Go around the classroom providing any
necessary help. Ask some of the pairs to come to the
front of the classroom and act out the dialogue. If you
wish, write the following on the board so the pupils can
refer to it while doing the task.
A: What does your monster look like, ... ?
B: It’s got ... and a big ... !
A: Has it got any ... ?
B: Yes, it has. It’s got ... . Look!
A: What’s its name?
B: ... .
A: ... ? That’s a funny name!
Suggested answer key
Kanat: What does your monster look like, Dana?
Dana: It’s got five eyes and a big ear!
Kanat: Has it got any legs?
Dana: Yes, it has. It’s got six legs. Look!
Kanat: What’s its name?
Dana: Coco.
Kanat: Coco? That’s a funny name!

(Activities to familiarise the pupils with the
pronunciation
of the sound \ɒ\.)
Listen, point and repeat.
Write the letter o on the board. Point to it and say: \ɒ\.
Software or Track 04
CD1


























Interactive
Whiteboard
Software or Track 05
CD1






















23

The pupils repeat, chorally and/or individually. Point to
the letter again and ask the pupils to say the sound.
Refer the pupils to the pictures. Point to the dog and
say:
\ɒ\ – dog. The pupils repeat, chorally and/or
individually.
Check their pronunciation. Repeat the procedure for
long and body. Play the recording. The pupils listen,
point and repeat. Then point to the pictures at random
and elicit the sound and the words.

Complete. Then listen and repeat.
Refer the pupils to the picture. Elicit dog, long and
body. Draw the pupils’ attention again to the \ɒ\ sound.
Allow the pupils some time to complete the missing
letters. Check their answers.
Answer key
Bob, the dog has got a long body!
Play the CD for the pupils to listen and repeat. Ask
individual pupils to read out the phrase. Check their
pronunciation and intonation.

Extension (Optional)
Write the following words on the board: long, duck,
frog, funny, body, nose, dog, doll. Ask individual pupils
to come to the board and circle the words that have the
\ɒ\ sound. Ask the rest of the class for verification.
Answer key
long, frog, body, dog, doll




Interactive
Whiteboard
Software or Track 06
CD1










Interactive
Whiteboard
Software or Track 07
CD1


ENDING THE
LESSON
3.S3 3.S1

(An activity to consolidate the language of the lesson.)
Ask the pupils to draw a dog. When they finish, have
them present their drawings to the class and describe
their dogs. Display their work in the classroom.
e.g. Pupil 1: My dog is really cute! It’s brown and white. It’s got brown eyes and a long tail.
ACTIVITY BOOK (Optional)
If you wish, you can assign some or all of the
corresponding activities from the Activity Book for
homework. If this is the case, make sure you explain
them first in class.

Additional information

Differentiation – how do you plan to
give more support? How do you plan to challenge the more able learners?
Assessment – how are you
planning to check learners’ learning?
Cross-curricular links
Health and safety check
ICT links
Values links

24

Reflection

Were the lesson objectives/learning
objectives realistic?

Did I stick to timings?

What changes did I make from my plan
and why?

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

25

Module 1

LESSON: Module 1 Lesson 4 The Theme: Body parts (2)
Date: Teacher's name:
CLASS:
Learning objective(s)
that this lesson is
contributing to
To talk about farm animals and pets.
Lesson objectives All learners will be able to:
3.R5 understand the main points of simple sentences on familiar topics by using
contextual clues
3.R1 read and spell out words for others
3.S3 use a limited range of basic words, phrases and short sentences to describe
objects, activities and classroom routines
3.S1 make basic statements related to personal information, people and objects
on familiar topics and classroom routines
3.L6 understand some specific information in short, slow, carefully articulated
talk on routine and familiar topics
Assessment criteria Learners have met the learning objectives if they can talk about farm animals and
pets.
Language focus

Structures: the verb ‘have got’ (negative/interrogative/short answers)
Language in use: Nanny Rose hasn’t got black hair. Has Liam got red hair? Yes,
he has. My pet has got a big body and four short legs.
Target vocabulary Farm animals: cow, goat, rabbit, chicken, duck, frog
Pets: pony, dog, cat, parrot
ICT skills Using audios
Extra materials The On the Farm poster.
Previous learning ‘Animal’ vocabulary, the verb ‘have got’ (affirmative), adjectives
Plan
Planned timings Planned activities (replace the notes below with your
planned activities)
Smiles Resources
BEGINNING THE
LESSON
3.S3 3.S1

Ask two pupils to come to the front of the classroom
and act out the dialogue from the previous lesson (Ex. 14). Repeat the activity with other pupils.

