Ашық тәрбие сағаты: "Ата мұраң - асыл қазынаң"Бастауыш сынып

Л.Б. Асқарова, С.Д. Рахимжанова, А.С. Волкова

ENGLISH
Əдістемелік нұсқау
Мектепке дейінгі тəрбие мен оқытудың үлгілік оқу бағдарламасы бойынша
мектепалды дайындық тобы мен сыныбы педагогтеріне арналған

Методическое руководство
для педагогов предшкольных групп и классов
по Типовой учебной программе дошкольного воспитания и обучения

Алматыкітап баспасы
2017

ƏОЖ 373.2 (072)
КБЖ 74.102
А 88

Асқарова Л.Б. жəне т.б.
А 88 English: Əдістемелік нұсқау. Мектепке дейінгі тəрбие мен оқытудың үлгілік оқу бағдарламасы бойынша
мектепалды дайындық тобы мен сыныбы педагогтеріне арналған = English: Методическое руководство
для педагогов предшкольных групп и классов по Типовой учебной программе дошкольного воспитания и
обучения / Л.Б. Аскарова, С.Д. Рахимжанова, А.С. Волкова. – Алматы: Алматыкітап баспасы, 2017. – 116 с.

ISBN 978-601-01-3158-3

ƏОЖ 373.2 (072)
КБЖ 74.102
© Асқарова Л.Б., Рахимжанова С.Д., Волкова А.С., 2017
© «Алматыкітап баспасы» ЖШС, 2017

ISBN 978-601-01-3158-3

2

Introduction

- This teaching complex was developed for preschool English teachers in accordance
with the Standard Educational Curriculum for preschool education approved by the
Ministry of Education and Science of the Republic of Kazakhstan dated August 12, 2016.
- to form basic skills of listening and speaking in English through games and
creativity;
- prepare sound foundation for successful transition to further study of English in
primary school;
- create a comfortable environment for the communicative and psychological
adaptation of young learners to acquiring English;
- develop the memory, attention, thinking, and imagination of preschool learners;
- expand children’s vocabulary and view through learning new English words.
The content of the complex covers the programme content and reflects three learning
strands defined for young learners: Listening, Speaking and Use of English.
The material presented in the ABC Book and the Activity Book covers the following
topics:
- All about me
- My school
- My family
- The world around me
- Where do the roads go?
- Why you need to know customs and traditions?
- Healthy and tasty
- How to be healthy
Modern approaches and strategies of teaching English as a second language aim at
developing the skills of the students based upon the requirements prescribed by the
programme:
Listening skills
-begin to recognize simple short instructions for basic classroom routines spoken
slowly and distinctly;
- begin to recognize with considerable support a few basic personal questions spoken
slowly and distinctly;
 - begin to recognize with support simple greetings, recognize the spoken form of a limited
range of basic and everyday classroom words;

`- begin to recognize basic intonation distinguishing questions from statements;
- begin to recognize the sounds of phonemes and phoneme blends.
Speaking skills
- begin to make basic personal statements and simple statements about object;

3

-

begin to use intonation to signal questions in basic exchanges;
pronounce basic words and expressions with some mistakes;
respond to very basic supported personal questions using short answers;
begin to produce words in response to prompts;
exchange simple greetings and say “please, sorry and thank you”.

-

Reading
rесоgnizе some very high-frequency words from local environment.

-

Use of English
use cardinal numbers 1 – 10 to count;
begin to use a few colours;
use common singular and рlurаl nouns to say what and whеrе things are;
use basic adjectives and colours to say what someone /something is оr has;
use determiners “а, аn, this, these” to indicate what something is;
use interrogative pronouns“what, where, how” to ask basic questions;
use demonstrative pronouns “this, these” to indicate things;
use personal subject pronouns to identify things;
use imperative forms of соmmоn verbs related to classroom routines;
use basic present simple forms (positive, negative) to give basic personal
information.

The present complex “English for preschoolers” consists of the following components:
- The ABC Book
- The Activity Book
- The Teacher’s Book
- The Audio CD
- The Set of flashcards
The ABC Book
The ABC book is developed in accordance with the requirements of the methodology
of teaching English to small learners.
The authors of the book took into consideration the peculiarities of children of this age
group, their physiological and psychological features, so the structure of the book contains
such tasks that suggest reasonable change of activities by involving them into listening,
singing, dancing, speaking, jumping, etc.
The ABC book consists of eight thematic units. It contains skill-based tasks for
listening and speaking. At the end of the book there is a pictured alphabet to assist children
to memorize the alphabet.
The Activity Book
The Activity Book provides additional tasks to memorize the material presented in the
ABC Book. The tasks suggest drawing, colouring the pictures, pasting stickers, tracing and
other activities that are very interesting for the young learners.

