English Through Theatre: Role-play and Performance-Based Learning

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English Through Theatre: Role-play and Performance-Based Learning

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Introduction The program English Through Theatre: Role-play and Performance-Based Learning is designed as an extracurricular circle for primary school pupils. It aims to integrate theatrical methods into English language teaching, allowing children to acquire language skills through creative performance, role-play, dramatization, and interactive storytelling. The idea behind this program is that learning a foreign language becomes most effective when pupils are fully engaged—intellectually, emotionally, and physically. Theatre offers a natural environment for practicing communication, developing self-confidence, and encouraging creativity, while also supporting pupils’ overall personal growth. In recent years, the shift from traditional teacher-centered instruction towards learner-centered, activity-based, and performance-based learning has become a central principle of modern pedagogy. Young learners, in particular, need activities that involve movement, imagination, and emotional exp

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English Through Theatre: Role-play and Performance-Based Learning

Ағылшын тілі мұғалімі

Гульфарид Сулейменова

Тараз 2025ж

ӘОЖ 379

КБЖ 74.262.27

Ж 19

- Алматы: «Білім әлемі» редакциясы, 2025ж.

ISBN 978 - 601 - 341 - 501 – 14

Пікір берушілер:

Карсыбаева Раиса Канабековна – Қазақ Ұлттық қыздар педагогикалық университетінің оқытушысы, п.ғ.к.

Текесбаева Анар – Қазақ мемлекеттік қыздар педагогикалық университетінің «Педагогика және психология» кафедрасының кандидаты

Оқулық қазіргі білім беру талаптарына сай. Оқытушының міндеті – жаңа технологияларды меңгере отырып, білімді, бәсекелі тұлғалар дайындау.

Жаңа технологиялар мұғалімнің кәсіби және адами дамуына әсер етеді, оқу процессін ұйымдастыруға көмектеседі. Инновациялық әдістер мен ақпараттық технологиялар оқушылардың ойлау қабілеті мен белсенділігін арттыруға бағытталған.

ӘОЖ 379

КБЖ 74.262.27

Ж 19

ISBN 978 - 601 - 341 - 501 – 14

Content

Introduction...................................................2

Consolidation Content Section.....................8

Information section......................................12

Normation section........................................14

Educational-methodological section............17

Conclusion...................................................119

References....................................................120

Links.............................................................121

Introduction

The program English Through Theatre: Role-play and Performance-Based Learning is designed as an extracurricular circle for primary school pupils. It aims to integrate theatrical methods into English language teaching, allowing children to acquire language skills through creative performance, role-play, dramatization, and interactive storytelling. The idea behind this program is that learning a foreign language becomes most effective when pupils are fully engaged—intellectually, emotionally, and physically. Theatre offers a natural environment for practicing communication, developing self-confidence, and encouraging creativity, while also supporting pupils’ overall personal growth.

In recent years, the shift from traditional teacher-centered instruction towards learner-centered, activity-based, and performance-based learning has become a central principle of modern pedagogy. Young learners, in particular, need activities that involve movement, imagination, and emotional expression. Theatre combines all of these elements, creating a safe and playful space where children can experiment with language, roles, and real-life situations.

This program provides pupils with opportunities to act out dialogues, short skits, fairy tales, and improvisations. Through role-play and dramatic activities, children not only learn English vocabulary and grammar in context but also develop communication strategies, critical thinking, problem-solving, and teamwork. Theatre becomes a medium for learning English by doing, rather than simply memorizing rules.

The extracurricular format is especially important. It allows pupils to participate voluntarily, motivated by interest rather than compulsion. The creative environment of a theatre-based club nurtures intrinsic motivation and enjoyment of English. The program aligns with contemporary educational standards and responds to the increasing demand for innovative teaching strategies that combine linguistic, cultural, and artistic learning.

In addition to linguistic development, English Through Theatre promotes social-emotional learning. Pupils practice listening to each other, respecting roles, supporting peers, and expressing themselves in a constructive manner. Theatre-based learning supports self-esteem and helps children overcome shyness or language anxiety. For multilingual contexts such as Kazakhstan, it also strengthens cross-cultural understanding and prepares children to become confident communicators in English, while maintaining their own cultural identity.

Therefore, the relevance of this author’s program is justified both by pedagogical theory and by the real needs of schools and pupils. It is built on the principles of innovation, integration, and humanization of education.

Goal

To develop pupils’ English communication skills, creativity, and confidence through role-play and performance-based learning methods in a theatrical extracurricular environment.

Objectives

To foster basic English speaking, listening, and reading skills through theatrical activities.
To expand pupils’ active vocabulary by using it in real communicative contexts.
To enhance pupils’ ability to construct sentences and short dialogues in English.
To build self-confidence and reduce fear of speaking English in front of others.
To encourage teamwork, cooperation, and peer support during performances.
To stimulate pupils’ imagination, creativity, and problem-solving skills.
To promote cultural awareness through role-play of folk tales and everyday scenarios.
To integrate emotional, artistic, and linguistic development in a holistic manner.

Relevance of the Program

The program responds to the modern demand for competency-based education, where pupils do not simply learn facts but acquire transferable skills. It addresses the problem of limited speaking practice in traditional language lessons by providing a space for free expression. Theatre-based methods are proven to increase retention of vocabulary, improve pronunciation, and boost motivation. In primary school, where play and imagination dominate, theatre becomes a natural bridge between learning and personal development.

Scientific-Methodological Level

Compared to existing programs, English Through Theatre introduces several innovative elements:

Systematic integration of theatre pedagogy into language teaching.
A shift from repetition-based drills to performance-based communication.
Structured use of improvisation and role-change activities to test flexibility.
A clear assessment system that evaluates not only linguistic accuracy but also expression, creativity, and teamwork.

Scientific Character of the Program

The program aligns with the philosophy of the new educational paradigm, which emphasizes learner-centered approaches, constructivist pedagogy, and competence formation. It reflects achievements in psychology (e.g., Vygotsky’s socio-cultural theory), pedagogy (activity-based learning), and theatre pedagogy (Stanislavski’s method adapted for children, drama-in-education practices). It also ensures:

humanistic orientation;
integration of linguistic, artistic, and social learning;
innovation through the use of performance and role-play;
correspondence to the principles of problem-solving, hypothesis testing, and research-based learning.

Direction of the Program

The program is not limited to language acquisition; it contributes to the holistic development of the child:

Development of personality, self-confidence, and social responsibility.
Support for children’s psychophysiological and social well-being.
Integration of economic, ecological, ethnopedagogical, and psychological themes in theatrical scenes.
Assurance of humanistic, integrative, and innovative approaches in content.
Scientific validity through research-based methodology and reflective practice.

Methodological Basis

The program is built on principles of systematization, unity of content and form, consistency of goals and outcomes, and methodological integrity. Activities are designed to ensure a clear progression from simple dialogues to complex skits and performances.

Validity and Reliability

The results are reliable, as they are based on tested drama pedagogy methods, communicative language teaching approaches, and modern educational psychology. Pupils’ achievements can be observed, measured, and compared across sessions.

Expected Outcomes of the Program

(English Through Theatre: Role-play and Performance-Based Learning)

The expected outcomes of this program are directly linked to the eight objectives outlined earlier. Each objective is carefully transformed into measurable results that demonstrate pupils’ progress in English, their personal growth, and their creative development. By the end of the program, pupils will demonstrate the following outcomes:

1. Development of Basic English Speaking, Listening, and Reading Skills through Theatrical Activities

Through continuous practice in role-play, dialogues, and script reading, pupils will acquire fundamental language skills in English. They will be able to:

introduce themselves and others clearly;
ask and answer basic questions (e.g., about name, age, family, objects, preferences);
listen attentively to peers’ lines and respond appropriately;
read short dialogues and scripts aloud with correct pronunciation and intonation.

Expected outcome: pupils demonstrate functional communicative competence in everyday classroom and performance contexts. Compared to traditional rote learning, the theatrical method ensures that language use is authentic and memorable, leading to more durable knowledge.

2. Expansion of Pupils’ Active Vocabulary through Communicative Contexts

Instead of learning words in isolation, children will internalize vocabulary in context. For example, when acting as a shopkeeper, they will learn phrases such as “How much is it?” or “Here you are.” When playing a doctor, they will use expressions like “I have a headache” or “Take a rest.”

Expected outcome: pupils actively use 100–150 new words and expressions over the course of the program. They not only recognize these words but also integrate them into short dialogues, skits, and improvisations. Vocabulary retention will be strengthened through repeated rehearsal, performance, and reflection.

3. Improvement in Constructing Sentences and Short Dialogues in English

Drama provides natural situations where pupils must combine words into meaningful sentences. Instead of practicing grammar in isolation, they will build sentences while playing roles. For example:

“I am a king. I have a crown.”
“Can I have an apple, please?”
“The bus goes left and right.”

Expected outcome: pupils are able to form simple sentences independently and sustain 2–3 line dialogues without teacher prompting. Errors will decrease over time, and pupils will show growing confidence in sentence construction, moving from single-word responses to coherent mini-dialogues.

4. Building Self-Confidence and Reducing Fear of Speaking English

Performing in front of peers and acting in roles helps pupils overcome shyness and language anxiety. Wearing a costume or holding a puppet often reduces fear, as children feel they are “playing a character” rather than exposing themselves to judgment.

Expected outcome: pupils show increased willingness to speak English spontaneously during lessons and performances. They can stand in front of an audience, speak 2–3 lines with expression, and participate in improvisations without hesitation. The transformation from passive learners to active performers is a key achievement of the program.

5. Development of Teamwork, Cooperation, and Peer Support

Since theatre is always a collective activity, pupils learn to coordinate with their partners and group members. They must listen to cues, wait for their turn, and support others by reacting to lines. Group activities such as preparing skits, chanting, or voting for “best acting” reinforce collaboration.

Expected outcome: pupils demonstrate responsibility within their group role, respect peers’ contributions, and cooperate to deliver a collective performance. Teachers and parents will observe improved social skills, such as empathy, turn-taking, and encouragement of classmates.

6. Stimulation of Imagination, Creativity, and Problem-Solving Skills

Improvisation activities, such as “Change the Ending” of a fairy tale or creating new characters like “Super Cat,” allow pupils to use imagination freely. They invent dialogues, design props, and suggest alternative storylines.

Expected outcome: pupils produce original ideas in English, not simply reproducing memorized texts. They are able to generate alternative scenarios, contribute new lines, and adapt to unexpected changes in role-play. Creativity is visible both in linguistic output and in dramatic expression (gestures, props, costumes).

7. Promotion of Cultural Awareness through Role-Play of Folk Tales and Everyday Scenarios

By acting out stories like Little Red Riding Hood or dramatizing real-life settings such as “At the Restaurant” or “At the Doctor,” pupils gain cultural knowledge while practicing English. They compare local traditions with international contexts and understand how language expresses culture.

Expected outcome: pupils show awareness of both English-speaking cultural elements (politeness formulas, greetings, story traditions) and their own cultural heritage. They respect diversity and demonstrate the ability to role-play everyday cross-cultural situations (e.g., traveling, shopping, visiting the zoo).

8. Integration of Emotional, Artistic, and Linguistic Development

The program is holistic. Pupils are not only language learners but also young actors, creators, and individuals developing emotionally. Drama activities demand the use of voice, gesture, movement, and facial expression, alongside English sentences.

Expected outcome: pupils present lines with appropriate expression (e.g., happy, sad, surprised), coordinate voice and movement, and reflect emotionally on their performances. They become more articulate, expressive, and confident individuals.

Additional Measurable Results

Pupils consistently answer full-sentence comprehension questions after text-based tasks.
They successfully complete mini-tests with 70–100% accuracy (3/3 or 2/3 correct answers).
Each pupil performs at least once in front of the class in a role-play or mini-play.
Pupils provide peer feedback in simple English (“Good job,” “I liked your acting”).
At the end of the program, pupils can reflect in English using “I learned…” or “I liked…” sentences.

Overall Expected Impact

By the conclusion of the English Through Theatre program, pupils will not only demonstrate improved English language skills but also enhanced self-confidence, teamwork abilities, and creativity. The integration of theatre into language learning ensures that children experience English as a living, expressive, and enjoyable medium of communication. The outcomes are consistent with modern educational paradigms, which emphasize competence, creativity, and holistic development.

The thematic-calendar plan of this program is based on the following normative documents:

Order of the Minister of Education of the Republic of Kazakhstan dated August 3, 2022, No. 348 “On the approval of the state compulsory standards for preschool education and upbringing, primary, basic secondary, general secondary, technical and vocational, and post-secondary education.”
Order of the Minister of Education and Science of the Republic of Kazakhstan dated November 8, 2012, No. 500 “On the approval of model curricula for primary, basic secondary, and general secondary education” (as amended by Order of the Minister of Education of the Republic of Kazakhstan dated July 3, 2023, No. 194).
Order of the Minister of Education of the Republic of Kazakhstan dated September 16, 2022, No. 399 “On the approval of model curricula for general education subjects and elective courses for primary, basic secondary, and general secondary levels in general education organizations.”
Order of the Minister of Education and Science of the Republic of Kazakhstan dated April 6, 2020, No. 130 “On the approval of the list and forms of mandatory documents to be maintained by teachers of organizations of technical and vocational, and post-secondary education” (as amended by Order No. 248 dated August 7, 2023).

Consolidation Content Section

Lesson	Topic	Hours	Key Concepts
Unit 1: Introduction to Theatre and Role Play
1	Introduction to Theatre in English	1	theatre, role play
2	Classroom as a Stage	1	stage, voice, movement
3	Warm-up Games with English	1	games, energy, focus
4	Role Play: Greetings & Introductions	1	greetings, dialogue
5	Expressing Emotions	1	feelings, expression
Unit 2: Everyday Situations
6	Everyday Situations: At the Shop	1	shopping, phrases
7	Everyday Situations: At the Restaurant	1	food, order
8	Animals on Stage	1	animals, actions
9	Storytelling with Actions	1	story, acting
10	Fairy Tale Characters	1	character, role
11	Short Skit: Family Roles	1	family, roles
Unit 3: Performance Tools
12	Using Props in Performance	1	props, object
13	Costume and Identity	1	costume, clothes
14	Everyday Situations: At the School	1	classroom, teacher
15	Midterm Mini-Performance	1	performance, teamwork
16	Feedback and Reflection	1	feedback, reflection
Unit 4: Creativity and Improvisation
17	Imagination Game: Invent a Character	1	imagination, invent
18	Dialogue Practice: Asking & Answering	1	question, answer
19	Action Verbs on Stage	1	verbs, action
20	Everyday Situations: At the Doctor	1	doctor, health
21	Telling Short Jokes	1	humor, joke
22	Puppet Theatre	1	puppet, dialogue
23	Improvisation Games	1	improvise, creativity
24	Reading for Performance	1	script, reading
Unit 5: Group Work and Final Performance
25	Pair Performance: Dialogues	1	pair work, lines
26	Group Performance: Skits	1	group, skit
27	Story Adaptation	1	fairy tale, adapt
28	Voice and Pronunciation	1	pronunciation, clarity
29	Mime and Expression	1	mime, gesture
30	Everyday Situations: Traveling	1	travel, directions
31	Preparing Final Performance	1	planning, script
32	Rehearsal of Final Play	1	rehearsal, timing
33	Final Performance	1	performance, audience
34	Final Reflection & Celebration	1	reflection, celebration

Introduction to Theatre in English

Children are introduced to the idea of theatre as play and storytelling. They explore what theatre means, see examples, and discuss why acting can help them learn English.

Classroom as a Stage

Students learn to see the classroom as a stage. They practice using space, voice, and movement to make words more powerful.

Warm-up Games with English

Through simple theatre games, children practice listening carefully, repeating short English phrases, and building confidence in speaking.

Role Play: Greetings & Introductions

Students act out short dialogues where they introduce themselves, greet friends, and ask simple questions.

Expressing Emotions

Learners use words, faces, and body language to show basic emotions such as happy, sad, angry, or surprised.

Everyday Situations: At the Shop

The class practices role play of buying and selling. One child plays the shopkeeper, another the customer, using phrases like “How much is it?”

Everyday Situations: At the Restaurant

Children take roles of waiters and customers, practicing polite phrases for ordering food and drinks.

Animals on Stage

Students act as animals, making sounds and movements while using English words to describe them.

Storytelling with Actions

The class retells a simple story with actions, combining narration in English with gestures and short lines.

Fairy Tale Characters

Students explore familiar fairy tale roles such as princess, king, witch, or hero. They describe and perform simple scenes.

Short Skit: Family Roles

Children role play family members in everyday home situations, practicing family vocabulary.

Using Props in Performance

Students experiment with using simple classroom objects as props, learning how objects can tell part of a story.

Costume and Identity

Learners “dress up” with simple costumes or accessories and describe their appearance in English.

Everyday Situations: At the School

Role play focuses on classroom roles. Children act as teachers, students, and friends, practicing school-related expressions.

Midterm Mini-Performance

The class prepares and performs a short group play to show the skills learned so far.

Feedback and Reflection

Children share what they enjoyed and what was difficult. They use English to give and receive simple feedback.

Imagination Game: Invent a Character

Students create original characters, describe them in English, and act them out in small scenes.

Dialogue Practice: Asking & Answering

The focus is on short exchanges: asking questions and giving answers in role play form.

Action Verbs on Stage

Students practice movement words by acting them out on stage while saying the verbs aloud.

Everyday Situations: At the Doctor

Role play simulates a visit to the doctor. Children practice vocabulary for health and feelings.

Telling Short Jokes

The class learns and performs short jokes in English, practicing timing and humor.

Puppet Theatre

Students use puppets to perform simple dialogues, making speaking fun and less intimidating.

Improvisation Games

Children learn to act without a script, practicing spontaneous speaking and creativity.

Reading for Performance

Students read short adapted scripts, learning how punctuation and rhythm guide expression.

Pair Performance: Dialogues

Each pair prepares and performs a short memorized dialogue for the class.

Group Performance: Skits

Small groups prepare skits, practicing cooperation and collaborative performance.

Story Adaptation

Children take a known fairy tale and retell it as a short play in English.

Voice and Pronunciation

The class focuses on clear speech, practicing pronunciation, stress, and intonation.

Mime and Expression

Students use gestures and body language to communicate meaning without words, adding English phrases later.

Everyday Situations: Traveling

Role play situations such as buying a ticket or asking for directions during travel.

Preparing Final Performance

The class plans the final group play, assigning roles and organizing the script.

Rehearsal of Final Play

Students rehearse lines, actions, and timing to prepare for the performance.

Final Performance

The groups present their final plays in front of the class or a small audience.

Final Reflection & Celebration

Children reflect on their learning journey, celebrate their achievements, and share what they enjoyed most.

