Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2.

Warm up:

Books closed. Say to the class: I’m Liza. Choose a student and repeat: I’m Bob. What’s your name? Elicit the response I’m (student’s name) from the student.

Write the short exchange on the board. Then move around the class, asking each student their name. Finally ask the students to mingle and ask each other their names.

-What’s your name?

- I am Bob

- What’s your name?

- I am Lisa

Setting the aim of the lesson.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/YRZebMmpXri54PQE8

Middle

12 min

Ex: 1 P:4

Methods and Techniques:

Visual Q&A – Looking at the pictures, ask “What can you see?”

Vocabulary work – Elicit and write the words teacher, student, boy, girl, pencil on the board.

Pronunciation modelling – Repeat after the teacher, chorally and individually.

Listening and matching – Listen to the dialogues and match them to the people in the pictures.

Answer sharing – Students share their answers and add to each other’s responses.

Value: Diligence – Students listen carefully, try to pronounce and remember new words correctly. This teaches them to complete the task thoroughly and responsibly.

Students listen and read the dialogues.

Then choose the correct words in 1-3

ANSWERS

1 student

2 friends

3 teacher

Descriptor:

-They correctly name the people in the picture (teacher, student, boy, girl).

- Can pronounce new words correctly and clearly (carefully repeats pronunciation).

- Participates actively in class and strives to complete the task to the end (demonstrates diligence).

Total: 3 point

Student’s book

11 min

Ex: 2 P:4

Activity: Role-play the dialogue (Sally, Tom, Rosa)

Role assignment – Choose three stronger students to take the roles of Sally, Tom, and Rosa.

Teacher modelling – Act out the dialogue with them, taking the teacher’s role yourself.

Second listening – Play the recording again so students can hear correct pronunciation and intonation.

Group work – Divide students into groups of four (or close to it) and explain the task clearly.

Feedback – Praise effort, highlight good pronunciation, and encourage expressive speaking.

Value: Diligence – Rehearses carefully, applies feedback, and improves after correction.

• Learners listen again the dialogue. Then practice it.

Descriptor:

Role Performance – Acts out the role clearly, following the dialogue accurately.

Pronunciation – Uses correct stress, intonation, and clear articulation.

Collaboration – Works well in the group, listens actively, and responds appropriately.

Total: 3 point

Worksheets

Stickers

12 min

Ex: 3 P:4

Activity: Identifying objects and practising vocabulary (pencil + pictures 1–12)

Object elicitation – Hold up a pencil and ask: “What’s this in English?” Elicit: “It’s a pencil”. If students struggle, refer them back to the dialogue in Exercise 1.

Task explanation – Direct students’ attention to pictures 1–12 in the book. Explain the task and point out the given example and the first picture.

Pair work – Students work in pairs to complete the task by naming the items in English.

Monitoring – Walk around to check pronunciation, provide hints if needed, and encourage students to self-correct.

Feedback – Ask pairs to share some answers with the class, modelling correct pronunciation where necessary.

Differentiation:

-Ask each other using full questions and answers: “What’s this?” “It’s a ruler.”

-Pair lower-level learners with stronger ones to help model pronunciation and sentence structure.

Value: Collaboration – Promotes working together to find answers, listening to and supporting a partner.

Learners ask and answer questions. What are objects 1-12 in English? Use the words in box.

What’s this in English?

It is a book

ANSWERS

1 book

2 pen

3 bag

4 computer

5 car

6 poster

7 table

8 boy

9 teacher

10 bicycle

11 phone

12 girl

Descriptor:

- Correctly names classroom objects in English.

- Pronounces words clearly and accurately.

- Works cooperatively with a partner to complete the task.

Total: 4 point

Success Criteria:

1–2 errors → Excellent understanding.

3–4 errors → Good understanding, needs minor revision.

5+ errors → Needs more practice with be forms.

Pictures

End

5 min

Reflection:

- Quick quiz: Teacher says a definition (It’s an animal that barks → dog).

- Praise effort and encourage students to notice familiar words in their daily life.