4

The Audio CD
It includes all listening materials introduced in the ABC Book and Activity Book. The
audio texts are supported with listening, pronunciation and phonics activities, as well as
songs and read-along stories. The listening material is also recommended to be practised at
home.
The Teacher’s book
The Teacher’s book provides methodical guidance and support for using this complex
in the classroom. It introduces long-term and short-term planning. You can find answers for
the tasks, the instructions for the suggested project work and the scripts for audio texts.
The Set of flashcards
The aim of this Set is to present, practise and recycle the new vocabulary. The Set of
flashcards provides the material for the number of activities with the young learners during
lessons. There are 2 dices (the activity with them are described in the lessons contents),
flashcards with the characters of this book (to be used during the roleplaying of different
exercises; there are perforated holes for a string to be put around the neck), flashcards on
various theme vocabulary in the Set. Some games with flashcards are described in Games
Bank at the end of this Teacher`s book or in the lessons` content. Sometimes get the
students to make their own sets of mini flash cards that can be taken home for them to play,
with parents and siblings. This Set can be used for the following activities: memory games,
drilling, identification games, TPR activities (Total physical response).

5

Long-term plan
Units
Unit 1.
All
about
me

Topic of the
lesson
Lesson 1.
All about me

Lesson 2.
All about me

Lesson 3.
All about me

Lesson 4.
All about me

Unit 2.
My
school

Lesson 1.
My school

Learning objectives
 0.L3begin to recognize with the considerable support simple
greetings.
0.S6 exchange short simple greetings.
0.S1 begin to make basic personal statements.
 0.L3 begin to recognize with the considerable support simple
greetings.
 0.L2 begin to recognize with the considerable support a few
basic personal questions spoken slowly and distinctly.
0.S4 respond to the very basic supported personal questions
using short answers.
0.S6exchange short simple greetings.
 0.L3 begin to recognize with the considerable support
simple greetings.
 0.L2 begin to recognize with the considerable support a few
basic personal questions spoken slowly and distinctly.
0.L1 begin to recognize simple short instructions for the basic
classroom routines spoken slowly and distinctly.
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 basic supported personal questions using
short answers.
 0.L1 begin to recognize simple short instructions for basic
classroom routines spoken slowly and distinctly.
 0.L2 begin to recognize with considerable support a few
basic personal questions spoken slowly and distinctly.
 0.L3 begin to recognize with considerable support simple
greetings.
 0.L5 begin to recognize simple sounds of phonemes.
 0.S1 begin to make basic personal statements.
 0.S3 pronounce the basic words and expressions with some
mistakes.
 0.UE2 use the cardinal numbers 1–10 to count.
 0.L1 begin to recognize simple short instructions for basic
classroom routines spoken slowly and distinctly.
 0.L3 begin to recognize with considerable support simple
greetings.
 0.L5 begin to recognize simple sounds of phonemes.
 0.S3 pronounce basic words and expressions with some
mistakes.
 0.S5 begin to produce the words in response to prompts.
 0.S6 exchange short simple greetings.

6

Hours
1

1

1

1

1

Lesson 2.
My school

Lesson 3.
My school

Lesson 4.
My school

Unit 3.
My
family

Lesson 1.
My family

Lesson 2.
My family

 0.L1 begin to recognize simple short instructions for basic
classroom routines spoken slowly and distinctly.
 0.L3 begin to recognize with considerable support simple
greetings.
 0.L5 begin to recognize simple sounds of phonemes.
 0.S3 pronounce the basic words and expressions with some
mistakes.
 0.S5 begin to produce the words in response to prompts.
 0.S6 exchange short simple greetings.
 0.L1 begin to recognize simple short instructions for basic
classroom routines spoken slowly and distinctly.
 0.L5 begin to recognize simple sounds of phonemes.
 0.S3 pronounce basic words and expressions with some
mistakes.
 0.S5 begin to produce the words in response to prompts.
0.L1 begin to recognize simple short instructions for the basic
classroom routines spoken slowly and distinctly.
0.L2 begin to recognize with considerable supporta few basic
personal questions spoken slowly and distinctly.
0.L4 begin to recognize the basic intonation distinguishing
questions from statements.
0.L5 begin to recognize simple sounds of phonemes
0.S1 begin to make basic personal statements.
0.S3 pronounce basic words and expressions with some
mistakes.
0.S4 respond to the very basic supported personal questions
using short answers.
0.L1 begin to recognize simple short instructions for basic
classroom routines spoken slowly and distinctly.
0.L2 begin to recognize with considerable support a few basic
personal questions spoken slowly and distinctly.
0.L4 begin to recognize basic intonation distinguishing
questions from statements.
0.S3 pronounce the basic words and expressions with some
mistakes.
0.S4 respond to very basic supported personal questions using
short answers.