Information section

Assessment Criteria (10-point scale)

Criterion	Max Points	Descriptor (What is measured)
1. Speaking Fluency	10	9–10: Speaks smoothly with only minor pauses; 7–8: Generally fluent with some hesitation; 5–6: Limited fluency, frequent pauses; 3–4: Very slow, fragmented speech; 1–2: Cannot speak sentences.
2. Pronunciation & Intonation	10	9–10: Clear pronunciation and natural intonation; 7–8: Mostly clear with occasional mistakes; 5–6: Understandable but errors affect clarity; 3–4: Many mispronunciations; 1–2: Speech mostly unclear.
3. Vocabulary Use	10	9–10: Uses wide range of words correctly; 7–8: Good range with some errors; 5–6: Limited vocabulary, repeats words; 3–4: Very basic vocabulary only; 1–2: Cannot use target words.
4. Grammar in Performance	10	9–10: Correct basic grammar, errors rare; 7–8: Some errors but meaning clear; 5–6: Frequent errors, meaning sometimes unclear; 3–4: Major errors most of the time; 1–2: Cannot form sentences.
5. Creativity & Imagination	10	9–10: Very creative use of role and story; 7–8: Some creative ideas; 5–6: Few original ideas, relies on teacher; 3–4: Little creativity; 1–2: No attempt to be imaginative.
6. Use of Body Language & Expression	10	9–10: Excellent gestures, expressions match language; 7–8: Good effort with body language; 5–6: Some use of expression but limited; 3–4: Rare use of gestures; 1–2: No body language.
7. Teamwork & Cooperation	10	9–10: Works very well with group, helps others; 7–8: Usually works well, minor issues; 5–6: Sometimes cooperates, needs reminders; 3–4: Rarely cooperates; 1–2: Refuses to work with others.
8. Performance Confidence	10	9–10: Very confident, projects voice clearly; 7–8: Mostly confident with minor nervousness; 5–6: Some confidence but hesitates; 3–4: Very shy, struggles to perform; 1–2: Cannot perform in front of others.
9. Understanding of Role/Script	10	9–10: Fully understands and remembers lines; 7–8: Mostly remembers, minor errors; 5–6: Needs support to recall; 3–4: Forgets most lines; 1–2: Does not understand role.
10. Overall Achievement	10	9–10: Excellent performance meeting all goals; 7–8: Good performance with minor issues; 5–6: Average, needs more practice; 3–4: Below expectations; 1–2: Minimal achievement.

Total Maximum Score: 100 points
Each child can be evaluated across these 10 criteria for performances, role plays, and activities.

Normative Section

Curricular Calendar Plan

1 hour per week. 34 hours per year

Lesson	Topic	Learning Objective	Hours			Expected Outcome
Lesson	Topic	Learning Objective	All	Practice	Theory	Expected Outcome
1	Introduction to Theatre in English	Understand what theatre is and why it is useful in learning English	1		1	Students can explain theatre in simple English and show curiosity about role play
2	Classroom as a Stage	Learn to use space, voice, and movement in English	1	1		Students can perform simple actions with English phrases confidently
3	Warm-up Games with English	Practice simple theatre games for speaking and listening	1	1		Students can follow instructions and use short expressions during games
4	Role Play: Greetings & Introductions	Act out dialogues for meeting people	1	1		Students can introduce themselves and greet others confidently
5	Expressing Emotions	Learn to say and show basic feelings (happy, sad, angry, etc.)	1	1		Students can express emotions with voice, face, and gestures in English
6	Everyday Situations: At the Shop	Act out buying and selling items	1		1	Students can use simple phrases for shopping situations
7	Everyday Situations: At the Restaurant	Role play ordering food and drinks	1	1		Students can order politely in English using role play
8	Animals on Stage	Use animal vocabulary in performance	1	1		Students can act as animals and describe them in English
9	Storytelling with Actions	Recreate a simple story through performance	1	1		Students can retell a short story with words and actions
10	Fairy Tale Characters	Learn language for describing characters	1		1	Students can describe a character and act in role
11	Short Skit: Family Roles	Role play simple family situations	1	1		Students can use family vocabulary in a short play
12	Using Props in Performance	Practice performing with objects	1	1		Students can use props and describe them in English
13	Costume and Identity	Use clothes vocabulary in role play	1	1		Students can act out “dressing up” and describe costumes
14	Everyday Situations: At the School	Act out classroom roles (teacher, student)	1		1	Students can use classroom English in a short sketch
15	Midterm Mini-Performance	Prepare and perform a short play	1		1	Students can perform in front of peers with simple lines
16	Feedback and Reflection	Reflect on first performances	1		1	Students can say what they liked and what was difficult in English
17	Imagination Game: Invent a Character	Create new characters and present them	1	1		Students can invent and describe an imaginary role
18	Dialogue Practice: Asking & Answering	Practice short exchanges in role play	1	1		Students can ask and answer basic questions fluently
19	Action Verbs on Stage	Use verbs through drama (run, jump, dance)	1	1		Students can perform verbs and narrate actions
20	Everyday Situations: At the Doctor	Role play visiting a doctor	1	1		Students can use health vocabulary in role play
21	Telling Short Jokes	Perform simple jokes in English	1	1		Students can understand and present short jokes
22	Puppet Theatre	Use puppets for English dialogues	1		1	Students can act a short dialogue with puppets
23	Improvisation Games	Practice speaking without preparation	1	1		Students can improvise simple dialogues in English
24	Reading for Performance	Read a short adapted script	1	1		Students can read lines aloud with correct intonation
25	Pair Performance: Dialogues	Perform a memorized dialogue in pairs	1		1	Students can act out short dialogues clearly
26	Group Performance: Skits	Prepare and present group role play	1	1		Students can collaborate in groups for performance
27	Story Adaptation	Adapt a known fairy tale into short play	1		1	Students can retell a fairy tale in English through role play
28	Voice and Pronunciation	Practice clear pronunciation on stage	1	1		Students can improve clarity and intonation
29	Mime and Expression	Use body language and gestures in role play	1	1		Students can express meaning without words
30	Everyday Situations: Traveling	Role play travel situations (bus, station)	1	1		Students can ask for and give directions in English
31	Preparing Final Performance	Plan a group play with roles	1	1		Students can organize themselves and prepare a script
32	Rehearsal of Final Play	Practice lines, movements, and timing	1	1		Students can rehearse effectively in English
33	Final Performance	Perform in front of class/school audience	1	1		Students can present a complete play in English
34	Final Reflection & Celebration	Reflect on learning and achievements	1	1		Students can talk about what they learned and how they grew
All			34	25	9

Educational-methodological section

Short-Term Lesson Plan №1

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:			Number of Absentees:
Topic:		Introduction to Theatre in English
Learning Objectives:		• 4.2.4.1 – provide simple descriptions of people, objects, actions, and feelings • 4.1.3.1 – understand an increasing range of instructions and directions
Lesson Objective:		Students will recognize and use basic theatre-related words in English (actor, stage, play, audience, curtain) and apply them in short sentences and mini-dialogues
Value education		This lesson promotes respect and cooperation. Students learn to listen carefully, support each other during games, and appreciate theatre as a place where people work together (actors, audience, stage workers).
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions	Assessment		Resources
Organizational stage	"Show Your Mood" Objective: Determine students' mood and assess their readiness for the lesson. The teacher displays various emoji representing different emotions. Students select an emoji that reflects how they feel about the lesson or place a sticky note on the board. Based on students' moods, the teacher adjusts lesson engagement strategies accordingly.		Follows Instructions	Verbal Praise
New lesson	Task (Vocabulary in Context) Teacher shows 5 theatre pictures: stage, actor, play, audience, curtain. Instead of only saying the word, pupils must: Name it. Add 1–2 words to describe it. Example answers: Actor → “An actor is a man. He is on the stage.” Curtain → “The curtain is big and red.” Audience → “The audience is happy. They clap.” Game: Freeze like an Actor (Advanced) Teacher calls out both emotion + action (happy singing, sad sitting, angry running). Pupils must freeze in pose and say: “I am [emotion]. I am [action].” Example: Teacher: “Happy singing!” → Pupil freezes smiling, hand up like singing → says: “I am happy. I am singing.” Exercise: Expand Sentences Teacher says word, pupils must use it in a short descriptive sentence with at least 6 words. Teacher: “Audience.” Student: “The audience is watching the big play.” Teacher: “Stage.” Student: “The stage is small but very nice.” Text-based Task Read aloud with teacher: "In the theatre, the actors stand on the stage. The curtain is red and very tall. The audience is big. They are watching the play and clapping." Questions: Where do the actors stand? → “On the stage.” What color is the curtain? → “It is red.” What does the audience do? → “They are clapping.” Mini-Test (End of Lesson) Choose the correct answer: Who plays in the theatre? a) audience b) actor ✔️ c) curtain What is in front of the stage? a) audience ✔️ b) curtain c) actors Which is big and red? a) curtain ✔️ b) stage c) actor		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks	Task 1 – Vocabulary in Context 9–10: Word + full sentence. 7–8: Word + short phrase. 4–6: Word only. 1–3: Needs help. 0: No attempt. Task 2 – Freeze like an Actor 9–10: Pose + emotion + action. 7–8: Pose + one word. 4–6: Pose only. 1–3: Wrong/unclear. 0: No attempt. Task 3 – Expand Sentences 9–10: 6+ words, correct. 7–8: 4–5 words. 4–6: 2–3 words. 1–3: Fragment. 0: No attempt. Task 4 – Reading & Questions 9–10: Full, correct sentences. 7–8: Short correct answers. 4–6: Partial/help. 1–3: Wrong/unclear. 0: No attempt. Task 5 – Mini-Test 9–10: 3/3 correct. 7–8: 2 correct. 4–6: 1 correct. 1–3: Tries, none correct. 0: No attempt.
Lesson consolidation	"Success Ladder" The teacher draws a staircase on the board or provides a ready-made template. Students mark the level where they feel they are: 1️⃣ I did not understand the topic. 2️⃣ I still have some questions. 3️⃣ I partially understood. 4️⃣ I fully understood and can explain it to others.		Follows Instructions	Provides Feedback

Short-Term Lesson Plan №2

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:			Number of Absentees:
Topic:		Classroom as a Stage
Learning Objectives:		• 4.2.3.3 – take turns when speaking with others in a limited range of basic exchanges • 4.2.2.1 – use short phrases and statements to provide factual personal information
Lesson Objective:		Students will use classroom space as a “stage,” practice greeting and addressing peers with different voice levels, and perform simple phrases in English confidently
Value education		Respect → listening quietly when classmates are speaking on “stage.” Confidence → practicing loud and clear speech in front of others. Cooperation → greeting friends and taking turns on stage. Creativity → experimenting with different voice levels and expressions.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions	Assessment		Resources
Organizational stage	"Secret Gift" Method Objective: Encourage students and increase their interest in the lesson. The teacher informs students that the most active participant of the lesson will receive a "secret gift." The gift can be a small item (badge, candy, stickers) or a card with words of praise. This method helps boost students' motivation and engagement.		Follows Instructions	Verbal Praise
New lesson	Task (Stage Walk with Greetings) Pupils walk around the classroom as if it is a theatre stage. When they meet a classmate, they must stop, greet them, and add one more detail. Example: “Hello! My name is Aigerim.” “Hello! I am Alikhan. I am happy.” Game: Big Voice, Small Voice (Advanced) Teacher gives pupils phrases with emotions. Pupils must say them loudly, softly, or in a funny voice while moving across the classroom. Example phrases: “Good morning, teacher!” (loud voice) “I am here.” (small/quiet voice) “Look at me!” (happy/funny voice) Exercise: Stage Phrases in Space Children practice moving to different corners of the classroom and using sentences. Each corner = one phrase. Corner 1: “I am here!” Corner 2: “Look at me!” Corner 3: “Welcome to the stage!” Corner 4: “I can speak English!” Text-based Task Teacher reads: "In the classroom, the stage is everywhere. The actors say ‘Hello!’ loudly. They walk and stop. They look at the audience and say, ‘I am here!’" Questions: Where is the stage? → “Everywhere in the classroom.” What do the actors say? → “Hello! I am here!” Mini-Test (End of Lesson) Choose the correct answer: What do pupils say when walking on stage? a) Goodbye b) Hello ✔️ c) Please What phrase means “look at me”? a) I am here ✔️ b) I am sad c) I am hungry Which voice is very quiet? a) Big voice b) Small voice ✔️ c) Funny voice		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks	Task 1 – Stage Walk with Greetings 9–10: Greeting + extra detail. 7–8: Greeting + name only. 4–6: Just “Hello.” 1–3: Wrong/unclear. 0: No attempt. Task 2 – Big Voice, Small Voice 9–10: Correct phrase + correct voice. 7–8: Phrase but wrong style. 4–6: Phrase with help. 1–3: Incorrect/unclear. 0: No attempt. Task 3 – Stage Phrases in Space 9–10: Moves + says phrase clearly. 7–8: Says phrase, no movement. 4–6: Needs help to complete. 1–3: Minimal attempt. 0: No attempt. Task 4 – Text-based Q&A 9–10: Full correct sentence. 7–8: Short but correct. 4–6: Needs prompting/help. 1–3: Wrong/unclear. 0: No attempt. Task 5 – Mini-Test 9–10: 3/3 correct. 7–8: 2 correct. 4–6: 1 correct. 1–3: Wrong/unclear answers. 0: No attempt.
Lesson consolidation	"Two Stars, One Wish" Each student writes two positive things (stars) and one suggestion (wish): ⭐ Today I learned this well... ⭐ I completed this task successfully... ? I need to improve on this... The teacher collects and analyzes students' responses.		Follows Instructions	Provides Feedback

Short-Term Lesson Plan №3

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:			Number of Absentees:
Topic:		Warm-up Games with English
Learning Objectives:		• 4.1.3.1 – understand an increasing range of instructions and directions • 4.2.3.1 – respond to questions on familiar topics with simple phrases or sentences
Lesson Objective:		Students will practice active listening, repeat simple words and phrases with rhythm and movement, and perform short dialogues using greetings and action verbs
Value education		Respect → listening carefully while others clap and speak. Confidence → standing in a circle and speaking loudly in English. Teamwork → passing the clap game requires cooperation and memory. Joy in learning → linking English with fun actions and movement.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions	Assessment		Resources
Organizational stage	"Magic Word" Method Objective: Spark interest in the lesson topic and encourage teamwork. The teacher presents a “magic word” related to the lesson topic. Students share their thoughts on its meaning and how it connects to the lesson. For example, in a lesson about fractions, the teacher says "divide" and asks students to explain its meaning. After students respond, the teacher reveals the lesson topic.		Follows Instructions	Verbal Praise
New lesson	Game: Pass the Clap with a Word (Advanced) Children stand in a circle. Each child claps once and says a word. The next child must clap and say a new word + repeat the first (memory chain). Example: Pupil 1: “Run!” Pupil 2: “Run, jump!” Pupil 3: “Run, jump, dance!” Task: Circle Role Play “Hello! How are you?” Children stand in a circle. Each pair greets and asks one another, but must add an emotion or action. Example: Child A: “Hello, how are you?” Child B: “I am fine. I am jumping!” Next pair: “Hello, how are you?” – “I am happy. I am dancing!” Exercise: Action Verbs with Movement (Extended) Teacher calls action verbs (jump, run, dance, clap, spin). Pupils must do the action and say a sentence with “I am …ing.” Example: Teacher: “Jump!” → Pupils: “I am jumping!” while jumping. Teacher: “Spin!” → Pupils: “I am spinning!” Text-based Task Teacher reads: "The children are in a circle. They clap and say words. One child says ‘Hello!’ Another child says, ‘I am dancing.’ They play together and speak English." Questions: What do the children do? → “They clap and say words.” What does one child say? → “I am dancing.” Mini-Test (End of Lesson) Choose the correct answer: What do children do in the circle? a) Sit quietly b) Clap and say words ✔️ c) Sleep How do you say “жүгіріп жатырмын” in English? a) I am running ✔️ b) I am sleeping c) I am eating Which phrase is a greeting? a) How old are you? b) Hello! How are you? ✔️ c) I can jump.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks	Game 1 – Pass the Clap with a Word 9–10: Remembers full chain + adds new word. 7–8: Adds new word but forgets chain. 4–6: Needs help with words. 1–3: Minimal attempt. 0: No attempt. Task 2 – Circle Role Play “Hello! How are you?” 9–10: Greeting + emotion/action sentence. 7–8: Greeting + short answer. 4–6: Only “Hello.” 1–3: Incorrect/unclear. 0: No attempt. Exercise 3 – Action Verbs with Movement 9–10: Correct action + full “I am …ing” sentence. 7–8: Says word but not full sentence. 4–6: Does action without English. 1–3: Minimal attempt. 0: No attempt. Text-based Task 9–10: Full correct sentence. 7–8: Short but correct word answer. 4–6: Needs prompting/help. 1–3: Wrong/unclear. 0: No attempt. Mini-Test (End of Lesson) 9–10: 3/3 correct. 7–8: 2/3 correct. 4–6: 1/3 correct. 1–3: Wrong/unclear answers. 0: No attempt.
Lesson consolidation	"Traffic Light" Method The teacher provides students with three colored cards: green, yellow, and red. Green – I am ready for the lesson, everything is clear. Yellow – I have some questions, but I am ready to work. Red – I do not understand the topic, I need help.		Follows Instructions	Provides Feedback

Short-Term Lesson Plan №4

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:			Number of Absentees:
Topic:		Role Play: Greetings & Introductions
Learning Objectives:		• 4.2.3.2 – express immediate needs, using basic phrases/statements • 4.2.3.2 – express immediate needs, using basic phrases/statements
Lesson Objective:		Students will greet others, introduce themselves using full sentences, and ask for a classmate’s name in English with confidence
Value education		Respect → greeting politely and listening carefully to others. Friendship → building social bonds through introductions. Confidence → speaking names and hobbies in front of peers. Cooperation → finding partners and completing activities together.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions	Assessment		Resources
Organizational stage	"Magic Box" Method Objective: Increase students' interest and motivation for the lesson. The teacher places an object (symbolic) related to the lesson inside a mystery box. Students guess what might be inside and share their thoughts. The teacher then reveals the object and explains its connection to the lesson. This method develops students' inquiry skills and curiosity.		Follows Instructions	Verbal Praise
New lesson	Task: Pair Dialogue (Extended) Pupils work in pairs. They must introduce themselves and ask for the other’s name. Each child also adds one extra detail (age, feeling, or hobby). Example dialogue: A: “Hello, my name is Aigerim. I am eight years old. What’s your name?” B: “Hello, my name is Alikhan. I am happy today.” Game: Find Your Partner (Advanced) Each child receives a card with a name and hobby (e.g., “My name is Tom. I like football.”). Pupils walk around greeting classmates until they find the correct partner (pairs are made by matching hobbies or feelings). Example: Child A: “Hello, my name is Tom. I like football. What’s your name?” Child B: “Hello, my name is Anna. I like football too!” → They become partners. Exercise: Writing and Saying Names (Extended) Students practice writing their names in English on name cards, then stand up, show the card, and introduce themselves with one sentence. Example: “My name is Aigerim. I like drawing.” Text-based Task Teacher reads aloud: "Hello! My name is Sarah. I am nine years old. I like music. What is your name?" Questions: What is her name? → “Her name is Sarah.” How old is she? → “She is nine years old.” What does she like? → “She likes music.” Mini-Test (End of Lesson) How do you introduce yourself? a) Goodbye b) My name is … ✔️ c) I am sad Which question do you ask? a) What’s your name? ✔️ b) How old are you? c) Where are you from? Which answer is correct? a) My name Anna. b) My name is Anna. ✔️ c) I name Anna.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks	Task – Pair Dialogue 9–10: Greets + name + extra detail + asks a question. 7–8: Greets + name only. 4–6: Needs some help, incomplete dialogue. 1–3: Minimal/unclear attempt. 0: No attempt. Game – Find Your Partner 9–10: Greets + name + hobby/feeling + finds correct partner. 7–8: Greets + name only. 4–6: Needs some help to find partner. 1–3: Minimal attempt, unclear. 0: No attempt. Exercise – Writing and Saying Names 9–10: Writes name correctly + introduces with detail. 7–8: Writes name correctly + says only “My name is …” 4–6: Needs help with writing/speaking. 1–3: Very limited attempt. 0: No attempt. Text-based Task 9–10: Full correct sentences. 7–8: Single word answers. 4–6: Needs teacher’s help. 1–3: Wrong/unclear. 0: No attempt. Mini-Test (End of Lesson) 9–10: 3/3 correct. 7–8: 2/3 correct. 4–6: 1 correct. 1–3: Very unclear answers. 0: No attempt.
Lesson consolidation	"Mood Emojis" Method ? Instructions: The teacher shows students different emoji images (???) or other mood-indicating symbols. Students select an emoji that best represents their mood and attitude towards the lesson. This method helps the teacher understand students' emotional state and adjust the lesson approach accordingly.		Follows Instructions	Provides Feedback