Homework

Draw 5 familiar words from home and write 1 sentence for each. Example: This is my mother. She is kind.

Learners stand in a circle, they are given a ball to throw it to each other and share their opinions about today’s lesson.

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2.

Warm up:

Greeting the class and setting the mood

Tell students the objectives in simple English

Briefly discuss the importance of polite communication

"Today we’ll learn how to say hello, introduce people, and say goodbye politely."

Language Focus:

Vocabulary:

- Hello, Hi, Good morning, Good afternoon, Goodbye

- This is my friend...

- Nice to meet you

- See you later / soon / tomorro

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

- Flashcards with greetings

-Dialogue scripts / Audio recording

-Pictures of people greeting each other

Worksheets or mini cards

Board/Marker

Middle

7 min

Ex: 1 P: 5

Activity: Describing pictures (boy, girl, alien)

Observation and elicitation – Show the four pictures and ask: “What can you see?” Elicit: “A boy, a girl, and an alien.”

New vocabulary – Write alien on the board, model pronunciation, and have the class repeat it chorally and individually.

Pair or individual work –

In a stronger class: Students work in pairs to describe each picture using full sentences.

In a mixed-ability class: Apply differentiation strategies below.

Monitoring and feedback – Circulate to support vocabulary use, grammar, and pronunciation. Invite some pairs to share their sentences.

Value: Diligence – Students carefully observe each picture, use the correct vocabulary, and construct accurate sentences.

Learners uses the word bank or prior knowledge appropriately to complete the task

Descriptor:

- Correctly identifies the boy, girl, and alien in the pictures.

- Pronounces alien and other key words accurately.

- Uses the word bank or prior knowledge appropriately to complete the task.

Total: 2 point

8 min

Ex: 2 P: 5

Activity: Introducing the verb be (affirmative forms)

Table focus – Direct students’ attention to the left-hand column of the table in their books.

Pronunciation modelling – Read each form of the verb be aloud (I am, you are, he is, she is, it is, we are, they are), asking students to repeat chorally and individually.

Board work – Write I am and He is on the board.

Repetition practice – Have students repeat after you several times, first together, then individually.

Mini-drill – Call on individual students to say I am… / He is… with their own short examples (e.g., I am a student. He is a boy.).

Differentiation:

Students recognize, repeat, and begin to use basic forms of the verb "be" (e.g., I am, He is, She is).

For Weaker Students: Give visual aids or flashcards (e.g., pictures labelled “I”, “he”, “she”) to support understanding

Value: Collaboration – Encouraging students to listen to each other and help correct mistakes politely.

Students look at the table and complete the shorts forms with words in the dialogue

ANSWERS

1 I’m

2 She’s

3 It’s

Descriptor:

- Repeats each form of the verb be accurately after the teacher.

- Pronounces I am and He is clearly and correctly.

- Can give at least one correct example sentence for I am and He is.

Total: 2 point

Worksheets

10 min

Ex: 3 P: 5

Activity: Gap-fill using the verb be

Task introduction – Explain that students will complete sentences using the correct form of the verb be.

Example – Write the first sentence on the board with a blank, read it aloud, and elicit why am is the correct answer (because the subject is I).

Practice – Students complete the rest of the task on their own

Differentiation: Do the first sentence together as a group, eliciting the rule. Then, allow students to finish individually while the teacher circulates to give support.

Value: Diligence – Students check each sentence carefully before writing the answer, avoiding careless mistakes.

Learners choose the correct words

ANSWERS

1 am

2 It’s

3 is

4 ’re

5 ’s

6 She’s

Descriptor:

- Correctly identifies the subject in each sentence.

- Chooses the correct form of the verb be for each subject.

- Writes answers with correct spelling.

Total: 3 point

Pictures

10 min

Ex: 4 P: 5

Activity: Complete the sentences using the words in the box

Task setup – Explain that students will fill in each blank with a word from the box.

One-use rule – Emphasise that each word can be used only once.

Strategy tip – Advise students to start with the blanks they know well before attempting the more difficult ones.