1

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 basic intonation distinguishing
questions from the statements.
0.S3 pronounce the basic words and expressions with some
mistakes.
0.S4 respond to the basic supported personal questions using
short answers.

1

7

1

1

1

Lesson 3.
My friend

Lesson 4.
This is my
friend

Unit 4.
The
world
around
me

Lesson 1.
Pets

Lesson 2.
My pet

Lesson 3.
At the zoo

 0.L1 begin to recognize simple short instructions for 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 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 basic supported personal questions using
short answers.
0.S5 begin to produce the words in response to prompts.
 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 the basic intonation distinguishing
questions from statements.
0.S3 pronounce the basic words and expressions with some
mistakes.
 0.L1 begin to recognize simple short instructions for the
basic classroom routines 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.
 0.L1 begin to recognize simple short instructions for the
basic classroom routines spoken slowly and distinctly.
0.L3 begin to recognize the with the considerable support
simple greetings.
0.L4 begin to recognize the basic intonation distinguishing
questions from statements.
0.S1 begin to make the basic personal statements.
0.S3 pronounce the basic words and expressions with some
mistakes.
 0.L1 begin to recognize simple short instructions for the
basic classroom routines 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.

8

1

1

1

1

Lesson 4.
A baby bear

Unit 5.
Where
do the
roads
go?

Lesson 1.
I have a bike

Lesson 2.
I can…

Lesson 3.
He can…

Lesson 4.
Stop, look,
listen

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.L5 begin to recognize simple sounds of phonemes.
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.L5 begin to recognize simple sounds of phonemes.
0.L1 begin to recognize simple short instructions for the basic
classroom routines 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.S1 begin to make the basic personal statements.
0.UE3 begin to use a few colours.
0.L5 begin to recognize simple sounds of phonemes.
0.L1 begin to recognize simple short instructions for basic
classroom routines spoken slowly and distinctly.
0.L3 begin to recognize with some considerable support
simple greetings.
0.S3 pronounce the basic words and expressions with some
mistakes.
0.S1 begin to make the basic personal statements.
0.UE3 begin to use a few colours.
0.L5 begin to recognize simple sounds of phonemes.
0.L1 begin to recognize simple short instructions for the basic
classroom routines 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.S1 begin to make the basic personal statements.
0.L5 begin to recognize simple sounds of phonemes.
0.L1 begin to recognize simple short instructions for basic
classroom routines 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.S1 begin to make the basic personal statements.
0.UE3 begin to use a few colours.

9

1

1

1

1

1

Unit 6.
Why
you
need to
know
customs
and
traditio
ns

Lesson 1.
Independenc
e Day

Lesson 2.
Happy New
Year

Lesson 3.
Nauryz

Lesson 4.
Happy
birthday

Unit 7.
Healthy
and
tasty

Lesson 1.
Can I have
some…?

0.L5 begin to recognize simple sounds of phonemes.
0.L1 begin to recognize simple short instructions for the basic
classroom routines 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.S1 begin to make the basic personal statements.
0.L5 begin to recognize simple sounds of phonemes.
0.L1 begin to recognize simple short instructions for the basic
classroom routines 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.S1 begin to make basic personal statements.
0.UE2 use the cardinal numbers 1–10 to count.
0.L5 begin to recognize simple sounds of phonemes.
0.L1 begin to recognize simple short instructions for basic
classroom routines 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.S1 begin to make the basic personal statements.
0.L3 begin to recognize with the considerable support simple
greetings.
0.L1 begin to recognize simple short instructions for the basic
classroom routines spoken slowly and distinctly.
0.L5 begin to recognize simple sounds of phonemes.
0.S3 pronounce the basic words and expressions with some
mistakes.
0.UE2 use the cardinal numbers 1–10 to count.
0.UE3 begin to use a few colours.
0.L1 begin to recognize simple short instructions for the basic
classroom routines spoken slowly and distinctly.
0.L5 begin to recognize simple sounds of phonemes.
0.S3 pronounce the basic words and expressions with some
mistakes.
0.S5 begin to produce words in response to the prompts.