Short-Term Lesson Plan №5

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:			Number of Absentees:
Topic:		Expressing Emotions
Learning Objectives:		4.S5 – say how they feel using simple adjectives (e.g. happy, sad, tired) 4.UE3 – use “be” + adjective to talk about feelings (e.g. “I am happy”, “She is sad”)
Lesson Objective:		Students will identify and express basic emotions in English (happy, sad, angry, scared, surprised), act them out with body language, and use them in short dialogues
Value education		Emotional awareness → recognizing and naming feelings. Respect and empathy → listening to others’ feelings with care. Confidence → expressing emotions through words, actions, and drawings. Creativity → using drama and art to show emotions.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions	Assessment		Resources
Organizational stage	"Circle of Kind Words" Method Objective: Boost students' mood and foster friendly relationships. The teacher gathers students in a circle and asks them to say kind words to each other. Students take turns sharing positive wishes with a classmate or the whole class. Example: “You look very cheerful today!” or “We will have a fun lesson together!” This method creates warmth and a positive atmosphere among students.		Follows Instructions	Verbal Praise
New lesson	Game: Emotion Cards (Advanced) Teacher shows a card with an emotion (happy, sad, angry, scared, surprised). Pupils must: Act the emotion with face and body. Say: “I am [emotion]. I am [action].” Example: Card: Happy → Pupil: smiles, jumps → says “I am happy. I am jumping!” Card: Angry → Pupil: crosses arms → says “I am angry. I am shouting!” Task: Dialogue Practice “How are you?” (Extended) Pairs practice asking and answering. They must add emotion + reason. Example: A: “Hello! How are you?” B: “I am sad. I lost my toy.” A: “I am happy. I am playing.” Exercise: Draw and Say (Emoji Task, Advanced) Each pupil draws an emoji showing one emotion. Then they must hold it up and say a sentence about themselves. Example: Draws smiling face → “This is happy. I am happy because I can dance.” Text-based Task Teacher reads aloud: "A boy is angry. He cannot find his book. A girl is happy. She is playing with her friends. The teacher is surprised. She sees a big dog." Questions: Why is the boy angry? → “He cannot find his book.” Why is the girl happy? → “She is playing with her friends.” Who is surprised? → “The teacher is surprised.” Mini-Test (End of Lesson) Which sentence is correct? a) I am happy. ✔️ b) I happy. c) I is happy. What do you say if you feel angry? a) I am angry. ✔️ b) I am sleep. c) I is angry. If you smile and laugh, you are… a) sad b) happy ✔️ c) angry		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks	Game – Emotion Cards 9–10: Acts clearly + says full sentence with emotion & action. 7–8: Acts + says only emotion. 4–6: Acts only, no English. 1–3: Minimal/unclear attempt. 0: No attempt. Task – Dialogue “How are you?” 9–10: Full sentence with emotion + reason. 7–8: Short answer with only emotion. 4–6: Needs help to answer. 1–3: Very limited/unclear. 0: No attempt. Exercise – Draw and Say (Emoji Task) 9–10: Shows drawing + says emotion + full sentence. 7–8: Shows drawing + emotion word only. 4–6: Shows drawing, no English. 1–3: Minimal effort. 0: No attempt. Text-based Task 9–10: Full correct answer. 7–8: Short answer (1 word). 4–6: Needs teacher help. 1–3: Wrong/unclear. 0: No attempt. Mini-Test (End of Lesson) 9–10: 3/3 correct. 7–8: 2/3 correct. 4–6: 1 correct. 1–3: Very unclear answers. 0: No attempt.
Lesson consolidation	"What Did I Like? What Was Difficult? What Did I Learn?" ? Instructions: Students answer three key questions: ✅ What did I like? – What was the most interesting part of the lesson? ⚠️ What was difficult? – Which task or concept was challenging? ? What did I learn? – What new thing did I learn today? This method encourages reflection and helps students analyze their learning progress.		Follows Instructions	Provides Feedback

Short-Term Lesson Plan №6

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:			Number of Absentees:
Topic:		At the Shop
Learning Objectives:		• 4.2.4.1 – provide simple descriptions of people, objects, actions, and feelings • 4.5.1.2 – use the verb to be for presenting personal information and description of people and things
Lesson Objective:		Students will role play shopping dialogues in English, use vocabulary for common items, ask and answer “How much is it?”, and match words with pictures confidently
Value education		Respect → using polite words “please” and “thank you.” Responsibility → practicing real-life shopping situations. Confidence → speaking in role play with partners. Cooperation → working together in pairs and groups.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions	Assessment		Resources
Organizational stage	"Compliment Bridge" Method Objective: Build friendly relationships and boost students' confidence. Students stand in a line and give a compliment to the classmate next to them. The process continues until everyone has received and given a kind word. This method enhances confidence and helps students start the lesson with a positive mindset.		Follows Instructions	Verbal Praise
New lesson	Role Play: Shopkeeper + Customer (Extended) Pairs act out a short dialogue. Shopkeeper must say a full phrase, and customer must add one extra detail (please/thank you or number of items). Example dialogue: Customer: “Hello! How much is this apple?” Shopkeeper: “It is two apples for one coin.” Customer: “Thank you! I want two apples, please.” Game: Shopping Basket (Advanced) A toy basket is passed around the circle. Each child adds an item, says it in English, and repeats the previous items (memory chain). Example: Pupil 1: “I have bread.” Pupil 2: “I have bread and milk.” Pupil 3: “I have bread, milk, and apples.” Exercise: Match Items to Words (Extended) Teacher gives picture cards (apple, bread, milk, juice, banana). Pupils must match the picture with the correct word, then say: “This is a [word]. I buy [word].” Example: Picture of bread → “This is bread. I buy bread.” Text-based Task Teacher reads aloud: "A boy goes to the shop. He buys milk and bread. The shopkeeper says, ‘It is two coins.’ The boy says, ‘Thank you!’" Questions: What does the boy buy? → “He buys milk and bread.” What does the shopkeeper say? → “It is two coins.” What does the boy say? → “Thank you!” Mini-Test (End of Lesson) What do you ask in a shop? a) How much is it? ✔️ b) Where are you? c) What is your name? Which phrase is polite? a) Give me! b) Thank you! ✔️ c) I want! Which is food? a) Apple ✔️ b) Chair c) Window		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks	Role Play: Shopkeeper + Customer 9–10: Greets, asks price, gives number, uses polite words. 7–8: Greets + asks price only. 4–6: Minimal dialogue, missing details. 1–3: Needs teacher help, unclear. 0: No attempt. Game: Shopping Basket 9–10: Says full chain + adds correct item. 7–8: Adds item but forgets part of chain. 4–6: Adds item with mistakes. 1–3: Needs teacher help. 0: No attempt. Exercise: Match Items to Words 9–10: Matches + says full sentence. 7–8: Matches + says word only. 4–6: Matches with mistakes. 1–3: Needs help to match or say. 0: No attempt. Text-based Task 9–10: Full, correct sentence answers. 7–8: Short correct answers. 4–6: Partial answers, errors. 1–3: Needs teacher help. 0: No attempt. Mini-Test (End of Lesson) 9–10: 3/3 correct. 7–8: 2/3 correct. 4–6: 1 correct. 1–3: Very unclear answers. 0: No attempt.
Lesson consolidation	Success Ladder" Method ? Instructions: The teacher draws a staircase on the board or provides individual worksheets with a ladder illustration. Students mark their current level of understanding and progress. The steps can represent different levels, such as: 1️⃣ I don't understand the topic. 2️⃣ I have some questions. 3️⃣ I partially understand. 4️⃣ I fully understand and can explain it to others. This method helps students self-assess their learning progress and encourages reflection.		Follows Instructions	Provides Feedback

Short-Term Lesson Plan №7

Name of the Educational Institution

Subject:

Unit:

Teacher's Full Name:

Date:

Grade:

Number of Participants:

Number of Absentees:

Topic:

At the Restaurant

Learning Objectives:

4.S2 – ask for food and drinks using simple phrases (e.g. “I want juice”, “Can I have bread?”)

4.S7 – use “Can I…?” to make simple requests (e.g. “Can I play?”, “Can I go out?”)

Lesson Objective:

Students will role play restaurant dialogues, use food vocabulary, and practice polite expressions (“please,” “thank you”) in real-life contexts

Value education

Respect → using polite words “please” and “thank you.”

Responsibility → behaving properly in real-life situations like restaurants.

Confidence → ordering food in English with clear voice.

Cooperation → waiter and customer working together in role play.

Lesson Procedure

Planned Lesson Stages

Teacher's Actions

Student's Actions

Assessment

Resources

Organizational stage

"Circle of Kind Words" Method

Objective: Boost students' mood and foster friendly relationships.

The teacher gathers students in a circle and asks them to say kind words to each other.
Students take turns sharing positive wishes with a classmate or the whole class.
Example: “You look very cheerful today!” or “We will have a fun lesson together!”
This method creates warmth and a positive atmosphere among students.

Follows Instructions

Verbal Praise

New lesson

Role Play: Waiter + Customer (Extended)

Pairs act as waiter and customer. The customer must order one food and one drink politely. The waiter must answer with a phrase.

Example dialogue:
- Customer: “Hello! I want pizza and juice, please.”
- Waiter: “Here you are. Enjoy your meal!”
- Customer: “Thank you!”

Game: Menu Game (Advanced)

Teacher shows menu cards (pizza, soup, salad, chicken, juice, tea). Pupils must choose two items and order them as if in a restaurant.

Example:
- Child: “I want chicken and water, please.”
- Teacher/partner: “Here you are.”

Exercise: Polite Words (Practice)

Teacher writes on board: please, thank you, here you are, enjoy your meal. Pupils practice short exchanges using them.

Example:
- Waiter: “Here you are.”
- Customer: “Thank you!”
- Waiter: “Enjoy your meal!”

Text-based Task

Teacher reads aloud:

"A girl goes to the restaurant. She says, ‘I want soup and tea, please.’ The waiter brings the food. The girl says, ‘Thank you!’"

Questions:

What food does the girl want? → “She wants soup.”
What drink does she want? → “She wants tea.”
What does she say to be polite? → “Thank you!”

Mini-Test (End of Lesson)

What do you say in a restaurant?
a) I want pizza, please. ✔️
b) Give me pizza!
c) Where is the shop?
What do you say when you get food?
a) Hello!
b) Thank you! ✔️
c) What’s your name?
What does the waiter say?
a) Good night.
b) Here you are. ✔️
c) Goodbye.

Completes Tasks

Role Play: Waiter + Customer

9–10: Greets, orders food + drink, uses polite words.

7–8: Orders one item, partly polite.

4–6: Basic order with mistakes, no full phrases.

1–3: Needs teacher help to speak.

0: No attempt.

Game: Menu Game

9–10: Orders 2 items correctly + uses “please.”

7–8: Orders 1 item or forgets “please.”

4–6: Order unclear or missing word.

1–3: Needs help to order.

0: No attempt.

Exercise: Polite Words

9–10: Uses full polite exchange (“Here you are” / “Thank you” / “Enjoy your meal”).

7–8: Uses 1–2 polite words correctly.

4–6: Uses polite words with errors.

1–3: Needs reminder to use words.

0: No attempt.

Text-based Task

9–10: Full correct sentences.

7–8: Short but correct answers.

4–6: Partial or unclear answers.

1–3: Needs teacher help.

0: No attempt.

Mini-Test (End of Lesson)

9–10: 3/3 correct.

7–8: 2/3 correct.

4–6: 1 correct.

1–3: Very unclear answers.

0: No attempt.

Lesson consolidation

"Know – Want to Know – Learned" (KWL) Method

? Instructions:

The teacher provides students with a three-column chart:

✅ Know (Білемін)	❓ Want to Know (Білгім келеді)	? Learned (Үйрендім)
What I already know about the topic	What I want to learn	What I have learned by the end of the lesson

At the beginning of the lesson, students fill in the first two columns.
At the end of the lesson, they complete the third column with new knowledge gained.
This method activates prior knowledge, encourages curiosity, and helps track learning progress.

Follows Instructions

Provides Feedback

Short-Term Lesson Plan №8

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:			Number of Absentees:
Topic:		Animals on Stage
Learning Objectives:		• 4.2.4.1 – provide simple descriptions of people, objects, actions, and feelings • 4.2.5.1 – recount very short, basic stories and events on familiar everyday topics
Lesson Objective:		Students will act out animals with movement and sound, name animals in English, and connect animal sounds with correct words
Value education		Respect for nature → learning about animals and their sounds. Creativity → acting as animals using movement and sound. Confidence → performing in front of peers. Cooperation → guessing animals and helping each other.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions	Assessment		Resources
Organizational stage	"One Word" Method ? Objective: Determine students' emotional readiness for the lesson. The teacher asks the question: "What do you expect from today's lesson?" Each student responds with one word (e.g., interesting, useful, difficult, new, unique). Based on the responses, the teacher can adjust the lesson approach to match students' expectations and engagement levels.		Follows Instructions	Verbal Praise
New lesson	Game: Guess the Animal (Advanced) One pupil acts as an animal, but must also make its sound. Others guess: “It is a …” Example: Pupil acts: jumps and croaks → Class: “It is a frog!” Pupil acts: walks slowly and says “moo” → Class: “It is a cow!” Task: Animal Parade (Extended) Children form a parade line. Each pupil chooses an animal, walks like it, and says: “I am a [animal]. I can [action].” Example: Child: “I am a cat. I can jump.” Child: “I am a bird. I can fly.” Exercise: Match Animal Sounds (Extended) Teacher gives sound cards (woof, meow, moo, neigh, quack). Pupils must match them to animal pictures and say: “The dog says woof.” Example: Picture of dog + “woof” → “The dog says woof.” Picture of duck + “quack” → “The duck says quack.” Text-based Task Teacher reads aloud: "On the farm, the cow says moo. The duck says quack. The horse says neigh. The dog runs and says woof." Questions: What does the cow say? → “The cow says moo.” What does the duck say? → “The duck says quack.” Which animal runs? → “The dog runs.” Mini-Test (End of Lesson) Which animal says “meow”? a) Dog b) Cat ✔️ c) Horse Which animal can fly? a) Bird ✔️ b) Cow c) Sheep Which sentence is correct? a) The dog says woof. ✔️ b) The dog say woof. c) The dog woof.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks	Game: Guess the Animal 9–10: Acts + makes sound + class guesses correctly. 7–8: Acts clearly but no sound. 4–6: Acts partially, class unsure. 1–3: Needs teacher help. 0: No attempt. Task: Animal Parade 9–10: Full sentence with animal + action. 7–8: Says animal only. 4–6: Acts but uses little/no English. 1–3: Needs teacher help. 0: No attempt. Exercise: Match Animal Sounds 9–10: Matches correctly + says full sentence. 7–8: Matches + says only word/sound. 4–6: Matches with mistakes. 1–3: Needs help to match. 0: No attempt. Text-based Task 9–10: All answers in full sentences. 7–8: Short but correct answers. 4–6: Partial/unclear answers. 1–3: Needs teacher help. 0: No attempt. Mini-Test 9–10: 3/3 correct. 7–8: 2/3 correct. 4–6: 1 correct. 1–3: Very unclear answers. 0: No attempt.
Lesson consolidation	"Five Fingers" Method ? Instructions: The teacher shows students a picture of a hand and explains the meaning of each finger: ? Thumb – I liked it. ☝️ Index Finger – It was difficult for me. ✋ Middle Finger – It was unclear to me. ? Ring Finger – I gained new knowledge. ? Little Finger – I can now apply it. Students reflect on the lesson by choosing the finger that best describes their experience. This method helps assess understanding and gather feedback on the lesson.		Follows Instructions	Provides Feedback

Short-Term Lesson Plan №9

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:			Number of Absentees:
Topic:		Storytelling with Actions
Learning Objectives:		4.S5 – tell a very short story about familiar topics using simple sequencing words (e.g. first, then, finally) 4.L6 – understand main events in a short, simple story with pictures or support
Lesson Objective:		Students will listen to a short story, act out characters’ actions with gestures, practice action verbs in English, and retell parts of the story using 3–4 English words
Value education		Creativity → acting out stories with movement. Teamwork → building the story together in the chain game. Confidence → speaking short English sentences while performing. Respect → listening carefully to classmates during storytelling.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions	Assessment		Resources
Organizational stage	"Show Your Mood" Objective: Determine students' mood and assess their readiness for the lesson. The teacher displays various emoji representing different emotions. Students select an emoji that reflects how they feel about the lesson or place a sticky note on the board. Based on students' moods, the teacher adjusts lesson engagement strategies accordingly.		Follows Instructions	Verbal Praise
New lesson	Task: Story with Actions (Extended) Teacher reads a short story slowly, pausing for children to act with gestures and say one phrase. Mini story example: "A boy runs to the park. He jumps with his dog. The dog plays and barks. A girl sings a song." Children act while saying: “I run!”, “I jump!”, “The dog plays!”, “She sings!” Game: Action Chain (Advanced) Children stand in a circle. First child says one sentence with an action. Each next child repeats and adds a new action. Example: Child 1: “He runs.” Child 2: “He runs, she jumps.” Child 3: “He runs, she jumps, the dog barks.” Exercise: Retell with Key Words (Extended) Children retell the mini-story using only 3–4 English words. Example answers: “Boy runs, dog jumps.” “Dog plays, girl sings.” Text-based Task Teacher reads again: "The boy runs. The dog jumps. The girl sings." Questions: Who runs? → “The boy runs.” Who jumps? → “The dog jumps.” Who sings? → “The girl sings.” Mini-Test (End of Lesson) Which action means “секіру”? a) Run b) Jump ✔️ c) Sing Which animal barks? a) Cat b) Dog ✔️ c) Bird Which sentence is correct? a) The girl sing. b) The girl sings. ✔️ c) The girl singing.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks	Task: Story with Actions 9–10: Acts + says full phrase in English. 7–8: Acts or says only one word. 4–6: Partial actions/words, not clear. 1–3: Needs teacher support. 0: No attempt. Game: Action Chain 9–10: Remembers chain + adds correct new action. 7–8: Adds action but forgets part of chain. 4–6: Adds unclear action/word. 1–3: Needs teacher support. 0: No attempt. Exercise: Retell with Key Words 9–10: Uses 3–4 correct key words. 7–8: Uses 1–2 words. 4–6: Words unclear or wrong. 1–3: Needs teacher support. 0: No attempt. Text-based Task 9–10: Answers all in full sentences. 7–8: Short but correct answers. 4–6: Partial answers, some errors. 1–3: Needs teacher help. 0: No attempt. Mini-Test 9–10: 3/3 correct. 7–8: 2/3 correct. 4–6: 1 correct. 1–3: Very unclear answers. 0: No attempt.
Lesson consolidation	"Success Ladder" The teacher draws a staircase on the board or provides a ready-made template. Students mark the level where they feel they are: 1️⃣ I did not understand the topic. 2️⃣ I still have some questions. 3️⃣ I partially understood. 4️⃣ I fully understood and can explain it to others.		Follows Instructions	Provides Feedback