Individual work – Students complete the sentences on their own.

Check together – Review answers as a class, clarifying any challenging items.

Differentiation:

For Weaker Students: Model the first one or two items together as a class

Value: Self-management – Encourages independent problem-solving before asking for help.

Learners work individually and complete the sentences with words in the box.

ANSWERS

1 It’s

2 is

3 you

4 is

5 I’m

6 What’s

Descriptor:

- Completes the sentences accurately, using each item in the box only once.

- Starts with the easier items and applies logical thinking to the harder ones.

Total: 3 point

Success Criteria:

1–2 errors → Excellent understanding.

3–4 errors → Good understanding, needs minor revision.

5+ errors → Needs more practice with be forms.

End

5 min

Reflection:

- Quick quiz: Teacher says subject, students complete with correct verb (I…? → am; He…? → is).

- Praise and encourage: Now you can say who you are and ask about others!

Homework

Write 6 sentences using to be (singular):

2 affirmative (I am happy. She is kind.)

2 negative (I am not sad. He isn’t tall.)

2 questions (Am I late? Is she your teacher?)

Learners stand in a circle, they are given a ball to throw it to each other and share their opinions about today’s lesson.

A ball

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2.

Warm up:

-Greeting and quick review: "Where are you from?"

-Ask: “Do you know these flags?” – show 3–4 flags and guess the country.

-Objective: "Today we will learn how to talk about countries and places."

Setting the aim of the lesson.

Language Focus:

Vocabulary:

- Countries: Kazakhstan, Japan, France, Brazil, Egypt, etc.

- Cities: Astana, Paris, Tokyo, London, etc.

- Place types: city, capital, country, mountain, sea, desert, etc.

Structures:

"Kazakhstan is in Central Asia."

"Paris is a beautiful city in France."

"It is hot in Egypt."

"There are many mountains in Switzerland.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

World map / globe

Flashcards (flags, countries, landmarks)

PPT slides with visuals

Worksheet: Match countries with landmarks

Colored pencils (for a mini poster task)

Middle

12 min

Ex: 1 P: 6

Activity: Identifying countries from flags through listening

Prediction – Ask if anyone knows the countries. Elicit and accept all reasonable ideas.

Listening task – Explain that students will listen to a recording and match speakers to the correct flags.

Play recording – Students complete the task as they listen.

Support for weaker students – Pause after the first speaker, identify the correct answer together, and then continue with the rest of the recording.

Differentiation:

Students listen for specific information and make personal choices based on what they hear and see in the photos.

Value: Global awareness Encourages respect for different countries and cultures through recognition of flags.

Learners read and listen. Match 1-6 with pictures A-F

ANSWERS

1 F

2 D

3 A

4 C

5 B

6 E

Descriptor:

- Correctly matches speakers to the corresponding flags.

- Listens attentively to identify key information.

- Uses both visual clues (flags) and listening input to answer.

Total: 3 point

Student’s book

12 min

Ex: 2 P: 6

Activity: Countries and Cities – Yerzhan context

Recall from previous exercise – Remind students about Yerzhan.

Elicit answers – Ask: Where is Yerzhan from? (Yerzhan is from Astana.)

Follow-up question – Ask: What’s Astana? (Astana is the capital of Kazakhstan.)

Board work – Write the full sentence: Astana is the capital of Kazakhstan.

Pair work – Students work in pairs to match countries with their cities, completing the task within 30–60 seconds to make it competitive.

Feedback – Check answers together and correct pronunciation where necessary.

Differentiation:

- Provide a word bank with countries and cities, possibly with pictures of landmarks or flags to support recognition.

Value: Cultural literacy – Builds awareness of global geography starting from their own country.

Learners match the countries to the capitals. Write sentences. Then listen and check your answers.

ANSWERS

1 Prague

2 Brasilia

3 Astana

4 Moscow

5 Washington DC

6 Ankara

7 London

8 Tokyo

Descriptor:

- Correctly matches countries with their cities.

- Responds accurately to teacher’s questions about Yerzhan and Astana.

