Авторлық бағдарлама

Түсінік хат
курсы ағылшын тілі коммуникация мен кәсіби өсудің негізгі құралы болып
табылатын қазіргі әлемде өзекті болып табылатын маңызды білім беру бағытын
білдіреді. Тіл үйренудің бастапқы кезеңі ерекше рөл атқарады, өйткені ол одан әрі
дамудың негізгі дағдылары мен негіздерін қалайды.
Бұл курстың өзектілігі ағылшын тілін әлемдік коммуникация тілі және әлемдік
ақпаратқа қол жеткізу құралы ретінде білуге деген сұраныстың артуына
байланысты. Ағылшын тілін оқуды мәтіндерді оқудан бастау студенттерге мәтінді
оқу және түсіну дағдыларын дамыта отырып, тілдік ортаға бірден енуге мүмкіндік
береді.
Курс шеңберіндегі тәжірибелік-эксперименттік жұмыс бастаушы студенттердің
қажеттіліктеріне бейімделген оқуды оқытудың ең тиімді әдістерін анықтауға
мүмкіндік береді. Тәжірибелер мен практикалық сабақтар әлсіз жерлерді
анықтауға және оқу сапасын жақсартуға көмектеседі.
Педагогиканың ғылыми принциптерімен байланыс психологиялық және
педагогикалық принциптерге негізделген оқуды оқытудың дәлелденген әдістерін
қолданудан тұрады. Оқытудың интерактивті әдістерін қолдану, тапсырмаларды
саралау және оқу материалын оқушылардың жеке қажеттіліктеріне бейімдеу
білімді тиімді игеруге ықпал етеді.
Осы курс қолдайтын білім беру жүйесінің басым бағыттары мәтінді оқу және
түсіну дағдыларын дамытуды, сондай-ақ ағылшын тілін табысты меңгеру үшін
қажетті лингвистикалық құзыреттілікті қалыптастыруды қамтиды.
Курс жұмысының ғылыми-әдістемелік деңгейі оқытудың заманауи әдістемелері
мен дидактика принциптерін ескере отырып әзірленген заманауи оқу құралдарын
пайдаланумен қамтамасыз етіледі. Курс ағылшын тілі мен Педагогиканы оқыту
әдістемесі саласындағы ғылыми зерттеулер негізінде құрылады, бұл оның жоғары
деңгейіне кепілдік береді.
Курс жұмысының жаңашылдық дәрежесі оның бастаушы студенттерге
бағдарлануымен және ағылшын тілінде оқуды оқытудың заманауи тәсілдерін
қолданумен анықталады. Авторлық әдістерді және оқытудың инновациялық
тәсілдерін қолдану курсты студенттер үшін тартымды етеді және алға қойылған
мақсаттарға жетуде тиімді етеді.
Курстың ішкі бірлігі мен әдіснамалық негізін бағалау оның білім беру
мақсаттарына жетудегі тұтастығы мен дәйектілігін анықтауға мүмкіндік береді.
Жұмыстың әрбір нәтижесі оның негізділігі мен сенімділігі тұрғысынан талданады,
бұл оқудың сапасы мен студенттердің дайындық деңгейіне кепілдік береді.
Курстың практикалық маңыздылығы оны оқу орындарында да, мектептен тыс
ортада да ағылшын тілін өз бетінше үйрену үшін қолдану мүмкіндігі болып
табылады. Ағылшын тілінде оқу дағдыларын меңгеру студенттерге қарым-
қатынас, оқу және кәсіби өсу үшін көптеген мүмкіндіктер ашады.
Осылайша, «English reading English texts for beginner» курсы білім беру жүйесінің
маңызды элементі болып табылады, ол бастаушы студенттерге ағылшын тілінде
оқу дағдыларын игеруді ғана емес, сонымен қатар лингвистикалық құзыреттілік
пен мәдени байытуды дамытуды қамтамасыз етеді.

Бағдарлама мақсаты:

«English reading English texts for beginner» бағдарламасының мақсаты студенттерге
тілді үйренуге сәтті ену және оны өмірдің әртүрлі салаларында қолдану үшін
қажетті ағылшын тілінде оқу дағдыларының бастапқы деңгейін қамтамасыз ету
болып табылады.

Бағдарламаның негізгі міндеттеріне мыналар жатады:

 Оқу дағдыларын дамыту: бағдарлама студенттердің базалық деңгейден
бастап әр түрлі деңгейдегі ағылшын мәтіндерімен жұмыс істеу дағдыларын
дамытуға бағытталған.
 Мәтінді түсіну: студенттерге ағылшын мәтіндерінің негізгі мазмұнын
түсінуге, сондай-ақ негізгі ақпаратты алуға қажетті құралдар мен әдістер
беріледі.
 Сөздік қорын кеңейту: бағдарлама шынайы мәтіндермен жұмыс жасау және
жаңа сөздер мен сөз тіркестерін контексттік зерттеу арқылы студенттердің
сөздік қорын кеңейтуге ықпал етеді.
 Мәтінді талдау дағдыларын дамыту: студенттер мәтін құрылымын талдауды,
негізгі идеяларды бөлектеуді, негізгі тақырыптар мен дәлелдерді анықтауды
үйренеді.
 Алған білімдерін практикада қолдану: бағдарлама студенттерге ағылшын
мәтіндерін оқудың нақты жағдайларында зерттелген материалды
практикалық қолдану мүмкіндігін қамтамасыз ету міндетін қояды.
 Әрі қарай оқытудың негізін құру: Курс ағылшын тілін одан әрі үйренуге және
оны жетілдірілген деңгейлерде тереңірек игеруге берік негіз құруға
арналған.
 Мотивация және сенімділік: бағдарлама ағылшын тілін үйренуге деген
ынтаны қалыптастыруға және студенттердің ағылшын тілінде оқу
қабілеттеріне деген сенімділігін арттыруға ықпал етеді.
 Интерактивті оқыту: бағдарлама студенттердің белсенді қатысуына және
олардың коммуникативтік дағдыларын дамытуға ықпал ететін интерактивті
оқыту әдістерін қамтиды.
Тұтастай алғанда, «English reading English texts for beginner» бағдарламасы
студенттерге ағылшын мәтіндерін сәтті оқу және тілді одан әрі ілгерілету үшін
қажетті білім, Дағдылар мен сенімділікті қамтамасыз ететін қолайлы оқу ортасын
құруға бағытталған.