Short-Term Lesson Plan №10

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:			Number of Absentees:
Topic:		Fairy Tale Characters
Learning Objectives:		• 4.2.4.1 – provide simple descriptions of people, objects, actions, and feelings • 4.5.1.4 – use common adjectives (comparative and superlative) to make comparisons
Lesson Objective:		Students will identify and act out fairy-tale characters, introduce themselves using “I am …” sentences, and use gestures or simple props to show the role.
Value education		Creativity → acting and imagining themselves as fairy-tale characters. Confidence → performing role sentences with props and gestures. Respect → listening and guessing politely during the game. Teamwork → supporting classmates in role play
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions	Assessment		Resources
Organizational stage	"Secret Gift" Method Objective: Encourage students and increase their interest in the lesson. The teacher informs students that the most active participant of the lesson will receive a "secret gift." The gift can be a small item (badge, candy, stickers) or a card with words of praise. This method helps boost students' motivation and engagement.		Follows Instructions	Verbal Praise
New lesson	Task: Act a Fairy-Tale Character (Extended) Each child chooses a card (princess, king, witch, dragon, knight). They must act as the character and introduce themselves with one extra detail. Example: “I am a princess. I have a crown.” “I am a dragon. I can fly.” Game: Who am I? (Advanced) Teacher gives simple costume props (crown, broom, sword, cape). Pupils wear one and classmates must guess by asking: “Are you a …?” Example: Child wears crown → Class: “Are you a king?” → Child: “Yes, I am a king!” Exercise: Role Sentence with Gesture (Extended) Children stand up and say a sentence with gesture: “I am a witch. I can fly.” (arm flying motion) “I am a knight. I can fight.” (sword gesture) Text-based Task Teacher reads aloud: "The king has a crown. The princess is in the castle. The witch has a broom. The dragon is big. The knight is strong." Questions: Who has a crown? → “The king has a crown.” Where is the princess? → “The princess is in the castle.” Who is big? → “The dragon is big.” Mini-Test (End of Lesson) Which character has a broom? a) Witch ✔️ b) King c) Dragon Which character is in the castle? a) Princess ✔️ b) Knight c) Witch Which sentence is correct? a) I am king. b) I am a king. ✔️ c) I king.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks	Task: Act a Fairy-Tale Character 9–10: Says “I am…” + adds detail + gesture. 7–8: Says “I am…” + adds detail OR gesture. 4–6: Says only “I am…” 1–3: Needs teacher help. 0: No attempt. Game: Who am I? 9–10: Asks & answers in full sentences correctly. 7–8: Asks/answers but with short words. 4–6: Only partial guessing words. 1–3: Needs teacher help. 0: No attempt. Exercise: Role Sentence with Gesture 9–10: Full sentence + correct gesture. 7–8: Full sentence only. 4–6: Gesture only or incomplete sentence. 1–3: Needs teacher help. 0: No attempt. Text-based Task 9–10: All answers in full sentences. 7–8: Answers short but correct. 4–6: Partial answers, some errors. 1–3: Needs teacher help. 0: No attempt. Mini-Test 9–10: 3/3 correct. 7–8: 2/3 correct. 4–6: 1 correct. 1–3: Very unclear or random answers. 0: No attempt.
Lesson consolidation	"Two Stars, One Wish" Each student writes two positive things (stars) and one suggestion (wish): ⭐ Today I learned this well... ⭐ I completed this task successfully... ? I need to improve on this... The teacher collects and analyzes students' responses.		Follows Instructions	Provides Feedback

Short-Term Lesson Plan №11

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:			Number of Absentees:
Topic:		Family Roles
Learning Objectives:		• 4.2.3.1 – respond to questions on familiar topics with simple phrases or sentences • 4.2.4.1 – provide simple descriptions of people, objects, actions, and feelings
Lesson Objective:		Students will identify family members in English, act out short family dialogues, and group themselves according to family roles
Value education		Respect → appreciating family members and their roles. Responsibility → understanding that every family member has duties. Cooperation → working together in groups as “families.” Confidence → speaking about family roles in English.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions	Assessment		Resources
Organizational stage	"Magic Word" Method Objective: Spark interest in the lesson topic and encourage teamwork. The teacher presents a “magic word” related to the lesson topic. Students share their thoughts on its meaning and how it connects to the lesson. For example, in a lesson about fractions, the teacher says "divide" and asks students to explain its meaning. After students respond, the teacher reveals the lesson topic.		Follows Instructions	Verbal Praise
New lesson	Role Play: Parent + Child Dialogue (Extended) Pairs act as parent and child. They must greet each other and add one more phrase (feeling or action). Example: Child: “Good morning, Dad! How are you?” Parent: “Good morning! I am fine, thank you.” Child: “I am happy today.” Game: Family Tree Game (Advanced) Teacher calls out: “Family group!” Children group themselves as “family” with labels: mother, father, sister, brother, baby. Each group must introduce themselves. Example: Group: “I am the mother.” “I am the father.” “I am the sister.” Exercise: Match Pictures (Extended) Teacher shows flashcards (mother, father, sister, brother, grandmother, grandfather). Pupils must match and then make a sentence. Example: Picture of mother → “This is my mother. She is kind.” Text-based Task Teacher reads aloud: "This is a family. The mother cooks. The father drives. The sister plays with a doll. The brother runs in the park." Questions: What does the mother do? → “The mother cooks.” What does the father do? → “The father drives.” Who plays with a doll? → “The sister plays with a doll.” Mini-Test (End of Lesson) Who is the father’s daughter? a) Sister ✔️ b) Mother c) Brother Which is correct? a) This is my mother. ✔️ b) This my mother. c) I mother. Which word means “әке”? a) Father ✔️ b) Brother c) Son		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks	Role Play: Parent + Child Dialogue 9–10: Greets + says role + adds extra phrase. 7–8: Greets + says role only. 4–6: Says one word or incomplete. 1–3: Needs teacher help. 0: No attempt. Game: Family Tree Game 9–10: Says role clearly in full sentence. 7–8: Says role word only. 4–6: Says unclear/incorrect role. 1–3: Needs teacher help. 0: No attempt. Exercise: Match Pictures 9–10: Matches correctly + makes sentence. 7–8: Matches + says word only. 4–6: Matches with mistakes. 1–3: Needs help. 0: No attempt. Text-based Task 9–10: All answers full and correct. 7–8: Short but correct answers. 4–6: Partial/unclear answers. 1–3: Needs help. 0: No attempt. Mini-Test 9–10: 3/3 correct. 7–8: 2/3 correct. 4–6: 1 correct. 1–3: Random/unclear answers. 0: No attempt.
Lesson consolidation	"Traffic Light" Method The teacher provides students with three colored cards: green, yellow, and red. Green – I am ready for the lesson, everything is clear. Yellow – I have some questions, but I am ready to work. Red – I do not understand the topic, I need help.		Follows Instructions	Provides Feedback

Short-Term Lesson Plan №12

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:			Number of Absentees:
Topic:		Using Props
Learning Objectives:		• 4.2.4.1 – provide simple descriptions of people, objects, actions, and feelings • 4.2.3.3 – take turns when speaking with others in a limited range of basic exchanges
Lesson Objective:		Students will identify props in English, use them in short sentences, and apply them in a simple role play or mini-scene.
Value education		Creativity → using props to act out short scenes. Respect → listening to classmates’ scenes with attention. Confidence → speaking sentences while holding props. Teamwork → cooperating in pairs and groups to create mini-scenes
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions	Assessment		Resources
Organizational stage	"Magic Box" Method Objective: Increase students' interest and motivation for the lesson. The teacher places an object (symbolic) related to the lesson inside a mystery box. Students guess what might be inside and share their thoughts. The teacher then reveals the object and explains its connection to the lesson. This method develops students' inquiry skills and curiosity.		Follows Instructions	Verbal Praise
New lesson	Task: Props in a Mini-Scene (Extended) Children choose toy objects (hat, book, cup, bag, ball). In pairs they create a short mini-scene using the prop and speaking one sentence each. Example dialogue: Child A (with hat): “This is a hat. I wear a hat.” Child B (with cup): “This is a cup. I drink from a cup.” Game: Magic Box (Advanced) Teacher puts different toy props into a box. Pupils take one, name it in English, and make a sentence. Example: Child takes toy book → “This is a book. I read a book.” Child takes toy ball → “This is a ball. I play with a ball.” Exercise: Prop Sentences (Extended) Teacher models: “This is a hat. I wear a hat.” Pupils repeat and create their own with different props. Examples: “This is a bag. I carry a bag.” “This is a cup. I drink from a cup.” Text-based Task Teacher reads aloud: "The boy has a hat. He wears the hat. The girl has a bag. She carries the bag. The baby has a ball. He plays with the ball." Questions: What does the boy have? → “The boy has a hat.” What does the girl carry? → “The girl carries a bag.” Who plays with the ball? → “The baby plays with the ball.” Mini-Test (End of Lesson) Which sentence is correct? a) This is a hat. I wear a hat. ✔️ b) This hat. I hat. c) This is hat. What do you do with a book? a) I read a book. ✔️ b) I drink a book. c) I play a book. What do you do with a ball? a) I carry a ball. b) I play with a ball. ✔️ c) I read a ball.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks	Task: Props in a Mini-Scene 9–10: Uses prop + full sentence with correct action. 7–8: Uses prop + short phrase. 4–6: Names prop with mistakes/unclear. 1–3: Needs teacher’s help. 0: No attempt. Game: Magic Box 9–10: Names item + makes correct full sentence. 7–8: Names item only. 4–6: Names item with mistakes. 1–3: Needs teacher’s help. 0: No attempt. Exercise: Prop Sentences 9–10: Full correct sentence with verb. 7–8: Short phrase only. 4–6: Incomplete/incorrect sentence. 1–3: Needs teacher’s help. 0: No attempt. Text-based Task 9–10: All answers full and correct. 7–8: Short but correct answers. 4–6: Partial or with mistakes. 1–3: Needs teacher’s help. 0: No attempt. Mini-Test (End of Lesson) 9–10: 3/3 correct. 7–8: 2/3 correct. 4–6: 1 correct. 1–3: Random/unclear answers. 0: No attempt.
Lesson consolidation	"Mood Emojis" Method ? Instructions: The teacher shows students different emoji images (???) or other mood-indicating symbols. Students select an emoji that best represents their mood and attitude towards the lesson. This method helps the teacher understand students' emotional state and adjust the lesson approach accordingly.		Follows Instructions	Provides Feedback

Short-Term Lesson Plan №13

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:			Number of Absentees:
Topic:		Costume and Identity
Learning Objectives:		4.S5 – describe clothes using simple adjectives (e.g. “This is a red dress.”, “He has a big hat.”) 4.S6 – compare clothes using basic comparative adjectives (e.g. “My shirt is bigger than your shirt.”, “Her dress is prettier than his jacket.”)
Lesson Objective:		Students will use costume items to identify characters, introduce themselves in role, and connect clothing vocabulary with simple actions
Value education		Creativity → using costumes to create identity. Confidence → speaking aloud in role. Respect → supporting and listening when others perform. Teamwork → playing group games with roles fairly.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions	Assessment		Resources
Organizational stage	"Circle of Kind Words" Method Objective: Boost students' mood and foster friendly relationships. The teacher gathers students in a circle and asks them to say kind words to each other. Students take turns sharing positive wishes with a classmate or the whole class. Example: “You look very cheerful today!” or “We will have a fun lesson together!” This method creates warmth and a positive atmosphere among students.		Follows Instructions	Verbal Praise
New lesson	Task: Costume Role Sentence (Extended) Teacher gives children simple props (paper crown, glasses, hat, scarf). Each child wears/holds one and says: “I am a king. I have a crown.” “I am a teacher. I have glasses.” “I am a doctor. I wear a hat.” Game: Dress-up Race (Advanced) Teacher shows costume cards (king, doctor, teacher, clown). Pupils quickly choose one, act it with movement, and classmates guess: Example: Child picks “clown” → jumps, laughs → says: “I am a clown. I make people laugh.” Classmates: “Yes, you are a clown!” Exercise: Match Clothes to Words (Extended) Teacher shows picture cards (hat, shirt, shoes, coat). Pupils match and make a sentence: Example: “This is a hat. I wear a hat.” “These are shoes. I put on shoes.” Text-based Task Teacher reads aloud: "The king has a crown. The teacher has glasses. The clown wears big shoes. The doctor has a white coat." Questions: Who has a crown? → “The king has a crown.” Who has glasses? → “The teacher has glasses.” Who wears big shoes? → “The clown wears big shoes.” Mini-Test (End of Lesson) Which word is clothes? a) Hat ✔️ b) Apple c) Dog Which sentence is correct? a) I am a king. I have a crown. ✔️ b) I am king. Crown. c) I king crown. What does the doctor have? a) A red coat b) A white coat ✔️ c) A crown		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks	Task: Costume Role Sentence 9–10: Says full “I am…” + clothing detail correctly. 7–8: Says “I am…” with small detail mistakes. 4–6: Says only “I am…” without detail. 1–3: Needs teacher’s help. 0: No attempt. Game: Dress-up Race 9–10: Acts + says role in a full sentence clearly. 7–8: Acts + says short word (not full sentence). 4–6: Acts only without words. 1–3: Needs help to act/speak. 0: No attempt. Exercise: Match Clothes to Words 9–10: Matches correctly + makes full sentence. 7–8: Matches + says word only. 4–6: Matches with mistake or incomplete sentence. 1–3: Needs teacher’s help. 0: No attempt. Text-based Task 9–10: All answers full and correct. 7–8: Short but correct answers. 4–6: Partial or with mistakes. 1–3: Needs teacher’s help. 0: No attempt. Mini-Test (End of Lesson) 9–10: 3/3 correct. 7–8: 2/3 correct. 4–6: 1 correct. 1–3: Random/unclear answers. 0: No attempt.
Lesson consolidation	"What Did I Like? What Was Difficult? What Did I Learn?" ? Instructions: Students answer three key questions: ✅ What did I like? – What was the most interesting part of the lesson? ⚠️ What was difficult? – Which task or concept was challenging? ? What did I learn? – What new thing did I learn today? This method encourages reflection and helps students analyze their learning progress.		Follows Instructions	Provides Feedback

Short-Term Lesson Plan №14

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:			Number of Absentees:
Topic:		At the School
Learning Objectives:		• 4.2.3.1 – respond to questions on familiar topics with simple phrases or sentences • 4.2.3.3 – take turns when speaking with others in a limited range of basic exchanges
Lesson Objective:		Students will role play classroom commands, follow and give instructions in English, and recognize common school objects with simple sentences
Value education		Respect → following teacher’s commands politely. Responsibility → taking care of school objects. Cooperation → playing “Simon Says” fairly as a group. Confidence → giving commands and responding in English.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions	Assessment		Resources
Organizational stage	"Compliment Bridge" Method Objective: Build friendly relationships and boost students' confidence. Students stand in a line and give a compliment to the classmate next to them. The process continues until everyone has received and given a kind word. This method enhances confidence and helps students start the lesson with a positive mindset.		Follows Instructions	Verbal Praise
New lesson	Role Play: Teacher + Student (Extended) Pairs act out a classroom dialogue. “Teacher” gives two different commands, “Student” follows and responds politely. Example: Teacher: “Stand up, please. Open your book.” Student: “Yes, teacher.” (stands up, opens book) Teacher: “Sit down, please.” Student: “Okay, thank you.” Game: Classroom Simon Says (Advanced) Teacher plays “Simon Says” with classroom actions. To make it harder, pupils must also say the action while doing it. Example: Teacher: “Simon says: Raise your hand.” → Pupils: “I am raising my hand!” Teacher: “Simon says: Write your name.” → Pupils: “I am writing my name!” Exercise: School Objects (Extended) Pupils draw or write names of school objects (book, pen, desk, bag, board). Then say a sentence about each. Example: Draws book → “This is a book. I read a book.” Draws bag → “This is a bag. I carry a bag.” Text-based Task Teacher reads aloud: "The student has a bag. He opens his book. The teacher says, ‘Sit down, please.’ The class listens." Questions: What does the student have? → “The student has a bag.” What does the teacher say? → “Sit down, please.” Who listens? → “The class listens.” Mini-Test (End of Lesson) What do you say in class? a) Sit down, please ✔️ b) Give me pizza c) Go home Which is a school object? a) Book ✔️ b) Apple c) Cat Which sentence is correct? a) This is a pen. ✔️ b) This pen. c) I pen.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks	Role Play: Teacher + Student 9–10: Gives/obeys 2–3 commands in full sentences politely. 7–8: Gives/obeys 2 commands but with short/incomplete phrases. 4–6: Gives/obeys only 1 command. 1–3: Needs teacher’s help to act or reply. 0: No attempt. Game: Classroom Simon Says 9–10: Acts + says full correct “I am …ing” sentence. 7–8: Acts + says short/partial sentence. 4–6: Acts only without speaking. 1–3: Needs teacher’s help to follow. 0: No attempt. Exercise: School Objects 9–10: Draws/writes + says full sentence correctly. 7–8: Draws/writes + says only single word. 4–6: Partial work with mistakes. 1–3: Needs help with words/sentences. 0: No attempt. Text-based Task 9–10: Answers all 3 questions in full sentences. 7–8: Answers in short but correct words. 4–6: Partial/unclear answers. 1–3: Needs teacher’s help. 0: No attempt. Mini-Test (End of Lesson) 9–10: 3/3 correct. 7–8: 2/3 correct. 4–6: 1 correct. 1–3: Random or unclear answers. 0: No attempt.
Lesson consolidation	Success Ladder" Method ? Instructions: The teacher draws a staircase on the board or provides individual worksheets with a ladder illustration. Students mark their current level of understanding and progress. The steps can represent different levels, such as: 1️⃣ I don't understand the topic. 2️⃣ I have some questions. 3️⃣ I partially understand. 4️⃣ I fully understand and can explain it to others. This method helps students self-assess their learning progress and encourages reflection.		Follows Instructions	Provides Feedback

Short-Term Lesson Plan №15

Name of the Educational Institution

Subject:

Unit:

Teacher's Full Name:

Date:

Grade:

Number of Participants:

Number of Absentees:

Topic:

Midterm Mini-Performance

Learning Objectives:

• 4.2.3.1 – respond to questions on familiar topics with simple phrases or sentences
• 4.2.5.1 – recount very short, basic stories/events in familiar contexts

Lesson Objective:

Students will work in groups to prepare and perform a short play in English (2–3 lines per pupil), practice their lines with teacher guidance, and show confidence on stage

Value education

Confidence → performing on stage with voice and gesture.

Respect → listening and clapping for classmates.

Teamwork → preparing and acting together as a group.

Creativity → using imagination to create a play.