- Works cooperatively with a partner.

Total: 3 point

11 min

Ex: 3 P: 6

Activity: Countries & Capitals – Pair and Group Work

Pair task – Ask students to work in pairs to identify the capital cities of those countries.

Competition element – Make it a race: the first pair to correctly find all capitals wins.

Extension – Students work in small groups (3–4 per group) to brainstorm additional countries and their capitals.

Language focus – Encourage students to use English during the task (“What’s the capital of…?” / “It’s…”).

Time limit – Allow 4–5 minutes for the group brainstorming.

Feedback – Elicit answers from each group, write new examples on the board, and correct pronunciation if necessary.

Differentiation:

- Provide a printed list or flashcards with country names to help them recall; allow them to focus on well-known capitals first.

Value: Cultural awareness – Promotes interest in geography beyond their own country.

Learners think of more countries and capitals

ANSWERS

Student’s own answer

1 The capital city of France is Paris.

2 The capital city of Japan is Tokyo.

3 The capital city of Kazakhstan is Astana.

4 The capital city of the United Kingdom is London.

5 The capital city of Italy is Rome.

6 The capital city of China is Beijing.

7 The capital city of the USA is Washington, D.C.

8 The capital city of Brazil is Brasília.

9 The capital city of Egypt is Cairo.

10 The capital city of Canada is Ottawa

Descriptor:

- Correctly matches countries with their capitals.

- Participates actively in pair and group work.

Total: 4 point

Success Criteria:

1–2 errors → Excellent understanding.

3–4 errors → Good understanding, needs minor revision.

5+ errors → Needs more practice with be forms.

Pictures

End

5 min

REFLECTION.

- Quick oral quiz: Teacher says “He is from Brazil.” → Students respond: Brazil!

- Praise effort and highlight useful phrases.

Homework

Draw your favorite country’s flag and write 3 sentences:

This is Japan. It is in Asia. They speak Japanese.

Ss use their stickers to show their knowledge according to the lesson

Poster

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2.

Warm up:

Greet the class and ask basic questions:

“Where are you from?” “How old are you?”

Show flags and ask: “Where is this flag from?”

State lesson objectives:

"Today we will learn how to ask about age and where people are from."

Setting the aim of the lesson.

Language Focus:

Vocabulary:

-Numbers 1–100

-Countries/nationalities (Kazakhstan, Italy, France, Japan...)

-Words: age, years old, from, he/she

Structures:

- How old are you? – I’m 10 years old.

- How old is he/she? – He’s 11. She’s 12.

- Where are you from? – I’m from Kazakhstan.

- Where is he/she from? – He’s from Italy. She’s from the UK.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Flashcards (numbers, countries, flags)

Dialogue strips/cards

Worksheets

World map or globe

Picture prompts (photos of children with flags)

Middle

11 min

Ex: 1 P: 7

Activity: Observing Pictures A–D – Identifying Plural Forms

Visual prompt – Show students pictures A–D.

Elicitation – Ask: What can you see in each picture? Guide students to notice that there is more than one child in each image.

Language focus – Highlight the use of plural nouns (children, boys, girls).

Pronunciation check – Have students repeat the plural forms after you, focusing on correct endings.

Pair work – Students describe each picture to a partner using plural forms (There are two girls…, There are three boys…).

Differentiation:

- Use a word bank with picture cues (boy, girl, children, play, run, etc.).

Value: Respect – Listen carefully to classmates’ descriptions and respond politely.

Students listen and repeat the words. How do they say we, you and they in L1

ANSWERS

Descriptor:

- Identifies that there is more than one child in each picture.

- Uses plural forms correctly in speech.

Total: 3 point

Student’s book

12 min

Ex: 2 P: 7

Activity: Reviewing Singular & Plural Forms of be

Warm-up review – Focus students on the left-hand column of the table (singular subject pronouns: I, you, he, she, it) and the *singular forms of the verb be (am, are, is).

Concept check – Ask: What does singular mean? (One person/thing). Elicit examples from students.