Күтілетін нәтижелер:

 Ағылшын тілінде оқудың негізгі дағдыларын меңгеру: студенттер әртүрлі
күрделіліктегі ағылшын мәтіндерін оқи алады, негізгі мазмұнды түсінеді
және мәтіннен негізгі ақпаратты алады.
 Сөздік қорын дамыту: студенттер мәтіндер контекстінде жаңа сөздер мен сөз
тіркестерін үйрену арқылы сөздік қорын кеңейтеді.
 Мәтінді түсіну дағдыларын жетілдіру: студенттер негізгі идеяларды
бөлектеуді, негізгі тақырыптар мен дәлелдерді анықтауды және мәтін
құрылымын талдауды үйренеді.
 Тілді үйренуге деген сенімділік пен мотивацияны арттыру: бағдарлама
студенттердің ағылшын тілінде оқу қабілеттеріне деген сенімділігін және
тілді одан әрі үйренуге деген ынтасын қалыптастыруға ықпал етеді.
 Әрі қарай оқу үшін негіз құру: студенттер ағылшын тілін одан әрі
жетілдірілген деңгейде үйренуге және олардың қарым-қатынас дағдыларын
дамытуға берік негіз алады.
 Алған білімдерін іс жүзінде қолдана білу: студенттер ағылшын мәтіндерін
нақты жағдайларда, оқу жағдайында да, күнделікті жағдайда да оқыған
материалдарын сәтті қолдана алады.
 Мәдени сауаттылықты арттыру: ағылшын мәтіндерін оқу арқылы студенттер
тілдік дағдыларды игеріп қана қоймай, ағылшын тілді елдердің мәдениеті
мен дәстүрлері туралы білімдерін кеңейтеді.
 Талдау және сыни ойлау дағдыларын жетілдіру: бағдарлама студенттердің
мәтінді талдау, негізгі аспектілерді анықтау және өз қорытындылары мен
пікірлерін тұжырымдау дағдыларын дамытуға ықпал етеді.
Бұл күтілетін нәтижелер студенттерге тіл үйренудің бастапқы кезеңінде ағылшын
мәтіндерін сәтті оқу үшін қажетті білім мен дағдыларды қамтамасыз етеді және
олардың одан әрі тілдік дамуына негіз болады.













Күнтізбелік-тақырыптық жоспары

№

Short-term lesson plans in accordance with the order of the Minister of Education and science
of the Republic of Kazakhstan dated September 16, 2021 No. 472

partition
Full name of the teacher
Date:
Class: Number of participants: Number of absences
Lesson topic Introduction to Reading in English: Getting to know the
alphabet and basic sounds
Learning objectives in
accordance with the
curriculum
Lesson Objective: To familiarize students with the English
alphabet and basic sounds necessary for reading in English.

Purpose of the lesson All students: reveal a given topic, tell, reveal the main idea.
Most students: Complete tasks based on creativity.
Some students may: summarize thoughts on a given topic.


Course of the lesson
Lesson
Steps/Time
Actions of the teacher Student Actions Evaluation Resources
Beginning of
the lesson
Greeting students,
bringing students
together, attracting
students' attention to
classes.

Introduction to the topic
and objectives of the
lesson, overview of a
new topic


Creating a
psychological climate
Greeting teachers




Writes down the topic of
the lesson in a notebook,
gets acquainted with the
goals of the lesson.




"Helloeyes"
- Now I will say hello to
each of you. But I say hello
not with words, but silently
with my eyes. At the same
time, try to show with your
eyes what mood you have
today.
Multicolored
balls

Mid-lesson Creates a focused
learning environment
focused on
understanding a new
topic
Performs tasks suggested
by the teacher

.

Lesson Duration: 45 minutes
Part 1: Text and Tasks
Text:
Welcome to our English reading lesson! Today, we're going to start with the basics -
the English alphabet. The English alphabet consists of 26 letters, each with its own
unique sound or sounds. Let's begin:
A - /eɪ/ B - /biː/ C - /siː/ D - /diː/ E - /iː/ F - /ɛf/ G - /dʒiː/ H - /eɪʧ/ I - /aɪ/ J - /dʒeɪ/ K -
/keɪ/ L - /ɛl/ M - /ɛm/ N - /ɛn/ O - /oʊ/ P - /piː/ Q - /kjuː/ R - /ɑr/ S - /ɛs/ T - /tiː/ U -
/juː/ V - /viː/ W - /dʌbljuː/ X - /ɛks/ Y - /waɪ/ Z - /ziː/
Tasks:
1. Knowledge: How many letters are there in the English alphabet?
2. Comprehension: What sounds correspond to the letters A, B, and C?
3. Application: Ask students to pronounce the sounds of letters from A to G.
4. Analysis: Why can the same letter have multiple sounds?
5. Synthesis: Create words using sounds from the English alphabet.
Part 2: Practical Exercises
1. Listening: Listen to a recording where English letters and their sounds are
pronounced. Write them down.
2. Speaking: Share with a partner your favorite English word. Explain how it's
pronounced.
3. Reading: Read aloud a short English text. Pay attention to the pronunciation of
each letter and sound.
4. Writing: Write five words in English using sounds from the alphabet.
5. Listening: Listen to a short dialogue in English and answer questions about it.
6. Speaking: Prepare a short speech about your favorite season in English.
7. Reading: Read an article in English about your hobby and answer questions
about it.
8. Writing: Write a short letter to a friend in English, telling them about your day.


