"Camp Picnic Day"

Lesson 12

Teacher’s name:

D.K.Kalzhanova

M.K.Zhumadilova

K.B.Kalieva

G.K.Ormantaeva

K.B.Pusyrmanova

N.M.Kulbarakov

Date:

12.06.2026

Class:

Number present:

Number absent:

Theme of the lesson

Camp Picnic Day

Learning objective (s)

understand simple descriptions of people, actions, and objects with visual support; find specific information in different types of texts (postcards, posters, flyers, messages, and notices: places, time, and prices); use basic prepositions of time

Lesson objectives

• identify means of transport

• practise prepositions of time (in/on/at)

• introduce the preposition by

Plan

Stages of the lesson

Teacher’s activities

Students’ activities

Assessment

Resources

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Warm-up

Presentation

Practice

Ending the lesson

Discovery activity.

Start thinking. Answering questions.

• Write the word “transport” on the board.

• Ask them to tell you any means of transport they know of.

• ‘How do you go to school?

Open answers

Verbal Assessment

https://games4esl.com/wp-content/uploads/Transportation-Flashcards.pdf

Activity1.Conveying the meaning of new words

• Have Ss look at the pictures in the vocabulary section. Play the recording a few times and have Ss point to the corresponding pictures and repeat.

• Say the words/phrase again in random order and have Ss point and repeat

Key:

Means of transport: plane, bus, train, ship

Phrase: feed the animals

Oral

Assessment

Song “What's This?”

Activity2. Listen and read. Then answer: What do you do every day in summer?

• Ask them what kind of texts they think they are: a postcard, a text message and a poster

• Ask Ss if they have ever written and sent a postcard to somebody and if they have ever sent a text message.

• Read the title and tell Ss a few things about Australia. Play the recording, and ask Ss to point to the corresponding text as they listen.

Detailed reading. Answering questions.

1. Where is Jim?

2. What season is it?

3. What does he do every day?

4. Where does Tom want to go on Sunday?

5. How can they get there?

6. What can you do at the zoo?

7. What time does the zoo open?

Draw Ss' attention to the question in the rubric

e.g. I go to the beach and play with my friends every day in summer.

Grammar Presentation: Prepositions

• Draw Ss’ attention to the prepositions: in is used before the seasons of the year, on is used before the days of the week and at is used before time.

• Direct Ss attention to the preposition by and guess when is used. the preposition by is used to describe how we travel.

Activity 3. Look at the picture and remember.

Я еду на автобусе – I go by bus

Я еду на поезде – I go by train

Я лечу на самолете – I fly by plane

A ctivity 4. Listen and tick (4) a or b.

• Direct Ss’ attention to the two posters and ask them to read through them.

• Explain to Ss that they are going to listen to a dialogue between a boy and a girl about a new park in their town, and they have to tick the poster which corresponds with what they hear.

• Play the recording twice and have Ss do the activity.

Play a guessing game.

• S1 Choose one of the three zoos shown in the posters without revealing it to his/ her partner.

• He/ She has to give SB information about the zoo, using the information on the poster. SB has to try to guess which zoo his/ her partner has chosen. Then Ss swap roles.

Descriptor:

A learner:

• identifies means of transport

• completes sentences with right prepositions of time (in/on/at)

• gives information by structure

Students listen and read, then answer the questions: What do you do

every day in summer?.

KEY

1.In Perth, Australia

2. It’s summer.

3. He goes to the beach.

4. To the zoo.

5. By train.

6. Feed the animals and buy T-shirts with animals.

7. At nine o’clock.

Students guess and say.

Students listen to a dialogue between a boy and a girl about a new park in their town, and they have to tick

Answer: a

Students guess and say.

Self-Assessment

Peer Assessment

Self- Assessment

Peer Assessment

Group Assessment

Handouts

Worksheets

Textbook

Grammar in Tables

Handouts

CD

Guessing Game.

Feedback

K ey Ideas:

• Students list the key ideas from the lesson and why they were important.

Homework

WORKBOOK: Activity 2 and 3

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?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-White board and video are used no more than 10 minutes

-Use water-based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?