PRESENTATION
AND PRACTICE


Listen, point and repeat. Then match.
Pupils’ books closed. Put up the On the Farm poster on the board. Point to each animal, one at a time, and say the corresponding words. The pupils repeat, chorally and/or individually. Point to each animal in random order. Ask individual pupils to name the animal. Ask the rest of the class for verification.
Extension (Optional)
Name an animal. The pupils mime it or make a sound
associated with this animal. Repeat with other animals.
Pupils’ books open. Play the CD. The pupils listen,
point to and repeat the words. Play the CD again

On the Farm poster

Interactive
Whiteboard
26

3.R1









3.L6





























3.S3 3.S1
pausing after each word. The pupils repeat, chorally
and/or individually. Then they match the pictures to the
animals. Check their answers.
Answer key: 1 a 2 d 3 f 4 e 5 b 6 c
Find the animals and write.
Refer the pupils to the pictures and the word search.
The pupils look at the pictures, write the names of the
animals and circle the words in the word search. Check
their answers.
Answer key
2 rabbit 3 duck 4 dog 5 chicken 6 frog

Study Spot
(Activities to present and practise the verb ‘have got’ in
the negative and interrogative forms and short
answers.)

Make sentences.
Pupils’ books closed. Point to your hair. Say, then write
on the board: Have I got (black) hair? The pupils repeat,
chorally and/or individually. Underline the words in
bold. Follow the same procedure and present the rest of
the persons in the interrogative form. Point to your hair
again. Say, then write: I have not got (fair) hair. Follow
the same procedure and present the negative form, long
and short form. Ask again: Have I got (black) hair?
Write: Yes, I have. The pupils repeat, chorally and/or
individually. Explain how the positive short answer is
formed. Point to a male pupil, say, and then write: Has
he got (black) hair? The pupils repeat, chorally and/or
individually. Underline the words in
bold. Say and write: No, he hasn’t. The pupils repeat,
chorally and/or individually. Explain how the negative
short answer is formed. Pupils’ books open. Go through
the Study spot section
briefly. Allow the pupils some time to complete the
activity. Check their answers.
Answer key
2 My dog hasn’t got big ears.
3 They haven’t got pink noses.
4 Rabbits haven’t got small ears.
5 Roy the clown hasn’t got a big head.

Look, read and answer.
The pupils look at the pictures, read the questions
and answer them. Allow the pupils some time to
complete the activity. Check their answers.
Answer key: 2 they have 3 they haven’t 4 it hasn’t

Which is Nurlan’s pet? Read, choose
and say.
Refer the pupils to the pets and elicit them. Then the
pupils read the text and complete the activity. Check
Software or Track 08
CD1

27

their answers.
Answer key: dog
ENDING THE
LESSON
3.S3 3.S1
Ask the pupils to draw an animal on a piece of paper
without showing it to anyone. In pairs, the pupils ask
and answer questions to find out their partner’s animal.
e.g. Pupil 1: Has it got big ears? Pupil 2: No, it hasn’t. etc
ACTIVITY BOOK (Optional)
If you wish, you can assign some or all of the
corresponding activities from the Activity Book for
homework. If this is the case, make sure you explain
them first in class.

Additional information

Differentiation – how do you plan to
give more support? How do you plan to challenge the more able learners?
Assessment – how are you
planning to check learners’ learning?
Cross-curricular links
Health and safety check
ICT links
Values links

Reflection

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

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


28