10

1

1

1

1

1

Lesson 2.
Fruit

Unit 8.
How to
be
healthy

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 statements.
0.L5 begin to recognize simple sounds of phonemes.
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.UE2 use the cardinal numbers 1–10 to count.
Lesson 3.
0.L1 begin to recognize simple short instructions for the basic
I like iceclassroom routine spoken slowly and distinctly.
cream
0.L3 begin to recognize with the considerable support simple
greetings.
0.L5 begin to recognize simple sounds of phonemes.
0.S6 exchange short simple greetings.
0.S1 begin to make the basic personal statements.
0.S3 pronounce the basic words and expressions with some
mistakes.
Lesson 4.
0.L1 begin to recognize simple short instructions for the basic
Good or not? classroom routines spoken slowly and distinctly.
0.L3 begin to recognize with the considerable support simple
greetings.
0.L5 begin to recognize simple sounds of phonemes.
0.S6 exchange short simple greetings.
0.L2 begin to recognize with the considerable support a few
basic personal questions spoken slowly and distinctly.
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 the very basic supported personal
questions using short answers.
Lesson 1.
0.L1 begin to recognize simple short instructions for the basic
Daily routine classroom routines spoken slowly and distinctly.
0.L3 begin to recognize with considerable support simple
greetings.
0.L5 begin to recognize simple sounds of phonemes.
0.S1 begin to make basic personal statements.
0.S3 pronounce the basic words and expressions with some
mistakes.
0.S6 exchange short simple greetings.
Lesson 2.
0.L1 begin to recognize simple short instructions for the basic
First, wash
classroom routines spoken slowly and distinctly.
your hands
0.L3 begin to recognize with the considerable support simple
greetings.
0.L5 begin to recognize simple sounds of phonemes.
0.S1 begin to make the basic personal statements.

11

1

1

1

1

1

Lesson 3.
Let’s run

Lesson 4.
Let’s play

0.S3 pronounce the basic words and expressions with some
mistakes.
0.S6 exchange short simple greetings.
0.S5 begin to produce the words in response to prompts.
0.L1 begin to recognize simple short instructions for the basic
classroom routines spoken slowly and distinctly.
0.L3 begin to recognize with the considerable support simple
greetings.
0.L5 begin to recognize simple sounds of phonemes.
0.S1 begin to make the basic personal statements.
0.S3 pronounce the basic words and expressions with some
mistakes.
0.S6 exchange short simple greetings.
0.S5 begin to produce words in response to the prompts.
0.L1 begin to recognize simple short instructions for the basic
classroom routines spoken slowly and distinctly.
0.L3 begin to recognize with the considerable support simple
greetings.
0.L5 begin to recognize simple sounds of phonemes.
0.S1 begin to make the basic personal statements.
0.S3 pronounce the basic words and expressions with some
mistakes.
0.S6 exchange short simple greetings.
0.S5 begin to produce words in response to the prompts.

1

1

32

12

Short-term plan
Unit 1 All about me
Lesson 1 All about me

School: #

Date:

Surname /name of the teacher:

Group:

Number of attendees:

Aims of the
lesson:
Objectives of the
lesson

Background
knowledge
Plan

Number of absent learners:

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

Scheduled
Scheduled activity
time
Beginning
Warm up:
of the lesson At the beginning of the class find out if any of the learners
know any English words. When they say the words or
5 minutes
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.
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.

13

Resources

You can use the
following resources for
tongue twisters:
https://learnenglishkids.
britishcouncil.org/ru/ton
gue-twisters
www.downloadesl.com/tonguetwisters/
.../easyt.

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.

14

End of the
lesson
5 minutes

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

Aims of the
lesson:
Objectives of the
lesson

Number of absent learners:

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

15

Background
knowledge
Plan

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

Scheduled
Scheduled activity
time
Beginning
Warm up:
of the lesson Start the class by greeting the children and practise
greeting forms by singing “The Hello Song” (Track 3).
5 minutes
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.
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.

16

Resources

You can use the following
resources for tongue –
twisters:
https://learnenglishkids.britis
hcouncil.org/ru/tonguetwisters
www.downloadesl.com/tonguetwisters/.../ea
syt.