Introduce plural – Ask: What does plural mean? (More than one person/thing). Write examples (we, you, they) on the board.

Short forms practice – Write and drill (we’re, you’re, they’re).

Explain the task – Students complete the exercise by matching or filling in verb forms for each subject pronoun.

Feedback – Check answers as a class, modelling correct pronunciation.

Differentiation:

- Provide a partially filled table and visual pronoun prompts (pictures of people/groups).

Value: Diligence – Carefully copy and pronounce each form.

Learners complete the table with plural forms in the text.

ANSWERS

1 ’re

2 ’re

Descriptor:

- Recalls meaning of singular and plural.

- Correctly matches subject pronouns with be forms.

- Pronounces both full and short forms clearly.

Total: 3 point

Worksheets

12 min

Ex: 3 P: 7

Activity: Using Subject Pronouns for Reference

Set the context – Explain: We use subject pronouns (I, you, he, she, it, we, they) to talk about someone or something we have already mentioned, or when it is clear who/what we are talking about.

Example: This is London. It is the capital of England. (“It” refers to London.)

Model – Write the example on the board. Underline the pronoun (It) and the noun it replaces (London).

Stronger class – Students complete the activity individually, replacing nouns with correct subject pronouns.

Weaker class – Go through the first example together. Highlight the noun and identify the correct pronoun as a group. Then, let students try the rest on their own.

Pair check – Students compare answers in pairs.

Differentiation:

- Provide a pronoun reference chart and simple visual cues for each noun.

Value: Cooperation – Work with a partner to check answers.

Students replace the words in blue with words in the box.

ANSWERS

1 She

2 We

3 They

4 He

5 You

Descriptor:

- Correctly identifies which noun the pronoun refers to.

- Selects the appropriate subject pronoun (I, you, he, she, it, we, they).

- Applies the rule consistently in all given examples.

Total: 4 point

Success Criteria:

1–2 errors → Excellent understanding.

3–4 errors → Good understanding, needs minor revision.

5+ errors → Needs more practice with be forms.

Pictures

Worksheet

End

5 min

Reflection

- Quick oral quiz: Teacher says pronoun → students answer with correct to be form (e.g., Teacher: He…? → Students: He is).

- Praise and correct gently.

Homework

Complete a worksheet: Fill in the blanks with the correct pronoun + to be.

Write 5 sentences (3 affirmative, 1 negative, 1 question).

Ss use their stickers to show their knowledge according to the lesson

Poster

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2.

Warm up:

Ask a student to repeat then go around the rest of the class. Write the sentences on the board for a weaker class

Dias and Duman go to the swimming pool.

They like swimming.

Setting the aim of the lesson.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Sheets of peppers

Pictures of to be

Middle

10 min

Ex: 4 P: 7

Activity: Testing & Practising the Verb Be

Books closed – Tell students to close their books so they focus on listening and speaking.

Quick oral test –

- Say: I → elicit: I am / I’m

- Say: You → elicit: You are / You’re

-Continue with He, She, It, We, They.

-Vary the order to keep them alert.

Individual practice – Students open books and complete the written activity, filling in the correct form of be.

Pair check – Students compare answers with a partner.

Class feedback – Elicit answers from volunteers and write them on the board. Confirm correctness and address common mistakes.

Differentiation:

-Provide a pronoun–verb be chart on the board for reference during the activity.

Value: Respect for the elderly, respect for the younger.

Learners match parts of sentences. complete the activity individually and check their answers in pairs

ANSWERS

1 d

2 c

3 e

4 b

5 a

Descriptor:

- Completes written activities using correct verb forms independently

-Accurately produces oral forms of the verb “be” with all subject pronouns (e.g., I am/I’m, You are/You’re)

Total: 3 point

Student’s book

10 min

Ex: 5 P: 7

Activity: Verb Be – Long Form to Short Form

Focus: Correct use of be in long and short forms, vocabulary reinforcement.

Introduction Briefly review the long forms of be (I am, You are, He is, She is, It is, We are, They are).

