Unit 6: ANIMALS

Lesson 44

School

K. Satpaev

Teacher’s name

Madina Amangeldy

Date

12.02.2026

Grade: 4 A

Number present:

absent:

Lesson title

Body parts of animals

Learning objectives

4.2.5.1 clearly pronounce more words, short phrases and simple sentences;

4.3.2.1 read and understand with some support short uncomplicated artistic and scientific-popular texts

Lesson objectives

(assessment criteria)

Learners will be able to:

- recognise and name the parts of an animal's body;

- unscramble letters to form words for animal body parts;

- read and answer 'yes' or 'no' questions;

- colour a picture based on a description.

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning of the lesson

5 min

Organization moment :

1.Greeting.

I greet the pupils and ask about their mood to create a positive and friendly classroom atmosphere at the beginning of the lesson.

Then I introduce the lesson objectives in a clear and motivating way so that the pupils understand what they are going to learn.

After that, I organise a short psychological warm-up activity. The pupils come to the board and click on the boxes. Different actions appear on the screen, and the pupils repeat the actions together. This helps to create a positive psychological atmosphere and prepare the pupils for the lesson.

Next, I show a slide with the question “What is missing?” The pupils look at the picture and identify the missing body parts. Through this activity, we define the topic of the lesson together.

After identifying the topic, I introduce new vocabulary related to the lesson. I model the correct pronunciation and check the pupils’ understanding.

Finally, to consolidate the new vocabulary, I organise a practice task using the presentation. The pupils complete the task and practise the new words.

The pupils greet the teacher and respond to the questions about their mood and well-being.

They listen attentively to the lesson objectives and understand what they are going to learn during the lesson.

The pupils come to the board, click on the boxes and repeat the actions shown on the screen. They take part actively in the psychological warm-up activity.

Then the pupils look at the picture and answer the question “What is missing?” They identify the missing body parts and help to define the topic of the lesson.

After that, the pupils listen to the new vocabulary, repeat the words after the teacher and show understanding of the meanings.

Finally, the pupils complete the practice task using the presentation and practise the new words.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

• Interactive whiteboard

• Computer / laptop

• PowerPoint presentation

• Action cards / interactive boxes (for psychological warm-up)

• Visual slides “What is missing?”

• Pictures of body parts

• Vocabulary flashcards

Middle of the lesson

Presentation part.

10 min

I explain the task clearly and show an example on the board.
I invite the pupils to work in pairs and remind them to help each other.
I monitor the pupils’ work, guide them when necessary and ask guiding questions.
I check the answers together with the pupils and give brief feedback.

Values – Adal Azamat

The pupils develop cooperation, mutual respect and responsibility while working in pairs.
They learn to listen to each other, support their partner and work honestly.

The pupils work in pairs and look at the picture carefully.
They read the words and stick the body parts names in the correct places.
They discuss their answers with their partner and check each other’s work.

✅ DESCRIPTOR (2 points)

? 2 point – correctly names the body parts
? 1 point – sticks the words in the correct places

 Interactive whiteboard

 PowerPoint presentation

 Pictures of body parts

 Word cards / labels

12 min

I explain the task and give clear instructions.
I play the audio description and repeat it if necessary.
I monitor the pupils while they colour the picture and support those who need help.
I invite the pupils to say the sentence using It’s got… and give feedback.

Values – Adal Azamat

The pupils develop attentiveness, responsibility and honesty while completing the task independently.
They learn to follow instructions carefully and respect the learning process.

The pupils listen to the description attentively.
They colour the picture according to the description.
Then they describe the picture using the structure It’s got….

✅ DESCRIPTOR (4 points)

? 2 point – colours the picture correctly
? 2. point – describes the picture using It’s got…

 Audio recording

 Interactive whiteboard / speakers

 Worksheets with pictures

 Colouring pencils or crayons

13 min

I explain the task and draw the pupils’ attention to the picture and the Word Box.
I demonstrate how to choose the correct word and complete the text.
I organise the pupils to work in pairs and remind them to help each other.
I monitor the pupils’ work, support them when necessary and give feedback.

Differentiation

• Weaker learners: complete the text with fewer gaps and receive teacher support.

• Stronger learners: complete all the gaps and explain their choices to their partner.

Values – Adal Azamat

The pupils develop cooperation, mutual respect and responsibility while working in pairs.
They learn to listen to their partner, support each other and work honestly.

The pupils look at the picture and read the words in the Word Box.
They complete the text with the correct words.
They read the completed text to their partner and check each other’s answers.

✅ DESCRIPTOR (3 points)

? 1 point – chooses the correct words from

the Word Box
? 1 point – completes the text correctly
? 1 point – reads the text clearly

 PowerPoint presentation

 Pictures (elephant, tiger)

 Word Box

 Interactive whiteboard

I explain the task clearly and draw the pupils’ attention to the pictures.
I remind the pupils how to unscramble the letters and write the correct word.
I monitor the pupils’ individual work and provide support when needed.
I check the answers and give brief feedback.

Differentiation

• Weaker learners: receive word hints or fewer items to complete.

• Stronger learners: complete all items independently and quickly.

Values – Adal Azamat

The pupils develop responsibility, honesty and independence while working individually.
They learn to complete tasks carefully and fairly.

The pupils look at the pictures carefully.
They unscramble the letters and write the correct words.
They look again and write yes or no.

✅ DESCRIPTOR (2 points)

? 1 point – unscrambles the letters and writes

the correct word
? 1 point – writes the correct yes / no answer

 Pupils book

 Pictures

 Worksheet

 Interactive whiteboard

End of the lesson

5 min

Briefly review the colors learned.

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

I invite the pupils to come to the interactive board.
I explain how to give feedback using the interactive elements.
I assess the pupils’ understanding based on their responses and give positive feedback.

Ss evaluate each other and encourage classmate with phrases like:

Well done!

Brilliant! Good job! I like it!  

Poster Success