End of lesson Organization of self-
assessment of students

Organization of
feedback
Self-evaluation


"Six Hats"
Description: a reflective
technique that contributes
to the organization of
reflection in the classroom.

Assessment
sheets

Forms: the ability to
comprehend their
experience; the ability to
give a personal assessment
of events, phenomena,
facts; value attitude to the
world around us and
yourself.
Students can be divided
into groups and offered to
purchase one of the hats.
Hat holders need to
evaluate events, facts, and
performance based on
color.
Example.
A white hat symbolizes
specific judgments without
an emotional tinge.
The yellow hat is a positive
judgment.
Black – reflects problems
and difficulties.
Red – emotional judgments
without explanation.
Green – creative judgments,
proposals.
Blue is a generalization of
what has been said, a
philosophical view.



partition
Full name of the teacher
Date:
Class: Number of participants: Number of absences
Lesson topic Learning Simple Words and Phrases.

Learning objectives in
accordance with the
curriculum
Lesson Objective: To introduce students to simple words
and phrases in English for everyday communication.

Purpose of the lesson All students: reveal a given topic, tell, reveal the main idea.
Most students: Complete tasks based on creativity.
Some students may: summarize thoughts on a given topic.
Course of the lesson
Lesson
Steps/Time
Actions of the teacher Student Actions Evaluation Resources
Beginning of
the lesson
Greeting students,
bringing students
together, attracting
Greeting teachers


Kagaz
blankter

students' attention to
classes.

Introduction to the topic
and objectives of the
lesson, overview of a
new topic


Creating a
psychological climate


Writes down the topic of
the lesson in a notebook,
gets acquainted with the
goals of the lesson.


"Let's smile at each other"
I smiled at you, and you'll
smile at each other, and
think how good it is that
we're all together today.
We are calm, kind and
welcoming. We wish each
other a good mood. Pat
yourself on the head. Hug
yourself. Shake hands with
your neighbor. Smile at
each other.


Mid-lesson Creates a focused
learning environment
focused on
understanding a new
topic
Performs tasks suggested
by the teacher


Lesson Duration: 45 minutes
Part 1: Text and Tasks
Text:
1. Hello, everyone! Today, we're going to learn some simple words and phrases
in English that you can use in everyday conversations.
2. Let's start with greetings. When you meet someone, you can say "Hello" or
"Hi" to greet them.
3. To ask how someone is, you can say "How are you?" or "How's it going?"
4. When someone asks you how you are, you can respond with "I'm good, thank
you" or "I'm fine, thanks."
5. If you want to introduce yourself, you can say "My name is [your name]."
6. To ask someone's name, you can say "What's your name?" or "Could you tell
me your name, please?"
7. When you want to thank someone, you can say "Thank you" or "Thanks."
8. To express politeness, you can say "Please" when making a request.
9. If you don't understand something, you can say "Sorry, I don't understand" or
"Could you please repeat that?"
10. Finally, to say goodbye, you can say "Goodbye" or "See you later."
Tasks:
1. Knowledge: What greetings did you learn in the text?
2. Comprehension: How can you ask someone about their well-being in English?

3. Application: Have students introduce themselves to each other using phrases
from the text.
4. Analysis: Why is politeness important in English communication?
5. Synthesis: Create your own sentences in English using the learned words and
phrases.
Part 2: Practical Exercises
1. Listening: Listen to an audio recording with various greetings and responses.
2. Speaking: Practice greeting your classmates in English and responding to their
greetings.
3. Reading: Read a short dialogue in English using phrases from the text.
4. Writing: Write a letter to your friend in English, telling them about your day
and using the learned phrases.
5. Listening: Listen to short audio clips with requests and expressions of gratitude
in English.
6. Speaking: Prepare a short speech on why you think learning English is
important.
7. Reading: Read a short article about the benefits of knowing English.
8. Writing: Write a review of the last movie you watched in English, using new
words and phrases.

End of lesson Organization of self-
assessment of students

Organization of
feedback
Self-evaluation

"I agree – I disagree"
Description: a universal
technique that contributes
to the actualization of
students' knowledge and
the activation of mental
activity. This technique
makes it possible to
quickly include children in
mental activity and
logically proceed to the
study of the topic of the
lesson.
Forms: the ability to assess
the situation or
facts; ability to analyze
information; the ability to
reflect your opinion.
Children are invited to
express their attitude to a
number of statements
according to the rule: I
agree - "+", disagree - "-".

Assessment
sheets

partition
Full name of the teacher

Date:
Class: Number of participants: Number of absences
Lesson topic Reading Short Sentences and Expressions.

Learning objectives in
accordance with the
curriculum
Lesson Objective: To improve reading skills by practicing
short sentences and expressions in English.