Lesson Procedure

Planned Lesson Stages

Teacher's Actions

Student's Actions

Assessment

Resources

Organizational stage

"Circle of Kind Words" Method

Objective: Boost students' mood and foster friendly relationships.

The teacher gathers students in a circle and asks them to say kind words to each other.
Students take turns sharing positive wishes with a classmate or the whole class.
Example: “You look very cheerful today!” or “We will have a fun lesson together!”
This method creates warmth and a positive atmosphere among students.

Follows Instructions

Verbal Praise

New lesson

Task: Group Play Preparation (Extended)

Children are divided into small groups (3–5 pupils). Each group chooses a short scenario (at school, at the shop, at the restaurant, with animals). Every pupil must speak 2–3 lines in English.

Example (Shop play):
- Customer: “Hello! How much is this bread?”
- Shopkeeper: “It is two coins.”
- Customer: “Thank you! I want it, please.”

Exercise: Practice Lines (Rehearsal with Teacher)

Groups repeat their dialogues with teacher support. Teacher corrects pronunciation, intonation, and helps with gestures. Each child must practice saying the line + acting it.

Example correction: “Say louder: I am a king! Show your crown with hand.”

Game: Applause Circle (Performance Time)

After each group performs, the rest of the class claps in a circle. Each pupil says one sentence of praise.

Example praise:
- “Good job!”
- “I liked the king.”
- “The shop play was funny.”

Text-based Task

Teacher reads aloud:

"The children make a play. The teacher helps them. They speak English and act on stage. The class claps after the play."

Questions:

Who makes a play? → “The children make a play.”
Who helps them? → “The teacher helps them.”
What does the class do after the play? → “The class claps.”

Mini-Test (End of Lesson)

How many lines must each pupil say?
a) 1 line
b) 2–3 lines ✔️
c) 5 lines
What do classmates do after a play?
a) Sleep
b) Clap ✔️
c) Shout
Which sentence is correct?
a) I am king.
b) I am a king. ✔️
c) I king am.

Completes Tasks

Task: Group Play Preparation

9–10: Says 2–3 lines clearly, in order, with confidence.

7–8: Says 2–3 lines but with some pauses or small mistakes.

4–6: Says only 1 line or forgets part of dialogue.

1–3: Needs teacher’s help to speak.

0: No attempt.

Exercise: Practice Lines (Rehearsal)

9–10: Speaks clearly, corrects pronunciation, uses gesture.

7–8: Speaks correctly but no gesture/intonation.

4–6: Speaks with errors or very quietly.

1–3: Needs support to say line.

0: No attempt.

Game: Applause Circle (Performance Feedback)

9–10: Gives clear praise sentence + applause.

7–8: Gives short praise (“good”, “nice”), claps.

4–6: Very short or unclear praise.

1–3: Needs help to say anything.

0: No attempt.

Text-based Task

9–10: Answers all 3 questions in full sentences.

7–8: Answers correctly but short (1–2 words).

4–6: Partial or unclear answers.

1–3: Needs teacher’s help.

0: No attempt.

Mini-Test (End of Lesson)

9–10: 3/3 correct.

7–8: 2/3 correct.

4–6: 1 correct.

1–3: Random answers/unclear.

0: No attempt.

Lesson consolidation

"Know – Want to Know – Learned" (KWL) Method

? Instructions:

The teacher provides students with a three-column chart:

✅ Know (Білемін)	❓ Want to Know (Білгім келеді)	? Learned (Үйрендім)
What I already know about the topic	What I want to learn	What I have learned by the end of the lesson

At the beginning of the lesson, students fill in the first two columns.
At the end of the lesson, they complete the third column with new knowledge gained.
This method activates prior knowledge, encourages curiosity, and helps track learning progress.

Follows Instructions

Provides Feedback

Short-Term Lesson Plan №16

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:			Number of Absentees:
Topic:		Feedback and Reflection
Learning Objectives:		• 4.2.3.1 – respond to questions on familiar topics with simple phrases or sentences • 4.4.3.2 – write a short paragraph on curricular topics with support
Lesson Objective:		Students will express opinions about class activities, use simple English phrases for feedback, and practice giving one positive point and one suggestion for improvement
Value education		Respect → giving polite feedback to classmates. Support → helping each other improve. Confidence → expressing own feelings in English. Responsibility → reflecting on learning and setting goals.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions	Assessment		Resources
Organizational stage	"One Word" Method ? Objective: Determine students' emotional readiness for the lesson. The teacher asks the question: "What do you expect from today's lesson?" Each student responds with one word (e.g., interesting, useful, difficult, new, unique). Based on the responses, the teacher can adjust the lesson approach to match students' expectations and engagement levels.		Follows Instructions	Verbal Praise
New lesson	Task: Feedback Sentences (Extended) Each child says one full sentence about the lesson or performance. Teacher encourages variety: “I liked… / It was easy… / It was hard…” Examples: “I liked the play with the king.” “It was easy to say my lines.” “It was hard to remember my words.” Exercise: Smile/Frown Cards (Visual Feedback) Teacher gives each pupil two cards: ? (smile), ☹️ (frown). Teacher asks questions: “Was the play easy? Did you like the game?” Pupils hold up a card and say one word or sentence. Example: Teacher: “Was the play easy?” → Pupil: ? “Yes, it was easy.” Teacher: “Did you like the game?” → Pupil: ☹️ “No, it was hard.” Game: Star and Wish (Advanced) Each child gives feedback to a classmate: one star (good thing) and one wish (something to improve). Example: “My star: You spoke loudly. My wish: Please use more English words.” “My star: You acted very well. My wish: Speak slowly.” Text-based Task Teacher reads aloud: "The children finish the play. They say, ‘I liked it.’ Some say, ‘It was easy.’ Some say, ‘It was hard.’ The teacher says, ‘Good job! Let’s try again next time.’" Questions: What do the children say after the play? → “They say, I liked it.” What do some children say? → “Some say, It was easy. Some say, It was hard.” What does the teacher say? → “The teacher says, Good job!” Mini-Test (End of Lesson) What do you say when you liked something? a) I liked… ✔️ b) I am a king c) I am happy What is a “wish” in feedback? a) Something good b) Something to improve ✔️ c) A crown Which is correct? a) It was easy. ✔️ b) It easy. c) Was easy.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks	Task: Feedback Sentences 9–10: Full sentence with detail (“I liked the play with the king”). 7–8: Full sentence but very simple. 4–6: Short phrase only (“I liked”). 1–3: Needs teacher’s help. 0: No attempt. Exercise: Smile/Frown Cards 9–10: Shows correct card + full sentence (“? Yes, it was easy.”). 7–8: Shows card + short answer (“Yes”). 4–6: Shows card only. 1–3: Needs teacher’s help. 0: No attempt. Game: Star and Wish 9–10: Gives 1 star + 1 wish in full sentences. 7–8: Gives 1 star or 1 wish only. 4–6: Very short praise without explanation. 1–3: Needs teacher’s help. 0: No attempt. Text-based Task 9–10: Answers all 3 questions in full sentences. 7–8: Answers in short sentences or words but correct. 4–6: Answers only 1 question or with errors. 1–3: Needs teacher’s support. 0: No attempt. Mini-Test (End of Lesson) 9–10: 3/3 correct. 7–8: 2/3 correct. 4–6: 1 correct. 1–3: Random/unclear answers. 0: No attempt.
Lesson consolidation	"Five Fingers" Method ? Instructions: The teacher shows students a picture of a hand and explains the meaning of each finger: ? Thumb – I liked it. ☝️ Index Finger – It was difficult for me. ✋ Middle Finger – It was unclear to me. ? Ring Finger – I gained new knowledge. ? Little Finger – I can now apply it. Students reflect on the lesson by choosing the finger that best describes their experience. This method helps assess understanding and gather feedback on the lesson.		Follows Instructions	Provides Feedback

Short-Term Lesson Plan №17

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:			Number of Absentees:
Topic:		Invent a Character
Learning Objectives:		• 4.2.4.1 – provide simple descriptions of people, objects, actions, and feelings • 4.2.3.3 – take turns when speaking with others in a limited range of basic exchanges
Lesson Objective:		Students will create and present an original character in English, describe its abilities in short sentences, and act it out for classmates
Value education		Creativity → inventing new characters with imagination. Confidence → presenting own drawing and sentences to the class. Respect → listening carefully and guessing politely. Teamwork → playing the guessing game together.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions	Assessment		Resources
Organizational stage	"Show Your Mood" Objective: Determine students' mood and assess their readiness for the lesson. The teacher displays various emoji representing different emotions. Students select an emoji that reflects how they feel about the lesson or place a sticky note on the board. Based on students' moods, the teacher adjusts lesson engagement strategies accordingly.		Follows Instructions	Verbal Praise
New lesson	Task: Draw and Introduce a Character (Extended) Children draw their own invented character (e.g., Super Cat, Flying Dog, Magic Princess). Then they stand up and introduce it in English with 2 details. Examples: “I am Super Cat. I can jump. I have a red cape.” “I am Magic Bird. I can fly. I am blue.” Game: Walk like Your Character (Advanced) Each child acts like their invented character with movements. Classmates must guess by asking: “Are you…?” Example: Child walks and says: “I can fly.” (spreads arms like wings). Class: “Are you a bird?” → Child: “Yes, I am Magic Bird.” Exercise: Short Ability Sentences (Extended) Children use their characters to make ability sentences with “can.” Examples: “I can fly.” “I can jump.” “I can run fast.” “I can make magic.” Text-based Task Teacher reads aloud: "This is Super Dog. He can run fast. He can jump high. He has a blue cape." Questions: What is his name? → “His name is Super Dog.” What can he do? → “He can run fast and jump high.” What does he have? → “He has a blue cape.” Mini-Test (End of Lesson) Which sentence is correct? a) I can fly. ✔️ b) I fly can. c) Can I fly. What do you say to introduce your character? a) I am Super Cat. ✔️ b) My name Super Cat. c) I Super Cat. Which is an ability? a) I can jump. ✔️ b) I am shoes. c) I have bag.		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks	Task: Draw and Introduce a Character 9–10: Full intro with name + 2 details. 7–8: Intro with name + 1 detail. 4–6: Only name or very short answer. 1–3: Needs teacher’s help. 0: No attempt. Game: Walk like Your Character 9–10: Acts + says sentence + classmates guess. 7–8: Acts only with little/no speech. 4–6: Partial acting or unclear guessing. 1–3: Needs teacher’s help. 0: No attempt. Exercise: Short Ability Sentences 9–10: Creates 2–3 correct “can” sentences. 7–8: Creates 1 correct sentence. 4–6: Attempts but with mistakes. 1–3: Needs teacher’s help. 0: No attempt. Text-based Task 9–10: All 3 answers in full sentences. 7–8: 2 correct short answers. 4–6: 1 correct answer only. 1–3: Needs help. 0: No attempt. Mini-Test (End of Lesson) 9–10: 3/3 correct. 7–8: 2/3 correct. 4–6: 1 correct. 1–3: Random/unclear answers. 0: No attempt.
Lesson consolidation	"Success Ladder" The teacher draws a staircase on the board or provides a ready-made template. Students mark the level where they feel they are: 1️⃣ I did not understand the topic. 2️⃣ I still have some questions. 3️⃣ I partially understood. 4️⃣ I fully understood and can explain it to others.		Follows Instructions	Provides Feedback

Short-Term Lesson Plan 18

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:			Number of Absentees:
Topic:		Dialogue Practice: Asking & Answering
Learning Objectives:		• 4.2.3.1 – respond to questions on familiar topics with simple phrases or sentences • 4.2.3.3 – take turns when speaking with others in a limited range of basic exchanges
Lesson Objective:		Students will practice asking and answering simple personal questions in English, conduct pair dialogues, and give short Yes/No answers confidently
Value education		Respect → listening carefully when others speak. Confidence → asking and answering in front of peers. Friendship → learning about each other through questions. Responsibility → completing dialogue tasks honestly
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions	Assessment		Resources
Organizational stage	"Secret Gift" Method Objective: Encourage students and increase their interest in the lesson. The teacher informs students that the most active participant of the lesson will receive a "secret gift." The gift can be a small item (badge, candy, stickers) or a card with words of praise. This method helps boost students' motivation and engagement.		Follows Instructions	Verbal Praise
New lesson	Task: Pair Dialogue (Extended) Pupils work in pairs. Each asks and answers two questions: “What’s your name?” and “How old are you?” They must say both answers in full sentences. Example: A: “What’s your name?” B: “My name is Anna. What’s your name?” A: “My name is Ali. How old are you?” B: “I am eight years old.” Game: Find Someone Who… (Advanced) Each pupil gets a short list (Find someone who is 7 / Find someone who has a brother / Find someone whose name starts with A). Pupils walk around and ask questions in English: “How old are you? Do you have a brother? What’s your name?” Example: Pupil A: “How old are you?” Pupil B: “I am seven.” → A writes name in list. Exercise: Yes/No Answers (Extended) Teacher practices Yes/No questions with pupils. Examples: Teacher: “Are you a boy?” → Pupil: “Yes, I am.” / “No, I am not.” Teacher: “Are you eight years old?” → Pupil: “Yes, I am.” Text-based Task Teacher reads aloud: "A boy says, ‘My name is Omar. I am nine years old.’ His friend says, ‘My name is Alia. I am eight years old.’ They ask each other: ‘How old are you?’" Questions: What is the boy’s name? → “His name is Omar.” How old is Omar? → “He is nine years old.” How old is Alia? → “She is eight years old.” Mini-Test (End of Lesson) Which is correct? a) My name is Ali. ✔️ b) I name Ali. c) Name is Ali. How do you answer: “Are you ten?” a) Yes, I am. ✔️ b) Yes, I. c) I yes. Which question is correct? a) What your name? b) What’s your name? ✔️ c) You name is?		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks	Task: Pair Dialogue 9–10: Asks & answers both questions in full sentences. 7–8: Asks/answers only one question correctly. 4–6: Partial attempt, short/incomplete answers. 1–3: Needs teacher’s help. 0: No attempt. Game: Find Someone Who… 9–10: Asks/answers 2–3 questions politely. 7–8: Asks/answers 1 question only. 4–6: Very short or unclear attempt. 1–3: Needs teacher’s help. 0: No attempt. Exercise: Yes/No Answers 9–10: Gives correct Yes/No in full sentence. 7–8: Says only “Yes” or “No.” 4–6: Attempt with mistakes. 1–3: Needs teacher’s help. 0: No attempt. Text-based Task 9–10: All 3 answers in full sentences. 7–8: 2 short but correct answers. 4–6: 1 correct answer only. 1–3: Needs help. 0: No attempt. Mini-Test (End of Lesson) 9–10: 3/3 correct. 7–8: 2/3 correct. 4–6: 1 correct. 1–3: Random or unclear answers. 0: No attempt.
Lesson consolidation	"Two Stars, One Wish" Each student writes two positive things (stars) and one suggestion (wish): ⭐ Today I learned this well... ⭐ I completed this task successfully... ? I need to improve on this... The teacher collects and analyzes students' responses.		Follows Instructions	Provides Feedback

Short-Term Lesson Plan №19

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:			Number of Absentees:
Topic:		Action Verbs on Stage
Learning Objectives:		• 4.2.4.1 – provide simple descriptions of people, objects, actions, and feelings • 4.1.3.1 – understand an increasing range of instructions and directions
Lesson Objective:		Students will recognize and use common action verbs in English through acting, speaking, and short writing/drawing tasks
Value education		Confidence → acting verbs with clear voice and movement. Creativity → using imagination in charades. Respect → listening and guessing politely. Teamwork → working together in guessing games.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions	Assessment		Resources
Organizational stage	"Magic Word" Method Objective: Spark interest in the lesson topic and encourage teamwork. The teacher presents a “magic word” related to the lesson topic. Students share their thoughts on its meaning and how it connects to the lesson. For example, in a lesson about fractions, the teacher says "divide" and asks students to explain its meaning. After students respond, the teacher reveals the lesson topic.		Follows Instructions	Verbal Praise
New lesson	Game: Verb Charades (Advanced) One pupil acts an action verb, others must guess and say in a full sentence. Example: Child jumps → Class: “He is jumping!” Child writes → Class: “She is writing!” Task: Listen, Do, and Say (Extended) Teacher says an action verb, pupils must do it and say aloud a short sentence: “I am [verb+ing].” Examples: Teacher: “Run!” → Pupils run + say “I am running!” Teacher: “Clap!” → Pupils clap + say “I am clapping!” Exercise: Write/Draw Action Verbs (Extended) Pupils write or draw 2–3 action verbs and present them in a sentence. Examples: Drawing of boy running → “He is running.” Writing “jump” → “I can jump.” Text-based Task Teacher reads aloud: "The girl is dancing. The boy is running. The dog is jumping." Questions: What is the girl doing? → “The girl is dancing.” What is the boy doing? → “The boy is running.” What is the dog doing? → “The dog is jumping.” Mini-Test (End of Lesson) Which is an action verb? a) Run ✔️ b) Chair c) Bag Which sentence is correct? a) I am jumping. ✔️ b) I jumping. c) I am jump. What verb means “қол шапалақтау”? a) Jump b) Clap ✔️ c) Sit		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks	Game: Verb Charades 9–10: Guesses correctly in full sentence (“He is jumping”). 7–8: Says only the verb (“jumping”). 4–6: Attempts but with mistakes/incomplete. 1–3: Needs help to answer. 0: No attempt. Task: Listen, Do, and Say 9–10: Acts + says full sentence (“I am running”). 7–8: Acts only, no sentence. 4–6: Partial attempt or one word only. 1–3: Needs teacher’s help. 0: No attempt. Exercise: Write/Draw Action Verbs 9–10: Draws/writes + says 2–3 full sentences correctly. 7–8: Draws/writes + says only single words. 4–6: Attempts but unclear/with errors. 1–3: Needs teacher’s support. 0: No attempt. Text-based Task 9–10: Answers all 3 questions in full sentences. 7–8: 2 correct answers, some short. 4–6: 1 short or partial answer. 1–3: Needs help. 0: No attempt. Mini-Test (End of Lesson) 9–10: 3/3 correct. 7–8: 2/3 correct. 4–6: 1 correct. 1–3: Random or unclear answers. 0: No attempt.
Lesson consolidation	"Traffic Light" Method The teacher provides students with three colored cards: green, yellow, and red. Green – I am ready for the lesson, everything is clear. Yellow – I have some questions, but I am ready to work. Red – I do not understand the topic, I need help.		Follows Instructions	Provides Feedback