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.

End of the
lesson
5 minutes

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:
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.

17

Unit 1. All about me
Lesson 3. All about me

School: #

Date:

Surname /name of the teacher:

Group:

Number of attendees:

Aims of the
lesson:

Objectives of the
lesson

Background
knowledge
Plan
Scheduled
time

Number of absent learners:

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

Resources

Beginning
Warm up:
of the lesson Ask the learners to clap their hands to the beat as they sing
‘The Hello song’ (Track 5).
5 minutes
Show the pictures of all the characters and ask them to act out
the song saying their names.
You can use the
Introduce them the topic and the objectives of the lesson.
following resources
To develop correct pronunciation, we recommend to play
tongue-twisters with the learners for the sounds [g], [t], [oi],
[ǝ:], [ai], [w] etc.

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

18

for tongue – twisters:
https://learnenglishkid
s.britishcouncil.org/ru/
tongue-twisters
www.downloadesl.com/tonguetwister
s/.../easyt.

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?
You can download
Wolf: I’m Wolfy. I’m a boy. What’s your name?
Hello and Goodbye
Digger: I’m Digger. I’m a boy too.
worksheet to
practise “Hello”
To practise this skill you can use puppets. Make the learners
and “Goodbye”
act out using models and the names of the puppets.
expressions using
As a variation, the children can use their dolls, toys.
this resource:
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

19

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.

End of the
lesson
5 minutes

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:
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:

Aims of the
lesson:
Objectives of the
lesson

Number of absent learners:

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

20

Background
knowledge
Plan
Scheduled
time

 use the cardinal numbers 1 – 10 to count without any difficulty.
 make the basic personal statements without any mistakes.
The learners know simple greetings like Hello, children/ girls and
boys/goodbye; expression What is your name?
Scheduled activity

Resources

Beginning
Warm up:
of the lesson Ask the learners to clap their hands to the beat as they
chant “The Hello Song” (Track 3). Point to the children
5 minutes
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].

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.

21

You can use the
following resources
for tongue-twisters:
https://learnenglishkid
s.britishcouncil.org/ru/
tongue-twisters
www.downloadesl.com/tonguetwister
s/.../easyt.

You 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.
I’m 6.

End of the
lesson
5 minutes

3. I’m 3.

4. I’m 4. 5.

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:
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.

22

Unit 2. My school
Lesson 1. My school

School: #

Date:

Surname /name of the teacher:

Group:

Number of attendees:

Aims of the
lesson:
Objectives of the
lesson

Background
knowledge
Plan
Scheduled
time

Number of absent learners:

To introduce the classroom words use the structure “It’s a …”.
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.
Learners should know greeting forms, the short basic classroom instructions,
the cardinal numbers 1–10.
Scheduled activity

Beginning
 Warm up:
of the lesson Ask the learners to clap their hands to the beat as they
chant “The Hello Song” (Track 3), “The Number Song”
5 minutes
(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.

23

Resources
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

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.

5 minutes
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.

10 minutes

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”.

24

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:

Aims of the
lesson:
Objectives of the
lesson

Background
knowledge

Number of absent learners:

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

25

Scheduled
time

Scheduled activity

Beginning
Warm up:
of the lesson Ask the learners to clap their hands to the beat as they
chant “The Hello Song”.
5 minutes
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.
Main part of Exercise 1. Listen and repeat.
Play the audio and pay the learners’ attention to the
the lesson
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.
15 minutes
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.

10 minutes

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.

26

Resources

You can use the
following resources for
tongue-twisters:
https://learnenglishkids.b
ritishcouncil.org/ru/tong
ue-twisters
www.downloadesl.com/tonguetwisters/..
./easyt.

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.

End of the
lesson
5 minutes

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:
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.

27

Unit 2. My school
Lesson 3. My school
Date:

School: #

Group:

Number of attendees:

Aims of the
lesson:
Objectives of the
lesson

Background
knowledge

Surname /name of the teacher:
Number of absent learners:

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

Beginning
Warm up:
of the lesson Ask the learners to clap their hands to the beat as they
chant “The Hello song”.
5 minutes
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.

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.

28

Resources

You can use the
following resources for
tongue the-twisters:
https://learnenglishkids.b
ritishcouncil.org/ru/tong
ue-twisters
www.downloadesl.com/tonguetwisters/..
./easyt.

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.
10 minutes
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.

End of the
lesson
5 minutes

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:
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?

29

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 mak