Purpose of the lesson All students: reveal a given topic, tell, reveal the main idea.
Most students: Complete tasks based on creativity.
Some students may: summarize thoughts on a given topic.
Course of the lesson
Lesson
Steps/Time
Actions of the teacher Student Actions Evaluation Resources
Beginning of
the lesson
Greeting students,
bringing students
together, attracting
students' attention to
classes.

Introduction to the topic
and objectives of the
lesson, overview of a
new topic


Creating a
psychological climate
Greeting teachers




Writes down the topic of
the lesson in a notebook,
gets acquainted with the
goals of the lesson.






"Greeting"
Students turn and greet
each other, saying names,
those to whom they address
and words of greeting.

Didactic
materials
Mid-lesson Creates a focused
learning environment
focused on
understanding a new
topic
Performs tasks suggested
by the teacher


Lesson Duration: 45 minutes
Part 1: Text and Tasks
Text:
1. Welcome, students! Today, we'll focus on reading short sentences and
expressions in English.
2. Let's begin with some common greetings: "Hello," "Hi," and "Good morning."
3. Next, let's learn how to introduce ourselves: "My name is [your name]" or "I'm
[your name]."
4. Now, we'll practice asking and answering simple questions: "How are you?"
and "I'm fine, thank you."

5. Moving on, let's explore expressions of gratitude: "Thank you" and "You're
welcome."
6. We'll also learn polite requests: "Please" and "Could you help me, please?"
7. Understanding basic directions is important, so let's practice: "Turn left," "Go
straight," and "Turn right."
8. Now, let's read some common phrases for ordering food: "I'd like a coffee,
please" and "Can I have the bill, please?"
9. Finally, we'll end with farewells: "Goodbye," "See you later," and "Take care."
Tasks:
1. Knowledge: List three greetings mentioned in the text.
2. Understanding: Explain how to introduce yourself in English.
3. Application: Create a dialogue using at least three expressions learned in the
text.
4. Analysis: Compare and contrast two expressions of gratitude mentioned in the
text.
5. Synthesis: Formulate your own sentences using the phrases for giving
directions.
Part 2: Practical Exercises
1. Listening: Listen to a recording of short sentences and expressions and repeat
after each one.
2. Speaking: Practice saying the greetings and farewells with a partner.
3. Reading: Read a short dialogue and identify the expressions used.
4. Writing: Write a short email to a friend using at least five phrases learned in
the lesson.
5. Listening: Listen to a conversation and answer questions about the directions
given.
6. Speaking: Role-play ordering food in a restaurant with a classmate.
7. Reading: Read a menu and choose items to order using phrases from the
lesson.
8. Writing: Write a thank-you note to someone, expressing gratitude using
phrases from the text.


End of lesson Organization of self-
assessment of students

Organization of
feedback
Self-evaluation

Connections" or
"Running Associations"
Description: universal
reception-game TRIZ,
proposed by the master of
TRIZ G.I. Ivanov.
Regardless of the context
of TRIZ in a slightly
different interpretation, a
similar game was proposed
by the teacher of the
Karelian IPK L.I.
Assessment
sheets

Fradkova (she developed
this game for classes on
ecology).
Forms: the ability to find
connections between
objects in the system; the
ability to establish
connections between
objects located in various
supersystems by building a
chain of related
objects; the ability to
establish connections
between any objects.
The teacher sets (or
students choose) two
objects that at first glance
are not related to each
other (as an option, objects
are selected randomly, for
example, using a cube).
Children construct a chain
of objects and interactions
between them so that the
first interaction begins
from one of the original
objects, and the last ends
with the second object.





partition
Full name of the teacher
Date:
Class: Number of participants: Number of absences
Lesson topic Family and Friends: Stories about family members and close
friends.

Learning objectives in
accordance with the
curriculum
Lesson Objective: To practice English language skills
through stories about family members and close friends.

Purpose of the lesson All students: reveal a given topic, tell, reveal the main idea.
Most students: Complete tasks based on creativity.
Some students may: summarize thoughts on a given topic.
Course of the lesson
Lesson
Steps/Time
Actions of the teacher Student Actions Evaluation Resources
Beginning of
the lesson
Greeting students,
bringing students
Greeting teachers

Didactic
materials

together, attracting
students' attention to
classes.

Introduction to the topic
and objectives of the
lesson, overview of a
new topic


Creating a
psychological climate



Writes down the topic of
the lesson in a notebook,
gets acquainted with the
goals of the lesson.




"Say hello with your
elbows"
The teacher asks students
to pay for the "first - third"
and do the following: each
"first number" folds his
hands behind his head so
that the elbows are directed
in different directions; each
"number two" rests his
hands on his hips so that the
elbows are also directed to
the right and left; each
"number three" bends
forward, puts their palms
on their knees, and puts
their elbows to the sides.
Students should say hello
to as many classmates as
possible, simply by saying
their name and touching
each other with their
elbows.

Mid-lesson Creates a focused
learning environment
focused on
understanding a new
topic
Performs tasks suggested
by the teacher


Lesson Duration: 45 minutes
Part 1: Text and Tasks
Text:
1. Hello, class! Today, we'll share stories about our family members and close
friends.
2. My grandfather is a retired teacher. He loves gardening and telling stories from
his youth.
3. Sarah, one of my best friends, is a talented artist. She paints beautiful
landscapes and portraits.