Short-Term Lesson Plan №20

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:			Number of Absentees:
Topic:		At the Doctor
Learning Objectives:		• 4.2.3.2 – express immediate needs, using basic phrases/statements • 4.2.3.3 – take turns when speaking with others in a limited range of basic exchanges
Lesson Objective:		Students will role play doctor–patient dialogues, use simple phrases to describe feelings or illnesses, and identify basic body parts in English
Value education		Respect → listening politely in doctor–patient roles. Responsibility → learning how to care for health. Confidence → speaking about body and health in English. Cooperation → acting and guessing together in group activities.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions	Assessment		Resources
Organizational stage	"Magic Box" Method Objective: Increase students' interest and motivation for the lesson. The teacher places an object (symbolic) related to the lesson inside a mystery box. Students guess what might be inside and share their thoughts. The teacher then reveals the object and explains its connection to the lesson. This method develops students' inquiry skills and curiosity.		Follows Instructions	Verbal Praise
New lesson	Role Play: Doctor + Patient (Extended) Pairs act out a mini-scene. Patient says a problem, doctor responds with advice. Example dialogue: Patient: “Hello, doctor. I have a headache.” Doctor: “Take a rest. Drink water.” Patient: “Thank you, doctor.” Game: Doctor’s Bag (Advanced) Teacher shows toy tools or cards (thermometer, stethoscope, bandage). Pupils take one and act as doctor using a phrase. Examples: Child with thermometer: “I take your temperature.” Child with bandage: “I help your arm.” Exercise: Match Body Parts (Extended) Children match picture cards of body parts (head, hand, leg, stomach) with words. Then make a sentence. Examples: “This is my head. I have a headache.” “This is my leg. My leg hurts.” Text-based Task Teacher reads aloud: "A boy goes to the doctor. He says, ‘I have a stomachache.’ The doctor says, ‘Drink tea and rest.’ The boy says, ‘Thank you, doctor.’" Questions: What problem does the boy have? → “He has a stomachache.” What does the doctor say? → “Drink tea and rest.” What does the boy say? → “Thank you, doctor.” Mini-Test (End of Lesson) Which is correct? a) I have a headache. ✔️ b) I headache. c) I am headache. What do you use to check temperature? a) A bandage b) A thermometer ✔️ c) A book Which body part is “бас”? a) Head ✔️ b) Hand c) Leg		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks	Role Play: Doctor + Patient 9–10: Says 2–3 clear lines in role (problem + advice + thanks). 7–8: Says only 1 full line. 4–6: Partial attempt, unclear or short phrase. 1–3: Needs teacher’s help. 0: No attempt. Game: Doctor’s Bag 9–10: Names tool + says correct doctor phrase. 7–8: Names tool only. 4–6: Attempts but with mistakes/hesitation. 1–3: Needs teacher’s help. 0: No attempt. Exercise: Match Body Parts 9–10: Matches card + says full sentence with detail. 7–8: Matches + says only word. 4–6: Partial or incorrect attempt. 1–3: Needs support. 0: No attempt. Text-based Task 9–10: Answers all 3 in full sentences. 7–8: 2 correct answers, short form. 4–6: 1 short or incomplete answer. 1–3: Needs help. 0: No attempt. Mini-Test (End of Lesson) 9–10: 3/3 correct. 7–8: 2/3 correct. 4–6: 1 correct. 1–3: Random or unclear. 0: No attempt.
Lesson consolidation	"Mood Emojis" Method ? Instructions: The teacher shows students different emoji images (???) or other mood-indicating symbols. Students select an emoji that best represents their mood and attitude towards the lesson. This method helps the teacher understand students' emotional state and adjust the lesson approach accordingly.		Follows Instructions	Provides Feedback

Short-Term Lesson Plan №21

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:			Number of Absentees:
Topic:		Telling Short Jokes
Learning Objectives:		• 4.2.3.1 – respond to questions on familiar topics with simple phrases or sentences • 4.1.4.2 – understand the main points of short talks on familiar everyday topics
Lesson Objective:		Students will listen to, repeat, and perform simple jokes in English; practice saying funny words with expression; and create short punchlines of their own
Value education		oy and positivity → laughing together in class. Creativity → inventing and performing funny punchlines. Confidence → saying jokes aloud with expression. Respect → laughing with classmates, not at them.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions	Assessment		Resources
Organizational stage	"Circle of Kind Words" Method Objective: Boost students' mood and foster friendly relationships. The teacher gathers students in a circle and asks them to say kind words to each other. Students take turns sharing positive wishes with a classmate or the whole class. Example: “You look very cheerful today!” or “We will have a fun lesson together!” This method creates warmth and a positive atmosphere among students.		Follows Instructions	Verbal Praise
New lesson	Task: Repeat Simple Jokes (Extended) Teacher shows 2–3 very short jokes on the board. Pupils repeat with gestures and expression. Example joke: Teacher: “Why did the cat sit on the computer?” Pupils (punchline): “To keep an eye on the mouse!” (gesture: big eyes ?) Example joke: Teacher: “What is black, white, and read all over?” Pupils: “A newspaper!” Game: Funny Face + Funny Word (Advanced) Each pupil says a funny English word (banana, chicken, jelly, moo) while making a silly face. The class votes whose joke is funniest. Example: Child: ? “BANANA!” (silly voice) Class laughs. Exercise: Write 1–2 Word Punchline (Extended) Pupils finish a joke with their own short punchline (teacher gives setup). Example: Teacher: “Knock, knock!” Pupils: “Who’s there?” Teacher: “Cow says.” Pupil’s punchline: “Moo!” (class laughs) Another: Teacher: “What does a duck say at school?” Pupil’s punchline: “Quack!” Text-based Task Teacher reads aloud: "The teacher tells a joke. The children laugh. One boy says a funny word. One girl makes a funny face." Questions: What does the teacher tell? → “The teacher tells a joke.” What do the children do? → “The children laugh.” Who makes a funny face? → “The girl makes a funny face.” Mini-Test (End of Lesson) What is the funny last part of a joke called? a) Ending b) Punchline ✔️ c) Question Which is correct? a) Why cat sit computer? b) Why did the cat sit on the computer? ✔️ c) Cat sit computer why? What sound does a cow make? a) Quack b) Moo ✔️ c) Meow		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks	Task: Repeat Simple Jokes 9–10: Repeats punchline clearly with gesture/expression. 7–8: Repeats punchline without expression. 4–6: Short/unclear attempt. 1–3: Needs teacher’s help. 0: No attempt. Game: Funny Face + Funny Word 9–10: Says word + adds funny face/voice. 7–8: Says word only. 4–6: Unclear word, weak attempt. 1–3: Needs help. 0: No attempt. Exercise: Write 1–2 Word Punchline 9–10: Writes/says correct funny punchline. 7–8: Gives word but not funny/complete. 4–6: Weak or off-topic attempt. 1–3: Needs help. 0: No attempt. Text-based Task 9–10: 3 full sentence answers. 7–8: 2 short correct answers. 4–6: 1 short answer. 1–3: Needs help. 0: No attempt. Mini-Test 9–10: 3/3 correct. 7–8: 2/3 correct. 4–6: 1 correct. 1–3: Random/unclear. 0: No attempt.
Lesson consolidation	"What Did I Like? What Was Difficult? What Did I Learn?" ? Instructions: Students answer three key questions: ✅ What did I like? – What was the most interesting part of the lesson? ⚠️ What was difficult? – Which task or concept was challenging? ? What did I learn? – What new thing did I learn today? This method encourages reflection and helps students analyze their learning progress.		Follows Instructions	Provides Feedback

Short-Term Lesson Plan №22

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:			Number of Absentees:
Topic:		Puppet Theatre
Learning Objectives:		• 4.2.5.1 – recount very short, basic stories and events on familiar everyday topics • 4.2.3.3 – take turns when speaking with others in a limited range of basic exchanges
Lesson Objective:		Students will perform short dialogues with puppets, practice answering puppet questions in English, and create their own paper puppets with names
Value education		Creativity → designing and naming puppets. Confidence → speaking through a puppet on stage. Respect → listening to classmates’ puppet plays. Teamwork → cooperating in pair dialogues
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions	Assessment		Resources
Organizational stage	"Compliment Bridge" Method Objective: Build friendly relationships and boost students' confidence. Students stand in a line and give a compliment to the classmate next to them. The process continues until everyone has received and given a kind word. This method enhances confidence and helps students start the lesson with a positive mindset.		Follows Instructions	Verbal Praise
New lesson	Task: Puppet Dialogue (Extended) Children use teacher’s puppets (or paper puppets) in pairs. Each puppet must say 2–3 lines in dialogue. Example: Puppet A: “Hello! What’s your name?” Puppet B: “My name is Tom. How are you?” Puppet A: “I am happy. Thank you!” Game: Puppet Questions (Advanced) Teacher uses a puppet to ask Yes/No or Wh- questions. Children must answer in full sentences. Examples: Puppet: “Are you a boy?” → Child: “Yes, I am.” Puppet: “What is your favorite food?” → Child: “My favorite food is pizza.” Puppet: “Can you dance?” → Child: “Yes, I can dance.” Exercise: Make and Name Puppets (Extended) Children make simple paper puppets (stick puppets, finger puppets). Each child introduces their puppet with name and detail. Examples: “This is my puppet. His name is Max. He is funny.” “This is my puppet. Her name is Lily. She is kind.” Text-based Task Teacher reads aloud: "Two puppets are on stage. One says, ‘Hello! How are you?’ The other says, ‘I am fine, thank you.’ The class claps." Questions: How many puppets are on stage? → “Two puppets are on stage.” What does the first puppet say? → “Hello! How are you?” What does the class do? → “The class claps.” Mini-Test (End of Lesson) What do children use to act in Puppet Theatre? a) Dolls b) Puppets ✔️ c) Toys Which is correct? a) This my puppet. b) This is my puppet. ✔️ c) I puppet. What can a puppet do in class? a) Speak English ✔️ b) Write a test c) Eat lunch		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks	Task: Puppet Dialogue 9–10: Says 2–3 lines clearly with puppet. 7–8: Says 1 full line. 4–6: Short/unclear attempt. 1–3: Needs teacher’s help. 0: No attempt. Game: Puppet Questions 9–10: Answers Yes/No or Wh- in full sentences. 7–8: Gives one-word answers. 4–6: Incomplete or unclear response. 1–3: Needs help. 0: No attempt. Exercise: Make and Name Puppets 9–10: Introduces puppet with name + detail. 7–8: Gives puppet’s name only. 4–6: Says unclear/very short word. 1–3: Needs support. 0: No attempt. Text-based Task 9–10: 3 full correct answers. 7–8: 2 short correct answers. 4–6: 1 short answer. 1–3: Needs help. 0: No attempt. Mini-Test 9–10: 3/3 correct. 7–8: 2/3 correct. 4–6: 1 correct. 1–3: Random/unclear answers. 0: No attempt.
Lesson consolidation	Success Ladder" Method ? Instructions: The teacher draws a staircase on the board or provides individual worksheets with a ladder illustration. Students mark their current level of understanding and progress. The steps can represent different levels, such as: 1️⃣ I don't understand the topic. 2️⃣ I have some questions. 3️⃣ I partially understand. 4️⃣ I fully understand and can explain it to others. This method helps students self-assess their learning progress and encourages reflection.		Follows Instructions	Provides Feedback

Short-Term Lesson Plan №23

Name of the Educational Institution

Subject:

Unit:

Teacher's Full Name:

Date:

Grade:

Number of Participants:

Number of Absentees:

Topic:

Improvisation Games

Learning Objectives:

• 4.2.3.1 – respond to questions on familiar topics with simple phrases or sentences
• 4.2.3.3 – take turns when speaking with others in a limited range of basic exchanges

Lesson Objective:

Students will practice improvisation in English by creating one-word stories, acting short unscripted scenes, and inventing simple dialogues

Value education

Creativity → inventing new stories and scenes.

Confidence → speaking English without a script.

Respect → listening and waiting for classmates’ turn in story game.

Teamwork → building one story together as a group

Lesson Procedure

Planned Lesson Stages

Teacher's Actions

Student's Actions

Assessment

Resources

Organizational stage

"Circle of Kind Words" Method

Objective: Boost students' mood and foster friendly relationships.

The teacher gathers students in a circle and asks them to say kind words to each other.
Students take turns sharing positive wishes with a classmate or the whole class.
Example: “You look very cheerful today!” or “We will have a fun lesson together!”
This method creates warmth and a positive atmosphere among students.

Follows Instructions

Verbal Praise

New lesson

Game: One-word Story (Advanced)

Children sit in a circle. Each pupil adds one English word to continue the story. Teacher encourages use of verbs, adjectives, and fun nouns.

Example:
- Pupil 1: “A”
- Pupil 2: “cat”
- Pupil 3: “jumps”
- Pupil 4: “high”
- Pupil 5: “in”
- Pupil 6: “school.”
  → Story: “A cat jumps high in school.”

Task: Act a Scene Without Script (Extended)

Teacher gives 2–3 words (e.g., dog, ball, park). Children improvise a short scene using only those words in English.

Example:
- Child A: “Dog!” (points to toy dog).
- Child B: “Ball!” (throws toy ball).
- Child C: “Park, play!” (runs, laughs).
  → Scene becomes: “Dog plays with ball in park.”

Exercise: Create 2-line Dialogue (Extended)

Children work in pairs to create a mini dialogue with 2 lines each.

Example:
- A: “Hello, do you like apples?”
- B: “Yes, I like apples. Do you like bananas?”
- A: “Yes, I do.”
- B: “Great!”

Text-based Task

Teacher reads aloud:

"The children play a story game. One says ‘cat,’ one says ‘runs,’ one says ‘park.’ They act a funny scene together."

Questions:

What game do the children play? → “They play a story game.”
What words do they use? → “Cat, runs, park.”
What do they do together? → “They act a funny scene.”

Mini-Test (End of Lesson)

What is “improvisation”?
a) Acting without a script ✔️
b) Reading a book
c) Singing a song
Which is correct?
a) A dog plays ball.
b) A dog plays with a ball. ✔️
c) Dog play ball.
How many lines in today’s mini dialogue?
a) 1 line each
b) 2 lines each ✔️
c) 5 lines each

Completes Tasks

Game: One-word Story

9–10: Adds correct word in sequence, fits story.

7–8: Adds a word but doesn’t fit well.

4–6: Word unclear/weak.

1–3: Needs teacher’s help.

0: No attempt.

Task: Act a Scene Without Script

9–10: Uses all given words with action.

7–8: Uses some words, partial action.

4–6: Only 1 word/action used.

1–3: Needs support.

0: No attempt.

Exercise: Create 2-line Dialogue

9–10: 2 full lines each in pair.

7–8: Only 1 line per pupil.

4–6: Very short/unclear.

1–3: Needs teacher’s help.

0: No attempt.

Text-based Task

9–10: 3 full correct answers.

7–8: 2 short answers.

4–6: 1 answer only.

1–3: Needs help.

0: No attempt.

Mini-Test

9–10: 3/3 correct.

7–8: 2/3 correct.

4–6: 1/3 correct.

1–3: Random/unclear.

0: No attempt.

Lesson consolidation

"Know – Want to Know – Learned" (KWL) Method

? Instructions:

The teacher provides students with a three-column chart:

✅ Know (Білемін)	❓ Want to Know (Білгім келеді)	? Learned (Үйрендім)
What I already know about the topic	What I want to learn	What I have learned by the end of the lesson

At the beginning of the lesson, students fill in the first two columns.
At the end of the lesson, they complete the third column with new knowledge gained.
This method activates prior knowledge, encourages curiosity, and helps track learning progress.

Follows Instructions

Provides Feedback

Short-Term Lesson Plan №24

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:			Number of Absentees:
Topic:		Reading for Performance
Learning Objectives:		• 4.3.3.2 – identify the main points of short simple texts with support • 4.3.1.1 – read and pronounce frequently used words correctly
Lesson Objective:		Students will practice reading a short script aloud with correct intonation, identify role names and lines, and repeat lines in echo reading to build confidence in performance
Value education		Confidence → speaking lines loudly and clearly. Respect → listening to partners during reading. Creativity → using intonation to bring words to life. Teamwork → performing in pairs with cooperation
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions	Assessment		Resources
Organizational stage	"One Word" Method ? Objective: Determine students' emotional readiness for the lesson. The teacher asks the question: "What do you expect from today's lesson?" Each student responds with one word (e.g., interesting, useful, difficult, new, unique). Based on the responses, the teacher can adjust the lesson approach to match students' expectations and engagement levels.		Follows Instructions	Verbal Praise
New lesson	Task: Read Short Script Aloud in Pairs (Extended) Children work in pairs with a short, simple script (e.g., “At the Shop” or “At the Zoo”). Each pupil takes one role and reads 2–3 lines aloud with expression. Example script: Customer: “Hello! I want an apple, please.” Shopkeeper: “Here you are. It’s red and sweet.” Customer: “Thank you very much!” Game: Echo Reading (Advanced) Teacher reads a line with expression. Pupils repeat like “actors,” copying tone, rhythm, and volume. Example: Teacher: “I am very happy today!” (loud, smiling). Pupils: “I am very happy today!” (copy voice and mood). Teacher: “I am very sad…” (slow, quiet). Pupils: “I am very sad…” (copy mood). Exercise: Highlight Role Names and Lines (Extended) Pupils take a short script. They highlight role names (e.g., Teacher, Student, Dog, Cat) in one color and their lines in another. Then they practice saying their lines aloud. Example: TEACHER: “Stand up, please.” STUDENT: “Yes, teacher.” Text-based Task Teacher reads aloud: "The children read a play. One is the teacher, one is the student. They say the lines and act. The class listens and claps." Questions: What do the children read? → “The children read a play.” Who are the roles? → “One is the teacher, one is the student.” What does the class do? → “The class listens and claps.” Mini-Test (End of Lesson) What is a “script”? a) A song b) A play text ✔️ c) A picture Which is correct? a) I want apple please. b) I want an apple, please. ✔️ c) I apple want please. What do we highlight in a script? a) Pictures b) Role names and lines ✔️ c) Numbers		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks	Task: Read Short Script Aloud in Pairs 9–10: Reads 2–3 lines clearly with expression. 7–8: Reads lines but little expression. 4–6: Reads 1 line or very weakly. 1–3: Needs teacher’s help. 0: No attempt. Game: Echo Reading 9–10: Repeats line with correct tone and rhythm. 7–8: Repeats but flat. 4–6: Repeats partly, weak. 1–3: Needs support. 0: No attempt. Exercise: Highlight Role Names and Lines 9–10: Highlights roles + reads aloud correctly. 7–8: Highlights but weak reading. 4–6: Highlights only, no reading. 1–3: Needs teacher’s help. 0: No attempt. Text-based Task 9–10: 3 full correct answers. 7–8: 2 short answers. 4–6: 1 answer only. 1–3: Needs support. 0: No attempt. Mini-Test 9–10: 3/3 correct. 7–8: 2/3 correct. 4–6: 1/3 correct. 1–3: Random or unclear. 0: No attempt.
Lesson consolidation	"Five Fingers" Method ? Instructions: The teacher shows students a picture of a hand and explains the meaning of each finger: ? Thumb – I liked it. ☝️ Index Finger – It was difficult for me. ✋ Middle Finger – It was unclear to me. ? Ring Finger – I gained new knowledge. ? Little Finger – I can now apply it. Students reflect on the lesson by choosing the finger that best describes their experience. This method helps assess understanding and gather feedback on the lesson.		Follows Instructions	Provides Feedback