Write one example on the board: She is my sister. → explain why it’s long form.

Independent Work

In a stronger class, give the sentences and ask students to complete them individually using the correct long form of be.

Emphasise: Use the long form first.

Class Feedback

Check answers together.

Highlight any new or tricky vocabulary from the sentences.

Elicit pronunciation differences between long and short forms.

Differentiation:

-Provide a be forms chart for reference.

-Do the first one together as a class.

-Let them work in pairs before doing it individually.

Value: Helping Others: Fast finishers can quietly assist a classmate who is struggling.

Learners complete the sentences with the correct form of to be

ANSWERS

1 are

2 are

3 is / ’s

4 are

5 is / ’s

6 am / ’m

7 are / ’re

Descriptor:

- Correctly uses the long form of the verb be with appropriate subject pronouns (e.g., I am, He is)

- Complete the first sentence with the teacher and then continue alone or in pairs

Total: 3 point

Worksheets

Student’s book

7 min

Ex: 6 P: 7

Activity: Dialogue Practice – School Setting

Lead-in

Show the photo and ask: Where are they? → Elicit: They are in a school.

Ask one or two quick questions about what the people might be doing.

Listening & Reading

Play the audio while students follow along in their books.

Model and drill any difficult words, especially the ones in blue.

Personalisation Ask students to replace the blue words with their own ideas (names, school objects, places, etc.).

Give a few examples on the board so they understand how to make substitutions.

Pair Practice Students practise their new dialogues in pairs.

Circulate, listening for pronunciation issues and helping where needed.

Value: Collaboration: Working in pairs promotes teamwork and mutual support.

Learners read the dialogue and choose the correct answer.

Descriptor:

- Identifies the setting of the dialogue (a school) correctly

- Reads and listens to the dialogue with attention to tone and pronunciation

Total: 2 point

Pictures

Worksheet

8 min

Ex: 7 P: 7

Pair Work (4–5 min)

Students work in pairs to complete the activity.

Encourage discussion in English where possible.

Language Support (weaker classes)

Allow students to first think of equivalent phrases in their own language to support comprehension.

Monitor to ensure they then return to using English for the activity.

Class Feedback (3–4 min)

Check answers together as a class.

Invite pairs to explain their reasoning for each answer.

Clarify any common mistakes or misunderstandings.

Differentiation:

- Provide example sentences or a short word list for weaker students to reduce cognitive load.

Value: Respect: Listening to each other’s ideas and explanations fosters a supportive environment.

Learners complete the key phrases with words from ex 6

ANSWERS

1 name

2 old

3 Where

Descriptor:

- Works collaboratively with a partner to complete the task

- Identifies and understands the meaning of common English phrases

Total: 2 point

Success Criteria:

1–2 errors → Excellent understanding.

3–4 errors → Good understanding, needs minor revision.

5+ errors → Needs more practice with be forms.

End

5 min

Reflection

- Quick oral quiz: Teacher says pronoun → students answer with correct to be form (e.g., Teacher: He…? → Students: He is).

- Praise and correct gently.

Homework

Complete a worksheet: Fill in the blanks with the correct pronoun + to be.

Write 5 sentences (3 affirmative, 1 negative, 1 question).

Ss use their stickers to show their knowledge according to the lesson

Poster

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2.

Warm up:

Say hello and play a quick game:

“Stand up if your age is an even number!”
“Jump 3 times if you hear your number!”

Tell students: “Today we will practice numbers in English!”

Language Focus:

Vocabulary:

- Numbers 1–100

- Useful phrases: "What number is it?", "How old are you?", "What is your phone number?"

Structures:

"I am ten years old."

"My phone number is..."

"There are twenty students in the class."

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Flashcards (numbers 1–100)

Number bingo sheets

Dice or number cards

Audio recordings (optional)

Whiteboard and markers

Middle

10 min

Ex: 1 P: 8

Listening and Repetition Practice

Play the recording of numbers 1–20, pausing after each number.

Students point to the correct number in their books.

Ask students to repeat the number before proceeding.