4. My cousin David is studying to become a doctor. He's passionate about helping
others and volunteers at a local clinic.
5. Aunt Susan is an amazing cook. Her homemade pies are famous in our family
gatherings.
6. Let's discuss the roles and relationships of the people in these stories.
7. How do these stories reflect the values and interests of each family member or
friend?
8. Consider the similarities and differences between each person's story.
9. Now, let's think about how we can incorporate these values and interests into
our own lives.
10. Let's reflect on the importance of family and close friends in shaping who we
are.
Tasks:
1. Knowledge: Identify three family members or close friends mentioned in the
text.
2. Understanding: Explain the hobbies or interests of each person mentioned.
3. Application: Imagine you're one of the family members or friends in the
stories. Write a short paragraph about your day.
4. Analysis: Compare and contrast the roles and relationships of the people
mentioned in the text.
5. Synthesis: Create a short story about a fictional family member or friend,
including their hobbies and personality traits.
Part 2: Practical Exercises
1. Listening: Listen to recordings of family members or friends talking about
their hobbies and interests.
2. Speaking: Share a story about a memorable experience with a family member
or close friend.
3. Reading: Read short biographies of famous individuals and discuss their
influences on family and friends.
4. Writing: Write a letter to a family member or friend, expressing gratitude for
their support and love.
5. Listening: Listen to interviews with people discussing the importance of family
and friendship in their lives.
6. Speaking: Discuss with a partner the qualities you admire in your family
members or friends.
7. Reading: Read a short story or poem about the bonds between family members
and friends.
8. Writing: Write a short narrative about a special moment shared with a family
member or close friend.


End of lesson Organization of self-
assessment of students

Organization of
feedback
Self-evaluation

Thoughts in Time"
Description: a reflective
technique that contributes

Assessment
sheets

to the development of the
ability to comprehend
one's experience and give a
personal assessment of the
experience experienced.
The teacher names the key
word. as a rule, it is closely
related to the topic of the
lesson. For 1 minute,
students need to
continuously write down
their thoughts that "come
to mind" and are
associated with a given
word. After the time has
elapsed. Students read the
notes silently to
themselves. Then mentally
answer the following
questions.
Why did I write down
those words?
What was I thinking when
I wrote those words?
What would I want to
change in the entries?
Does what I write or
doesn't matter to me?





partition
Full name of the teacher
Date:
Class: Number of participants: Number of absences
Lesson topic Describing People: Appearance, personality, interests.

Learning objectives in
accordance with the
curriculum
Lesson Objective: To develop English language skills by
describing people's appearance, personality, and interests.

Purpose of the lesson All students: reveal a given topic, tell, reveal the main idea.
Most students: Complete tasks based on creativity.
Some students may: summarize thoughts on a given topic.
Course of the lesson
Lesson
Steps/Time
Actions of the teacher Student Actions Evaluation Resources
Beginning of
the lesson
Greeting students,
bringing students
together, attracting
Greeting teachers


Didactic
materials

students' attention to
classes.

Introduction to the topic
and objectives of the
lesson, overview of a
new topic


Creating a
psychological climate


Writes down the topic of
the lesson in a notebook,
gets acquainted with the
goals of the lesson.





«Info-guessing»
The topic of the lesson is
written on the board. The
rest of the board space is
divided into sectors,
numbered, but not yet
filled. Students are invited
to think about what aspects
of the topic will go further.
As they work with the
topic, students highlight
key points and enter them
into sectors. Gradually
disappear "white spots"; a
clear separation of the
general flow of information
received contributes to a
better perception of the
material. After the
presentation, it is possible
to hold a brief discussion
on the topic. and, if
students have questions,
the teacher gives answers
to them.

Mid-lesson Creates a focused
learning environment
focused on
understanding a new
topic
Performs tasks suggested
by the teacher


Lesson Duration: 45 minutes
Part 1: Text and Tasks
Text:
1. Good day, everyone! Today, we will learn how to describe people in English.
2. John is tall with curly hair and blue eyes. He's outgoing and loves playing
basketball.
3. Sarah has long, straight blonde hair and wears glasses. She's intelligent and
enjoys reading books.

4. David is short with brown hair and a friendly smile. He's creative and spends
his free time drawing.
5. Let's discuss the physical appearance, personality traits, and interests of each
person in the text.
6. How do these descriptions help us form a mental image of each individual?
7. Analyze how a person's interests may be reflected in their appearance or
personality.
8. Consider how we can use descriptive language to create vivid portraits of
people.
9. Now, let's practice describing ourselves or someone we know using similar
vocabulary.
10. Let's assess our understanding by creating a short paragraph describing a
fictional character.
Tasks:
1. Knowledge: List three physical features mentioned in the text.
2. Understanding: Explain how personality traits are described for each person.
3. Application: Describe a friend or family member using similar descriptive
language.
4. Analysis: Compare and contrast the interests of the individuals mentioned in
the text.
5. Synthesis: Create a short story about a character combining different physical
features, personality traits, and interests.
Part 2: Practical Exercises
1. Listening: Listen to descriptions of people and identify the physical features,
personality traits, and interests mentioned.
2. Speaking: Describe a classmate's appearance, personality, and interests to the
class.
3. Reading: Read descriptions of famous individuals and discuss their
characteristics.
4. Writing: Write a character profile for a fictional person, including their
appearance, personality, and interests.
5. Listening: Listen to interviews with people discussing their hobbies and
interests.
6. Speaking: Discuss with a partner how interests can influence personality and
appearance.
7. Reading: Read short stories or articles about people with diverse backgrounds
and interests.
8. Writing: Write a journal entry describing a memorable encounter with
someone, focusing on their appearance, personality, and interests.


End of lesson Organization of self-
assessment of students

Organization of
feedback
Self-evaluation


"True-Wrong
Statements"

Assessment
sheets

Description: Statements
can be the most
unexpected and illogical.
The task of the student is
to agree or disagree with
these assumptions, to put a
"plus" or "minus".




partition
Full name of the teacher
Date:
Class: Number of participants: Number of absences
Lesson topic Getting to Know School and Education: Describing school
subjects and responsibilities
Learning objectives in
accordance with the
curriculum
Lesson Objective: To develop English language skills by
describing school subjects and responsibilities.