Short-Term Lesson Plan №25

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:			Number of Absentees:
Topic:		Pair Performance: Dialogues
Learning Objectives:		• 4.2.3.3 – take turns when speaking with others in a limited range of basic exchanges • 4.2.3.1 – respond to questions on familiar topics with simple phrases or sentences
Lesson Objective:		Students will memorize and perform short dialogues in pairs, switch roles to show understanding, and write simple dialogues with teacher support
Value education		Confidence → memorizing and performing without paper. Respect → listening and clapping for classmates. Responsibility → learning lines carefully. Teamwork → helping a partner during performance.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions	Assessment		Resources
Organizational stage	"Show Your Mood" Objective: Determine students' mood and assess their readiness for the lesson. The teacher displays various emoji representing different emotions. Students select an emoji that reflects how they feel about the lesson or place a sticky note on the board. Based on students' moods, the teacher adjusts lesson engagement strategies accordingly.		Follows Instructions	Verbal Praise
New lesson	Task: Memorize and Perform Short Dialogue (Extended) Teacher gives pupils a short dialogue (e.g., “At the Restaurant”). Pupils memorize 2–3 lines each and perform in front of the class. Example: Waiter: “Good afternoon! What do you want?” Customer: “I want pizza, please.” Waiter: “Here you are. Enjoy your meal!” Customer: “Thank you very much!” Game: Switch Roles (Advanced) After the first performance, pupils swap roles and perform the same dialogue again. This tests memory and flexibility. Example: First round → Child A is Waiter, Child B is Customer. Second round → Child A is Customer, Child B is Waiter. Exercise: Write a Dialogue with Teacher’s Help (Extended) Pairs create a very short dialogue (2–3 lines each) on a familiar topic (at school, in the shop, at the zoo). Teacher supports with key words on the board. Example (At School): Teacher: “Stand up, please.” Student: “Yes, teacher.” Teacher: “Open your book.” Student: “Okay!” Text-based Task Teacher reads aloud: "Two pupils learn a dialogue. They say the lines. Then they change roles and act again. The class claps." Questions: How many pupils act the dialogue? → “Two pupils act the dialogue.” What do they do after the first performance? → “They change roles.” What does the class do? → “The class claps.” Mini-Test (End of Lesson) What is a “dialogue”? a) One person speaking b) Two people speaking ✔️ c) A song Which is correct? a) I want pizza, please. ✔️ b) I want pizzas please. c) Pizza I want please. What happens in “Switch roles”? a) Pupils change roles ✔️ b) Pupils stop acting c) Pupils write a test		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks	Task: Memorize and Perform Dialogue 9–10: Recites 2–3 lines from memory with expression. 7–8: Recites with some help/paper. 4–6: 1 line only. 1–3: Needs teacher’s support. 0: No attempt. Game: Switch Roles 9–10: Plays both roles confidently. 7–8: One role strong, weaker in other. 4–6: Struggles in both. 1–3: Needs teacher’s support. 0: No attempt. Exercise: Write a Dialogue 9–10: Writes & performs 2–3 lines each. 7–8: 1 line each. 4–6: Minimal, incomplete. 1–3: Needs teacher’s support. 0: No attempt. Text-based Task 9–10: 3 full correct answers. 7–8: 2 short answers. 4–6: 1 answer only. 1–3: Needs help. 0: No attempt. Mini-Test 9–10: 3/3 correct. 7–8: 2/3 correct. 4–6: 1/3 correct. 1–3: Random/unclear. 0: No attempt.
Lesson consolidation	"Success Ladder" The teacher draws a staircase on the board or provides a ready-made template. Students mark the level where they feel they are: 1️⃣ I did not understand the topic. 2️⃣ I still have some questions. 3️⃣ I partially understood. 4️⃣ I fully understood and can explain it to others.		Follows Instructions	Provides Feedback

Short-Term Lesson Plan №26

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:			Number of Absentees:
Topic:		Group Performance: Skits
Learning Objectives:		• 4.2.3.3 – take turns when speaking with others in a limited range of basic exchanges • 4.2.3.1 – respond to questions on familiar topics with simple phrases or sentences
Lesson Objective:		Students will collaborate in groups to prepare and perform a short skit in English, rehearse with simple props, and participate in positive feedback activities
Value education		Teamwork → preparing and performing together. Confidence → speaking lines on stage with props. Respect → clapping and praising classmates. Creativity → using imagination in group skits.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions	Assessment		Resources
Organizational stage	"Secret Gift" Method Objective: Encourage students and increase their interest in the lesson. The teacher informs students that the most active participant of the lesson will receive a "secret gift." The gift can be a small item (badge, candy, stickers) or a card with words of praise. This method helps boost students' motivation and engagement.		Follows Instructions	Verbal Praise
New lesson	Task: Prepare Skit in Groups (Extended) Children work in groups of 4–5. Teacher provides a theme (e.g., At the Shop, At School, In the Park). Each child must say at least 2 lines in the skit. Example (At the Shop): Child 1: “Hello! I want an apple.” Child 2: “Here you are.” Child 3: “How much is it?” Child 4: “It is two coins.” Child 5: “Thank you very much!” Exercise: Rehearse with Props (Advanced) Groups rehearse their skits using props (toy fruit, paper hats, bags, puppets). Pupils must use the prop while speaking English. Example: Child holds toy apple: “This apple is red.” Child wears paper hat: “I am a king.” Game: Applause Game (Feedback) After each group performs, the audience claps in different ways chosen by teacher: big clap, soft clap, fast clap. Pupils then say one short praise sentence. Examples: “Good job!” “I liked the acting.” “Your skit was funny.” Text-based Task Teacher reads aloud: "Five children make a skit. They use a hat and a ball. They say their lines in English. The class claps loudly." Questions: How many children are in the skit? → “Five children are in the skit.” What do they use? → “They use a hat and a ball.” What does the class do? → “The class claps loudly.” Mini-Test (End of Lesson) What is a “skit”? a) A long play b) A short play ✔️ c) A song How many lines must each child say in the skit? a) 1 line b) 2 or more lines ✔️ c) No lines What do groups use in rehearsal? a) Props ✔️ b) Books only c) Toys only		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks	Task: Group Skit 9–10: Says 2+ lines clearly. 7–8: Says 1 full line. 4–6: Minimal, unclear. 1–3: Needs teacher’s help. 0: No attempt. Exercise: Rehearse with Props 9–10: Uses prop + full English sentence. 7–8: Uses prop only. 4–6: Very short/unclear. 1–3: Needs help. 0: No attempt. Game: Applause Feedback 9–10: Applauds + gives praise sentence. 7–8: Only applauds. 4–6: Minimal response. 1–3: Needs help. 0: No attempt. Text-based Task 9–10: 3 full correct answers. 7–8: 2 short answers. 4–6: 1 answer. 1–3: Needs help. 0: No attempt. Mini-Test 9–10: 3/3 correct. 7–8: 2/3 correct. 4–6: 1/3 correct. 1–3: Random/unclear. 0: No attempt.
Lesson consolidation	"Two Stars, One Wish" Each student writes two positive things (stars) and one suggestion (wish): ⭐ Today I learned this well... ⭐ I completed this task successfully... ? I need to improve on this... The teacher collects and analyzes students' responses.		Follows Instructions	Provides Feedback

Short-Term Lesson Plan №27

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:			Number of Absentees:
Topic:		Story Adaptation
Learning Objectives:		• 4.2.5.1 – recount very short, basic stories and events on familiar everyday topics • 4.4.3.2 – write a short paragraph on curricular topics with support
Lesson Objective:		Students will act out a familiar fairy tale with simple English lines, improvise alternative endings, and illustrate story scenes with English labels
Value education		Creativity → inventing new story endings. Confidence → acting as characters on stage. Respect → listening to friends’ versions. Imagination → drawing and labeling story scenes
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions	Assessment		Resources
Organizational stage	"Magic Word" Method Objective: Spark interest in the lesson topic and encourage teamwork. The teacher presents a “magic word” related to the lesson topic. Students share their thoughts on its meaning and how it connects to the lesson. For example, in a lesson about fractions, the teacher says "divide" and asks students to explain its meaning. After students respond, the teacher reveals the lesson topic.		Follows Instructions	Verbal Praise
New lesson	Task: Fairy Tale Acting (Extended) Children act a short version of Little Red Riding Hood. Each character says 2–3 lines in English. Example: Little Red: “Hello! I go to Grandma’s house.” Wolf: “I am hungry! Where are you going?” Grandma: “Help! The wolf is here!” Hunter: “Go away, wolf!” Game: Change the Ending (Advanced) Teacher stops the story before the end. Pupils improvise a new ending. Examples: Instead of wolf eating Grandma → “The wolf says: I want to be your friend.” Instead of hunter chasing wolf → “The hunter gives the wolf some food.” Exercise: Draw and Label Story Scene (Extended) Children draw a scene (forest, house, wolf, girl) and label with simple English words. Example: Drawing of forest with text: “Forest.” Girl with text: “Red Riding Hood.” Wolf with text: “Wolf.” Text-based Task Teacher reads aloud: "Little Red Riding Hood goes to the forest. She meets the wolf. The wolf runs to Grandma’s house. The hunter comes to help." Questions: Where does Little Red Riding Hood go? → “She goes to the forest.” Who does she meet? → “She meets the wolf.” Who comes to help? → “The hunter comes to help.” Mini-Test (End of Lesson) What is the name of the girl in the story? a) Little Blue Riding Hood b) Little Red Riding Hood ✔️ c) Little Green Riding Hood Who does she meet in the forest? a) A cat b) A wolf ✔️ c) A bear What can children do in “Change the ending”? a) Draw the wolf b) Make a new ending ✔️ c) Write names only		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks	Task: Fairy Tale Acting 9–10: Speaks 2–3 lines clearly in role. 7–8: Speaks 1 line. 4–6: Minimal/unclear. 1–3: Needs help. 0: No attempt. Game: Change the Ending 9–10: Gives creative new ending in full sentence. 7–8: Gives short phrase only. 4–6: Minimal idea. 1–3: Needs help. 0: No attempt. Exercise: Draw & Label Story Scene 9–10: Draws scene + labels 3–4 items. 7–8: Draws + labels 1–2 items. 4–6: Few/unclear labels. 1–3: Needs help. 0: No attempt. Text-based Task 9–10: 3 full sentence answers. 7–8: 2 short answers. 4–6: 1 answer. 1–3: Needs help. 0: No attempt. Mini-Test 9–10: 3/3 correct. 7–8: 2/3 correct. 4–6: 1/3 correct. 1–3: Random/unclear. 0: No attempt.
Lesson consolidation	"Traffic Light" Method The teacher provides students with three colored cards: green, yellow, and red. Green – I am ready for the lesson, everything is clear. Yellow – I have some questions, but I am ready to work. Red – I do not understand the topic, I need help.		Follows Instructions	Provides Feedback

Short-Term Lesson Plan №28

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:			Number of Absentees:
Topic:		Voice and Pronunciation
Learning Objectives:		• 4.2.1.1 – pronounce words, short phrases, and simple sentences using appropriate stress, rhythm, and intonation • 4.5.1.13 – use basic punctuation/stress/intonation rules
Lesson Objective:		Students will improve their pronunciation through tongue twisters, stress practice with rhythm, and repetition of challenging English sounds.
Value education		Confidence → speaking clearly in front of peers. Perseverance → practicing difficult sounds without giving up. Respect → listening carefully to classmates’ speech. Joy of learning → enjoying funny tongue twisters together.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions	Assessment		Resources
Organizational stage	"Magic Box" Method Objective: Increase students' interest and motivation for the lesson. The teacher places an object (symbolic) related to the lesson inside a mystery box. Students guess what might be inside and share their thoughts. The teacher then reveals the object and explains its connection to the lesson. This method develops students' inquiry skills and curiosity.		Follows Instructions	Verbal Praise
New lesson	Game: Tongue Twister Challenge (Advanced) Children practice short tongue twisters, first slowly, then faster, trying to say clearly. Examples: “She sells seashells by the seashore.” “Red lorry, yellow lorry.” “Peter Piper picked a peck of pickled peppers.” Teacher asks pupils to try twice: once slowly, once quickly. Task: Stress Practice with Clapping (Extended) Teacher writes short sentences. Pupils clap on stressed words. Examples: “I like pizza.” → clap on like. “The dog runs fast.” → clap on dog and fast. “She sings very well.” → clap on sings, well. Exercise: Repeat Difficult Sounds (Extended) Teacher gives sounds /θ/, /ð/, /ʃ/, /r/, /l/. Pupils repeat words and short phrases. Examples: /θ/ → think, three, thank you /ð/ → this, that, mother /ʃ/ → she, fish, shoe /r/ → red, rabbit, run /l/ → leg, little, lamp Challenge: Pupils say a short sentence: “Three rabbits run.” “She has a red shoe.” Text-based Task Teacher reads aloud: "The children say tongue twisters. They clap on words. They say ‘this,’ ‘fish,’ and ‘red rabbit.’ The class laughs and learns." Questions: What do the children say? → “They say tongue twisters.” What do they clap on? → “They clap on words.” What words do they practice? → “This, fish, red rabbit.” Mini-Test (End of Lesson) What is a tongue twister? a) A fast, funny sentence ✔️ b) A song c) A game Which word has the sound /θ/? a) Thank ✔️ b) Cat c) Dog In the sentence “The dog runs fast,” which words are stressed? a) The, runs b) Dog, fast ✔️ c) Dog, the		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks	Game: Tongue Twister Challenge 9–10: Says tongue twister clearly, no mistakes. 7–8: Says with some mistakes. 4–6: Tries but unclear. 1–3: Needs help. 0: No attempt. Task: Stress Practice with Clapping 9–10: Claps correctly + says sentence with stress. 7–8: Claps but wrong word. 4–6: Says sentence with weak stress. 1–3: Needs help. 0: No attempt. Exercise: Repeat Difficult Sounds 9–10: Pronounces sound + sentence correctly. 7–8: Pronounces sound only. 4–6: Some mistakes. 1–3: Needs help. 0: No attempt. Text-based Task 9–10: 3 full sentence answers. 7–8: 2 short answers. 4–6: 1 answer. 1–3: Needs help. 0: No attempt. Mini-Test 9–10: 3/3 correct. 7–8: 2/3 correct. 4–6: 1 correct. 1–3: Random/unclear. 0: No attempt.
Lesson consolidation	"Mood Emojis" Method ? Instructions: The teacher shows students different emoji images (???) or other mood-indicating symbols. Students select an emoji that best represents their mood and attitude towards the lesson. This method helps the teacher understand students' emotional state and adjust the lesson approach accordingly.		Follows Instructions	Provides Feedback

Short-Term Lesson Plan №29

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:			Number of Absentees:
Topic:		Mime and Expression
Learning Objectives:		• 4.2.3.3 – take turns when speaking with others in a limited range of basic exchanges • 4.2.3.1 – respond to questions on familiar topics with simple phrases or sentences
Lesson Objective:		Students will use mime to act out simple actions, add short English words or phrases to their movements, and write one action verb to connect physical expression with language
Value education		Creativity → expressing ideas through mime. Confidence → performing actions in front of classmates. Respect → supporting and applauding peers’ efforts. Teamwork → working together in guessing games.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions	Assessment		Resources
Organizational stage	"Circle of Kind Words" Method Objective: Boost students' mood and foster friendly relationships. The teacher gathers students in a circle and asks them to say kind words to each other. Students take turns sharing positive wishes with a classmate or the whole class. Example: “You look very cheerful today!” or “We will have a fun lesson together!” This method creates warmth and a positive atmosphere among students.		Follows Instructions	Verbal Praise
New lesson	Game: Silent Acting (Advanced) One pupil mimes an action without speaking, classmates guess the word. After the first round, pupils must also say a sentence when they guess. Examples: Mime: eating → Class: “He is eating.” Mime: sleeping → Class: “She is sleeping.” Mime: running → Class: “He is running fast.” Task: Add Words after Mime (Extended) After miming, the pupil who acted must say a short English word or phrase connected to the action. Examples: Mime: drinking → says: “Drink water.” Mime: dancing → says: “I dance.” Mime: writing → says: “I write my name.” Exercise: Write 1 Action Word (Extended) Pupils choose one action verb from the lesson and write it in their notebook. Then, they read it aloud in a short sentence. Examples: Writes: jump → says: “I can jump.” Writes: run → says: “I can run fast.” Writes: sing → says: “I sing a song.” Text-based Task Teacher reads aloud: "The boy mimes ‘sleep.’ The girl mimes ‘eat.’ The class says: ‘He is sleeping. She is eating.’" Questions: What does the boy mime? → “The boy mimes sleep.” What does the girl mime? → “The girl mimes eat.” What does the class say? → “He is sleeping. She is eating.” Mini-Test (End of Lesson) What is “mime”? a) Speaking loudly b) Acting without words ✔️ c) Writing Which sentence is correct? a) She is run. b) She is running. ✔️ c) She run fast. Which action word means “секіру”? a) Run b) Jump ✔️ c) Dance		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks	Game: Silent Acting 9–10: Guesses with full sentence. 7–8: Guesses only word. 4–6: Partial/unclear guess. 1–3: Needs help. 0: No attempt. Task: Add Words after Mime 9–10: Acts + adds correct phrase. 7–8: Acts only. 4–6: Phrase with mistake. 1–3: Needs help. 0: No attempt. Exercise: Write 1 Action Word 9–10: Writes + says full sentence. 7–8: Writes only word. 4–6: Sentence with mistake. 1–3: Needs help. 0: No attempt. Text-based Task 9–10: 3 full answers. 7–8: 2 short answers. 4–6: 1 answer only. 1–3: Needs help. 0: No attempt. Mini-Test 9–10: 3/3 correct. 7–8: 2/3 correct. 4–6: 1 correct. 1–3: Random/unclear. 0: No attempt.
Lesson consolidation	"What Did I Like? What Was Difficult? What Did I Learn?" ? Instructions: Students answer three key questions: ✅ What did I like? – What was the most interesting part of the lesson? ⚠️ What was difficult? – Which task or concept was challenging? ? What did I learn? – What new thing did I learn today? This method encourages reflection and helps students analyze their learning progress.		Follows Instructions	Provides Feedback

Short-Term Lesson Plan №30

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:			Number of Absentees:
Topic:		Traveling
Learning Objectives:		• 4.2.3.2 – express immediate needs, using basic phrases/statements • 4.2.3.3 – take turns when speaking with others in a limited range of basic exchanges
Lesson Objective:		Students will role play travel situations, practice giving simple directions, and label vehicles in English
Value education		Responsibility → following directions carefully. Respect → listening politely in role play. Confidence → speaking as passenger/driver. Creativity → drawing and labeling vehicles.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions	Assessment		Resources
Organizational stage	"Compliment Bridge" Method Objective: Build friendly relationships and boost students' confidence. Students stand in a line and give a compliment to the classmate next to them. The process continues until everyone has received and given a kind word. This method enhances confidence and helps students start the lesson with a positive mindset.		Follows Instructions	Verbal Praise
New lesson	Role Play: Passenger + Driver (Extended) Pairs act out a mini travel dialogue. Example: Passenger: “Hello! One ticket, please.” Driver: “Here you are. It’s two coins.” Passenger: “Thank you.” Driver: “Have a nice trip!” Game: Map Directions (Advanced) Teacher draws a simple classroom “map” (desk = station, board = park, door = shop). One pupil gives directions, the other follows by walking. Examples: Child A: “Go straight. Turn left. Stop at the door.” Child B: walks accordingly. Child A: “Go right. Sit at the desk.” Exercise: Draw and Label Vehicle (Extended) Pupils draw a bus, train, or taxi and label 3–4 parts in English. Example (Bus): “Bus, driver, seat, wheel.” Example (Train): “Train, window, door, track.” Then, pupils say one short sentence: “This is my bus. It has many seats.” Text-based Task Teacher reads aloud: "A boy buys a bus ticket. The driver says: ‘Here you are.’ The bus goes left and right. The boy smiles." Questions: What does the boy buy? → “He buys a bus ticket.” What does the driver say? → “Here you are.” Where does the bus go? → “The bus goes left and right.” Mini-Test (End of Lesson) What does a passenger say? a) One ticket, please ✔️ b) Close the book c) Open the door Which is correct? a) Go right, go left. ✔️ b) Right go, left go. c) Left go, right go. Which vehicle is “train”? a) Автобус b) Поезд ✔️ c) Ұшақ		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks	Role Play: Passenger + Driver 9–10: Says 2–3 clear lines. 7–8: Says only 1 line. 4–6: Gives incorrect/incomplete line. 1–3: Only with teacher’s help. 0: Does not perform. Game: Map Directions 9–10: Gives full directions; partner follows correctly. 7–8: Gives only some directions. 4–6: Gives incorrect directions. 1–3: Needs teacher’s help. 0: Does not perform. Exercise: Draw and Label Vehicle 9–10: Draws + labels 3–4 parts + says a sentence. 7–8: Labels only 1–2 words. 4–6: Sentence has mistakes. 1–3: Cannot do without help. 0: Does not perform. Text-based Task 9–10: Answers 3 questions in full sentences. 7–8: Gives 2 short answers. 4–6: Gives only 1 answer. 1–3: Answers only with support. 0: Gives no answer. Mini-Test 9–10: 3/3 correct. 7–8: 2/3 correct. 4–6: 1 correct. 1–3: Incorrect or random answers. 0: Does not perform.
Lesson consolidation	Success Ladder" Method ? Instructions: The teacher draws a staircase on the board or provides individual worksheets with a ladder illustration. Students mark their current level of understanding and progress. The steps can represent different levels, such as: 1️⃣ I don't understand the topic. 2️⃣ I have some questions. 3️⃣ I partially understand. 4️⃣ I fully understand and can explain it to others. This method helps students self-assess their learning progress and encourages reflection.		Follows Instructions	Provides Feedback

Short-Term Lesson Plan №31

Name of the Educational Institution

Subject:

Unit:

Teacher's Full Name:

Date:

Grade:

Number of Participants:

Number of Absentees:

Topic:

Preparing Final Performance

Learning Objectives:

• 4.2.3.3 – take turns when speaking with others in a limited range of basic exchanges
• 4.4.3.2 – write a short paragraph on curricular topics with support

Lesson Objective:

Students will plan their final play in groups, assign roles and prepare lines with teacher support, and build team spirit through a motivational chant

Value education

Teamwork → planning and preparing together.