Purpose of the lesson All students: reveal a given topic, tell, reveal the main idea.
Most students: Complete tasks based on creativity.
Some students may: summarize thoughts on a given topic.
Course of the lesson
Lesson
Steps/Time
Actions of the teacher Student Actions Evaluation Resources
Beginning of
the lesson
Greeting students,
bringing students
together, attracting
students' attention to
classes.

Introduction to the topic
and objectives of the
lesson, overview of a
new topic


Creating a
psychological climate
Greeting teachers




Writes down the topic of
the lesson in a notebook,
gets acquainted with the
goals of the lesson.




"Composing tothe
LutherA"
The point of this method is
to try to systematize the
existing knowledge on a
particular problem and
supplement it with new
ones. The student writes
down a key concept in the
center of the sheet, and
from it draws arrows - rays
in different directions that
Didactic
materials

connect this word with
others. From them the rays
diverge further. The cluster
is used to organize
individual, group work,
both in the classroom and at
home.

Mid-lesson Creates a focused
learning environment
focused on
understanding a new
topic
Performs tasks suggested
by the teacher



Lesson Duration: 45 minutes
Part 1: Text and Tasks
Text:
1. Hello, class! Today, we'll learn about different school subjects and
responsibilities.
2. Mathematics is a subject where we learn about numbers, equations, and
problem-solving.
3. Science teaches us about the world around us, including biology, chemistry,
and physics.
4. English helps us improve our reading, writing, and communication skills.
5. History takes us back in time to learn about past events and cultures.
6. Physical Education (PE) focuses on physical fitness and sports activities.
7. Art allows us to express ourselves through drawing, painting, and sculpture.
8. Let's discuss the importance of each subject and how it contributes to our
education.
9. Analyze the skills and knowledge gained from studying different subjects.
10. Synthesize information to explain how school responsibilities vary across
different subjects.
11. Assess your understanding by identifying the main responsibilities in each
subject.
Tasks:
1. Knowledge: List three school subjects mentioned in the text.
2. Understanding: Explain the purpose of each subject in education.
3. Application: Discuss how you use skills learned in each subject in your daily
life.
4. Analysis: Compare and contrast the responsibilities in different school
subjects.
5. Synthesis: Create a list of responsibilities that students might have in a subject
not mentioned in the text.
Part 2: Practical Exercises

1. Listening: Listen to descriptions of school subjects and identify the main
responsibilities.
2. Speaking: Discuss with a partner your favorite and least favorite school
subjects and why.
3. Reading: Read short passages about famous scientists, mathematicians, or
authors and discuss their contributions.
4. Writing: Write a short essay about how different school subjects contribute to
your personal growth and future goals.
5. Listening: Listen to interviews with students talking about their experiences in
different subjects.
6. Speaking: Role-play scenarios where students discuss study strategies for
different subjects.
7. Reading: Read a newspaper article about the importance of a well-rounded
education and discuss its main points.
8. Writing: Write a letter to your teacher expressing your thoughts on the school
curriculum and suggesting improvements.


End of lesson Organization of self-
assessment of students

Organization of
feedback
Self-evaluation

«Basket of ideas,
concepts, names»
Description: This is a
technique for organizing
individual and group work
of students at the initial
stage of the lesson, when
the experience and
knowledge they have are
actualized. It allows you to
find out everything that
students know or think
about the topic of the
lesson under discussion.
On the board, you can
draw a basket icon, in
which everything that all
students together know
about the topic being
studied will be
conditionally collected.




Assessment
sheets


partition
Full name of the teacher
Date:

Class: Number of participants: Number of absences
Lesson topic My Day: Stories about daily activities and routines.

Learning objectives in
accordance with the
curriculum
Lesson Objective: To enhance English language skills by
narrating daily activities and routines.

Purpose of the lesson All students: reveal a given topic, tell, reveal the main idea.
Most students: Complete tasks based on creativity.
Some students may: summarize thoughts on a given topic.
Course of the lesson
Lesson
Steps/Time
Actions of the teacher Student Actions Evaluation Resources
Beginning of
the lesson
Greeting students,
bringing students
together, attracting
students' attention to
classes.

Introduction to the topic
and objectives of the
lesson, overview of a
new topic


Creating a
psychological climate
Greeting teachers




Writes down the topic of
the lesson in a notebook,
gets acquainted with the
goals of the lesson.



"Notes in the margins"
This method obliges the
student not just to read, but
to read into the task, into
the text, to track his own
understanding in the
process of reading. The use
of markings makes it
possible to correlate new
information with existing
knowledge.

Didactic
materials
Mid-lesson Creates a focused
learning environment
focused on
understanding a new
topic
Performs tasks suggested
by the teacher


Lesson Duration: 45 minutes
Part 1: Text and Tasks
Text:
1. Good morning, everyone! Today, we'll share stories about our daily activities
and routines.
2. I wake up at 7:00 AM every day and start my morning with a cup of coffee.
3. After breakfast, I brush my teeth and get ready for work or school.
4. My morning routine includes checking emails and planning my day's tasks.

5. In the afternoon, I have lunch with colleagues or classmates and take a short
break.
6. Afternoons are usually busy with work or classes, but I find time for a quick
walk or exercise.
7. Evenings are for relaxation, spending time with family, or pursuing hobbies.
8. Let's discuss the importance of routines in our daily lives and how they help us
stay organized.
9. Analyze the sequence of activities in the text and how they contribute to a
productive day.
10. Synthesize information to create your own daily routine incorporating healthy
habits.
Tasks:
1. Knowledge: List three activities mentioned in the text.
2. Understanding: Explain the significance of having a daily routine.
3. Application: Describe your own daily routine using similar vocabulary.
4. Analysis: Identify the key components of a productive daily routine.
5. Synthesis: Create a new daily routine for a fictional character, considering their
lifestyle and preferences.
Part 2: Practical Exercises
1. Listening: Listen to recordings of people describing their daily routines and
identify similarities and differences.
2. Speaking: Share your daily routine with a partner and discuss any challenges or
adjustments you've made.
3. Reading: Read articles about the benefits of establishing a consistent daily
routine and discuss the main points.
4. Writing: Write a journal entry reflecting on how your daily routine affects your
productivity and well-being.
5. Listening: Listen to a podcast episode discussing time management strategies
and take notes on key points.
6. Speaking: Practice giving advice to a friend on how to improve their daily
routine.
7. Reading: Read short stories or anecdotes about famous individuals and their
daily habits and discuss their impact on success.
8. Writing: Write a short story about a day in the life of a fictional character,
detailing their activities and experiences.


End of lesson Organization of self-
assessment of students

Organization of
feedback
Self-evaluation


"In-flight magazines"
Description: a generic
name for various
techniques, according to
which, students during the

Assessment
sheets

study of the topic write
down their thoughts.
Example. In the simplest
version, students write
down in the logbook the
answers to the following
questions: 1. What do I
know about this topic? 2.
What have I learned from
the text on this topic? The
left column of the logbook
is filled in at the call stage.
When reading, during
pauses and stops, students
fill in the right column of
the logbook, based on the
information received and
their knowledge and
experience.




partition
Full name of the teacher
Date:
Class: Number of participants: Number of absences
Lesson topic Seasons and Weather: Describing the weather and seasonal
changes.

Learning objectives in
accordance with the
curriculum
Lesson Objective: To improve English language skills by
describing the weather and seasonal changes.

Purpose of the lesson All students: reveal a given topic, tell, reveal the main idea.
Most students: Complete tasks based on creativity.
Some students may: summarize thoughts on a given topic.
Course of the lesson
Lesson
Steps/Time
Actions of the teacher Student Actions Evaluation Resources
Beginning of
the lesson
Greeting students,
bringing students
together, attracting
students' attention to
classes.

Introduction to the topic
and objectives of the
lesson, overview of a
new topic


Greeting teachers




Writes down the topic of
the lesson in a notebook,
gets acquainted with the
goals of the lesson.



Didactic
materials

Creating a
psychological climate

"Writing a Synchwain"
Thepravil of the sinkwain.
Butthe first line says one
word, which is a substance.
syncwain.
On the second line, you
need to write two adjectives
that reveal the topic of
synchwain.
On the third line are written
three verbs describing
actions related to
synquan theme.
On the fourth line there is a
whole phrase, a sentence
consisting of several words,
with the help of which the
student expresses his
attitude to the topic. This
can be a catchphrase, a
quote, or a phrase
composed by the student in
context with the topic. The
last line is a word-
summary, which gives a
new interpretation of the
topic, allows you to express
a personal attitude to it.

Mid-lesson Creates a focused
learning environment
focused on
understanding a new
topic
Performs tasks suggested
by the teacher


Lesson Duration: 45 minutes
Part 1: Text and Tasks
Text:
1. Good day, class! Today, we'll learn about describing the weather and seasonal
changes.
2. Spring is a season of new beginnings, with blooming flowers and warmer
temperatures.
3. Summer brings sunshine and heat, perfect for outdoor activities like swimming
and picnics.
4. Autumn is characterized by colorful leaves falling from trees and cooler
temperatures.
5. Winter brings cold temperatures, snowfall, and the opportunity for activities
like skiing and building snowmen.

6. Let's discuss the vocabulary used to describe different types of weather and
seasonal changes.
7. Analyze how each season impacts our daily lives and activities.
8. Synthesize information to explain the differences between weather patterns in
different regions.
9. Assess your understanding by describing the weather and seasonal changes in
your area.
Tasks:
1. Knowledge: List the four seasons mentioned in the text.
2. Understanding: Explain the characteristics of each season described.
3. Application: Describe your favorite season and the activities you enjoy during
that time.
4. Analysis: Compare and contrast the weather patterns and activities associated
with each season.
5. Synthesis: Create a weather forecast for a fictional location, including details
about temperature and precipitation.
Part 2: Practical Exercises
1. Listening: Listen to weather forecasts for different regions and summarize the
information.
2. Speaking: Discuss with a partner how the weather affects your mood and daily
activities.
3. Reading: Read articles about the impact of weather on agriculture and discuss
its significance.
4. Writing: Write a short essay describing how weather patterns have changed
over the seasons in your area.
5. Listening: Listen to interviews with people describing their favorite and least
favorite seasons and take notes on their reasons.
6. Speaking: Role-play scenarios where you discuss travel plans and what to pack
based on the weather forecast.
7. Reading: Read poems or short stories about the beauty of each season and
discuss the imagery used.
8. Writing: Write a letter to a friend living in a different climate, describing the
weather and seasonal changes in your area.


End of lesson Organization of self-
assessment of students

Organization of
feedback
Self-evaluation

"Zigzag"
Description: This strategy
is appropriate to use to
develop the following
skills in schoolchildren: •
analyze the text together
with other people; •
conduct research work in a
group; • transmit
information to another

Assessment
sheets

person in an accessible
way; • independently
determine the direction in
the study of a subject,
taking into account the
interests of the group.
Example. The technique is
used to study and
systematize a large amount
of material. To do this, you
must first break the text
into semantic passages for
mutual learning. The
number of passages must
match the number of group
members. For example, if
the text is divided into 5
semantic passages, then in
groups (let's call them
conditionally working) - 5
people.





partition
Full name of the teacher
Date:
Class: Number of participants: Number of absences
Lesson topic Travel and Vacation: Stories about travels and holidays.

Learning objectives in
accordance with the
curriculum
Lesson Objective: To enhance English language skills
through stories about travels and holidays.

Purpose of the lesson All students: reveal a given topic, tell, reveal the main idea.
Most students: Complete tasks based on creativity.
Some students may: summarize thoughts on a given topic.
Course of the lesson
Lesson
Steps/Time
Actions of the teacher Student Actions Evaluation Resources
Beginning of
the lesson
Greeting students,
bringing students
together, attracting
students' attention to
classes.

Introduction to the topic
and objectives of the
lesson, overview of a
new topic
Greeting teachers




Writes down the topic of
the lesson in a notebook,
gets acquainted with the
goals of the lesson.

Didactic
materials

Creating a
psychological climate


"Bus stop"
The teacher determines the
number of issues discussed
on the new topic (optimally
4-5). Students are divided
into groups according to the
number of questions of the
new topic (5-7 in each).
Groups are distributed by
bus stops. At each stop (on
the table) there is a large-
format sheet with a
question on the topic
written on it. The teacher
sets the task for the groups
- to write down on the sheet
the main points of the new
topic related to the
question. For 5 minutes, the
groups discuss the
questions posed and write
down the key points. Then,
at the command of the
teacher, the groups move
clockwise to the next bus
stop. They get acquainted
with the available records
and, if necessary,
supplement them within 3
minutes. You cannot
correct existing entries
made by a previous group.
Then the next transition to
the new bus stop and
another 3 minutes to meet,
discuss and add your notes.
When the group returns to
its first stop, it takes 3
minutes to review all the
entries and determines the
band member who will
submit the material. After
that, each group presents
the results of work on its
issue. In conclusion, the
teacher summarizes what
was said by all groups, if
necessary, makes
adjustments and sums up
the results of the work.

Mid-lesson Creates a focused
learning environment
focused on
understanding a new
topic
Performs tasks suggested
by the teacher


Lesson Duration: 45 minutes
Part 1: Text and Tasks
Text:
1. Greetings, class! Today, we'll delve into stories about travels and holidays.
2. Last summer, I went on a memorable trip to Paris. The city's beauty and rich
history left me in awe.
3. During the trip, I visited famous landmarks like the Eiffel Tower and the
Louvre Museum.
4. Exploring the charming streets of Montmartre and indulging in delicious
French cuisine were unforgettable experiences.
5. Another memorable vacation was a beach getaway to the Maldives. The
crystal-clear waters and white sandy beaches were paradise.
6. Snorkeling among vibrant coral reefs and watching breathtaking sunsets were
highlights of the trip.
7. Let's discuss the destinations mentioned in the text and what made each trip
special.
8. Analyze the cultural experiences and activities mentioned in the stories.
9. Synthesize information to create your dream vacation itinerary.
10. Assess your understanding by describing your favorite vacation destination.
Tasks:
1. Knowledge: List two destinations mentioned in the text.
2. Understanding: Explain what made each trip memorable.
3. Application: Plan a weekend getaway to a nearby destination, including
activities and accommodations.
4. Analysis: Compare and contrast the cultural experiences mentioned in the
stories.
5. Synthesis: Create a travel brochure for your dream vacation destination.
Part 2: Practical Exercises
1. Listening: Listen to travel podcasts or interviews with travelers sharing their
experiences and destinations.
2. Speaking: Discuss with a partner your dream vacation destination and what
activities you would like to do there.
3. Reading: Read travel blogs or articles about unique destinations and discuss
their appeal.
4. Writing: Write a postcard to a friend describing your recent vacation and the
highlights of your trip.
5. Listening: Listen to recordings of city tours or guided excursions and take
notes on interesting facts and attractions.

6. Speaking: Role-play scenarios where you ask for travel advice or directions in
a foreign country.
7. Reading: Read short stories or excerpts from novels set in exotic locations and
discuss the imagery and atmosphere.
8. Writing: Write a travel journal entry about a day of exploration in a new city,
detailing your experiences and impressions.


End of lesson Organization of self-
assessment of students

Organization of
feedback
Self-evaluation

"Wise Owls"
Description: This strategy
is appropriate to use to
develop the following
skills in schoolchildren: •
analyze the text together
with other people; •
conduct research work in a
group; • transmit
information to another
person in an accessible
way; • independently
determine the direction in
the study of a subject,
taking into account the
interests of groups




Assessment
sheets


partition
Full name of the teacher
Date:
Class: Number of participants: Number of absences
Lesson topic Shopping and Stores: Conversations about shopping and
trade.

Learning objectives in
accordance with the
curriculum
Lesson Objective: To improve English language skills
through conversations about shopping and trade.

Purpose of the lesson All students: reveal a given topic, tell, reveal the main idea.
Most students: Complete tasks based on creativity.
Some students may: summarize thoughts on a given topic.
Course of the lesson
Lesson
Steps/Time
Actions of the teacher Student Actions Evaluation Resources
Beginning of
the lesson
Greeting students,
bringing students
together, attracting
Greeting teachers


Didactic
materials