Responsibility → learning own role and lines.

Confidence → saying lines loudly in rehearsal.

Motivation → supporting peers with chants.

Lesson Procedure

Planned Lesson Stages

Teacher's Actions

Student's Actions

Assessment

Resources

Organizational stage

"Circle of Kind Words" Method

Objective: Boost students' mood and foster friendly relationships.

The teacher gathers students in a circle and asks them to say kind words to each other.
Students take turns sharing positive wishes with a classmate or the whole class.
Example: “You look very cheerful today!” or “We will have a fun lesson together!”
This method creates warmth and a positive atmosphere among students.

Follows Instructions

Verbal Praise

New lesson

Task: Plan Play in Groups (Extended)

Children work in groups of 4–5. They choose a play (e.g., At the Zoo, Fairy Tale Scene, At the Restaurant). Each pupil must decide their role (character) and prepare at least 2–3 lines.

Example:
- Child A: “I am the lion.”
- Child B: “I am the zookeeper. I feed the lion.”
- Child C: “I am a visitor. I like the lion.”
- Child D: “I am a parrot. I say hello.”

Exercise: Write Roles with Teacher (Extended)

Teacher helps groups write down each role and lines. Pupils copy into their notebooks and practice aloud.

Example (Restaurant Scene):
- Waiter: “What do you want?”
- Customer: “I want soup, please.”
- Waiter: “Here you are. Enjoy!”

Game: Team Chant for Motivation (Advanced)

Each group creates a simple chant (2–3 lines) to cheer for their play. They say it together loudly before rehearsal.

Examples:
- Group A: “We can act, we can play, we are ready for today!”
- Group B: “Go team, go! Let’s make a great show!”

Text-based Task

Teacher reads aloud:

"The children sit in groups. They plan a play. Each child has a role. They say a chant: ‘We can do it!’"

Questions:

What do the children plan? → “They plan a play.”
What does each child have? → “Each child has a role.”
What do they say? → “They say a chant: We can do it!”

Mini-Test (End of Lesson)

What must each pupil have in the play?
a) A role ✔️
b) A book
c) A toy
How many lines should each pupil prepare?
a) 1 line
b) 2–3 lines ✔️
c) No lines
What is a “chant”?
a) A play script
b) A team cheer ✔️
c) A ticket

Completes Tasks

Task: Plan Play in Groups

9–10: Chooses a role and prepares 2–3 sentences.

7–8: Has a role but only 1 sentence.

4–6: With some mistakes/incomplete.

1–3: Only with teacher’s help.

0: Does not perform.

Exercise: Write Roles with Teacher

9–10: Writes role + says 2–3 sentences clearly.

7–8: Writes only 1 sentence.

4–6: Mistakes in writing/speaking.

1–3: Only with teacher’s help.

0: Does not perform.

Game: Team Chant

9–10: Creates chant with group + says it together.

7–8: Says chant with teacher’s support.

4–6: Chant is incomplete/only 1–2 words.

1–3: Only with teacher’s help.

0: Does not make a chant.

Text-based Task

9–10: Answers 3 questions in full sentences.

7–8: Gives 2 short answers.

4–6: Gives only 1 answer.

1–3: Answers only with support.

0: Gives no answer.

Mini-Test

9–10: 3/3 correct.

7–8: 2/3 correct.

4–6: 1 correct.

1–3: Weak/random answer.

0: Does not perform.

Lesson consolidation

"Know – Want to Know – Learned" (KWL) Method

? Instructions:

The teacher provides students with a three-column chart:

✅ Know (Білемін)	❓ Want to Know (Білгім келеді)	? Learned (Үйрендім)
What I already know about the topic	What I want to learn	What I have learned by the end of the lesson

At the beginning of the lesson, students fill in the first two columns.
At the end of the lesson, they complete the third column with new knowledge gained.
This method activates prior knowledge, encourages curiosity, and helps track learning progress.

Follows Instructions

Provides Feedback

Short-Term Lesson Plan №32

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:			Number of Absentees:
Topic:		Rehearsal of Final Play
Learning Objectives:		• 4.2.3.1 – respond to questions on familiar topics with simple phrases or sentences • 4.2.3.3 – take turns when speaking with others in a limited range of basic exchanges
Lesson Objective:		Students will rehearse their final play by practicing lines in English with props, repeat dialogues quickly in a game format, and mark their stage positions for performance
Value education		Discipline → practicing lines carefully. Confidence → speaking louder and faster during rehearsal. Respect → waiting for turn in dialogue. Teamwork → standing in right positions for the play.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions	Assessment		Resources
Organizational stage	"One Word" Method ? Objective: Determine students' emotional readiness for the lesson. The teacher asks the question: "What do you expect from today's lesson?" Each student responds with one word (e.g., interesting, useful, difficult, new, unique). Based on the responses, the teacher can adjust the lesson approach to match students' expectations and engagement levels.		Follows Instructions	Verbal Praise
New lesson	Task: Practice Lines with Props (Extended) Groups rehearse full dialogues using props (e.g., hats, toy food, paper crowns). Each pupil must say at least 2–3 lines with expression while holding or using a prop. Example (Restaurant Scene): Waiter (holding menu): “Good afternoon! What would you like?” Customer (holding toy plate): “I want pizza, please.” Waiter: “Here you are. Enjoy!” Game: Fast Rehearsal (Advanced) Teacher claps hands once. Pupils must repeat their lines quickly in order, like a chain. If teacher claps twice, pupils repeat again but faster. Example: Clap 1 → Group says dialogue normally. Clap 2 → Group repeats same dialogue faster. Challenge: Teacher says “faster, faster” → group must speed up while staying clear. Exercise: Mark Stage Positions (Extended) Teacher shows stage plan. Pupils walk to positions (left, right, center). They practice moving while saying lines. Example: Teacher: “Customer, stand center.” → Customer goes center. Teacher: “Waiter, stand left.” → Waiter moves left. Both say lines in positions. Text-based Task Teacher reads aloud: "The children rehearse the play. They use hats and toys. They speak lines. They stand in the center and on the left. The teacher claps and they repeat faster." Questions: What do the children rehearse? → “They rehearse the play.” What do they use? → “They use hats and toys.” Where do they stand? → “They stand in the center and on the left.” Mini-Test (End of Lesson) What do pupils use when rehearsing? a) Props ✔️ b) Books c) Toys only What does the teacher do in “Fast Rehearsal”? a) Reads the script b) Claps ✔️ c) Sings a song What are “stage positions”? a) Sitting in class b) Places on stage ✔️ c) Names of roles		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks	Task: Practice Lines with Props 9–10 points: Says 2–3 sentences clearly with expression while using a prop. 7–8 points: Says sentences but with weak expression. 4–6 points: Some sentences are incomplete/with mistakes. 1–3 points: Speaks only with teacher’s help. 0 points: Does not perform. Game: Fast Rehearsal 9–10 points: Repeats dialogue quickly and clearly. 7–8 points: Repeats quickly but some words unclear. 4–6 points: Only repeats slowly or partially. 1–3 points: Cannot perform without teacher’s help. 0 points: Does not participate. Exercise: Mark Stage Positions 9–10 points: Goes to correct position and says sentence. 7–8 points: Correct position but no/full sentence missing. 4–6 points: Mistakes in movement or sentence. 1–3 points: Performs only with teacher’s support. 0 points: Does not perform. Text-based Task 9–10 points: Answers 3 questions in full sentences. 7–8 points: Gives 2 short answers. 4–6 points: Gives 1 short answer. 1–3 points: Answers only with teacher’s help. 0 points: Gives no answer. Mini-Test 9–10 points: 3/3 correct. 7–8 points: 2/3 correct. 4–6 points: Only 1 correct. 1–3 points: Many mistakes, needs teacher’s help. 0 points: Gives no answer.
Lesson consolidation	"Five Fingers" Method ? Instructions: The teacher shows students a picture of a hand and explains the meaning of each finger: ? Thumb – I liked it. ☝️ Index Finger – It was difficult for me. ✋ Middle Finger – It was unclear to me. ? Ring Finger – I gained new knowledge. ? Little Finger – I can now apply it. Students reflect on the lesson by choosing the finger that best describes their experience. This method helps assess understanding and gather feedback on the lesson.		Follows Instructions	Provides Feedback

Short-Term Lesson Plan №33

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:			Number of Absentees:
Topic:		Final Performance
Learning Objectives:		• 4.2.3.1 – respond to questions on familiar topics with simple phrases or sentences • 4.2.5.1 – recount very short, basic stories and events on familiar everyday topics
Lesson Objective:		Students will perform their final play in front of an audience, receive feedback through applause and voting, and write a short reflection on what they liked
Value education		Confidence → performing in front of an audience. Respect → clapping and voting for classmates. Creativity → using costumes, props, and imagination. Reflection → thinking about what they enjoyed in the performance.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions	Assessment		Resources
Organizational stage	"Show Your Mood" Objective: Determine students' mood and assess their readiness for the lesson. The teacher displays various emoji representing different emotions. Students select an emoji that reflects how they feel about the lesson or place a sticky note on the board. Based on students' moods, the teacher adjusts lesson engagement strategies accordingly.		Follows Instructions	Verbal Praise
New lesson	Task: Perform in Front of Audience (Extended) Groups present their prepared play (5–7 minutes). Each pupil must say at least 2–3 lines with clear voice, use props, and act with expression. Example (Zoo Play): Visitor: “Look at the lion! It is big.” Zookeeper: “Yes, the lion is strong.” Parrot: “Hello! Hello!” Visitor: “The zoo is fun!” Game: Audience Applause & Vote (Advanced) After each performance, the audience claps in different styles (soft, loud, fast). Then they “vote” by raising hands for categories: Best Acting Best Voice Most Creative Play Teacher ensures every group gets positive recognition. Exercise: Write “I liked…” Sentence (Reflection) After the show, each child writes one sentence about the performance. Examples: “I liked the funny parrot.” “I liked the king’s crown.” “I liked our play because it was happy.” Text-based Task Teacher reads aloud: "The children act their play. The audience claps. The class writes what they liked." Questions: What do the children do? → “They act their play.” What does the audience do? → “The audience claps.” What does the class write? → “The class writes what they liked.” Mini-Test (End of Lesson) What do pupils do in this lesson? a) Rehearse b) Perform ✔️ c) Read silently What happens after each play? a) The teacher gives a grade b) The audience claps ✔️ c) Pupils go home How do pupils reflect after the play? a) Write “I liked…” sentence ✔️ b) Draw a picture only c) Say nothing		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks	Task: Perform in Front of Audience 9–10 points: Performs role with 2–3 clear lines, uses props, and acts with expression. 7–8 points: Performs role but voice/expression is weak. 4–6 points: Lines incomplete or mistakes in acting. 1–3 points: Performs only with teacher’s help. 0 points: Does not perform. Game: Audience Applause & Vote 9–10 points: Applauds and votes correctly. 7–8 points: Only applauds. 4–6 points: Claps or votes incorrectly. 1–3 points: Needs teacher’s support. 0 points: Does not participate. Exercise: Write “I liked…” Sentence 9–10 points: Writes a full clear sentence. 7–8 points: Writes only 1–2 words. 4–6 points: Sentence incomplete or with errors. 1–3 points: Writes only with teacher’s help. 0 points: Does not write. Text-based Task 9–10 points: Answers all 3 questions in full sentences. 7–8 points: Gives 2 short answers. 4–6 points: Gives only 1 answer. 1–3 points: Answers with help only. 0 points: No answer. Mini-Test 9–10 points: 3/3 correct. 7–8 points: 2/3 correct. 4–6 points: 1 correct. 1–3 points: Mostly incorrect, needs help. 0 points: No response.
Lesson consolidation	"Success Ladder The teacher draws a staircase on the board or provides a ready-made template. Students mark the level where they feel they are: 1️⃣ I did not understand the topic. 2️⃣ I still have some questions. 3️⃣ I partially understood. 4️⃣ I fully understood and can explain it to others.		Follows Instructions	Provides Feedback

Short-Term Lesson Plan №34

Name of the Educational Institution
Subject:
Unit:
Teacher's Full Name:
Date:
Grade:		Number of Participants:			Number of Absentees:
Topic:		Final Reflection & Celebration
Learning Objectives:		• 4.2.3.1 – respond to questions on familiar topics with simple phrases or sentences • 4.4.3.2 – write a short paragraph on curricular topics with support
Lesson Objective:		Students will reflect on what they learned during the theatre course, recall vocabulary through a memory game, and express their learning through drawing and sharing
Value education		Reflection → thinking about what they learned. Confidence → sharing aloud in English. Joy → celebrating success together. Creativity → drawing and imagining themselves as performers.
Lesson Procedure
Planned Lesson Stages	Teacher's Actions		Student's Actions	Assessment		Resources
Organizational stage	"Secret Gift" Method Objective: Encourage students and increase their interest in the lesson. The teacher informs students that the most active participant of the lesson will receive a "secret gift." The gift can be a small item (badge, candy, stickers) or a card with words of praise. This method helps boost students' motivation and engagement.		Follows Instructions	Verbal Praise
New lesson	Task: Circle Reflection – “I learned…” (Extended) Pupils sit in a circle. Each says one complete sentence starting with “I learned…”. Examples: “I learned to act like a lion.” “I learned to say thank you in English.” “I learned to speak louder on stage.” Game: Memory Ball (Advanced) Pupils throw a soft ball around the circle. Each time they catch it, they must say one English word or phrase learned during the year. To make it harder, teacher asks them to add a short sentence. Examples: “Apple – I buy an apple.” “Dance – I can dance.” “Happy – I am happy today.” Exercise: Draw Themselves on Stage (Extended) Pupils draw themselves acting on stage in their favorite role. Under the picture, they write 1–2 sentences in English. Examples: Drawing: Child as a king → “I am a king. I wear a crown.” Drawing: Child as a doctor → “I am a doctor. I help people.” Text-based Task Teacher reads aloud: "The children sit in a circle. They say: I learned English. They play with a ball and remember words. They draw themselves on stage." Questions: What do the children say? → “They say: I learned English.” What do they play with? → “They play with a ball.” What do they draw? → “They draw themselves on stage.” Mini-Test (End of Lesson) What do pupils say in the circle? a) I like… b) I learned… ✔️ c) I want… What do they use in the memory game? a) A book b) A ball ✔️ c) A toy car What do pupils draw? a) Their house b) Themselves on stage ✔️ c) A zoo		Completes Tasks Completes Tasks Completes Tasks Completes Tasks Completes Tasks	Task: Circle Reflection – “I learned…” 9–10 points: Says a full clear sentence (“I learned…”). 7–8 points: Says one short phrase/word. 4–6 points: Sentence incomplete or with errors. 1–3 points: Speaks only with teacher’s help. 0 points: No response. Game: Memory Ball 9–10 points: Says word + full sentence correctly. 7–8 points: Says word only. 4–6 points: Sentence incomplete or with mistakes. 1–3 points: Needs teacher’s support. 0 points: No response. Exercise: Draw Themselves on Stage 9–10 points: Draws picture + writes 1–2 full sentences. 7–8 points: Draws + writes 1 word only. 4–6 points: Sentences with mistakes or incomplete. 1–3 points: Needs teacher’s help. 0 points: Does not complete task. Text-based Task 9–10 points: Answers all 3 questions in full sentences. 7–8 points: Answers 2 questions briefly. 4–6 points: Answers only 1 question. 1–3 points: Answers only with teacher’s help. 0 points: No answer. Mini-Test (End of Lesson) 9–10 points: 3/3 correct. 7–8 points: 2/3 correct. 4–6 points: 1 correct. 1–3 points: Mostly incorrect, needs help. 0 points: No response.
Lesson consolidation	"Two Stars, One Wish" Each student writes two positive things (stars) and one suggestion (wish): ⭐ Today I learned this well... ⭐ I completed this task successfully... ? I need to improve on this... The teacher collects and analyzes students' responses.		Follows Instructions	Provides Feedback

Conclusion

The program English through Theatre: Role Play and Performance–based Learning for primary school has shown how theatre can become a powerful and enjoyable tool in language learning. Throughout the course, children did not simply memorize words or practice isolated grammar exercises, but instead engaged with the English language as living communication. By playing roles, acting out stories, using props, and performing together, pupils experienced English in meaningful, creative contexts that encouraged both confidence and joy in learning.

One of the main achievements of this program is its ability to integrate language with movement, imagination, and collaboration. Pupils who may normally feel shy in class discovered that through theatre they could speak louder, act braver, and use English more naturally. The stage became not only a place of performance but also a safe space for trying, experimenting, and making mistakes without fear. This is particularly important for primary learners, whose self-confidence can grow rapidly when supported in a playful environment.

The use of role play encouraged pupils to understand that language has a purpose. Saying “I want pizza, please” or “Go left, go right” was not an abstract sentence from a textbook, but part of a meaningful interaction. Theatre allowed them to practice politeness, expression of emotions, giving directions, and asking questions in real-world scenarios. These practical applications will help pupils remember and use English far beyond the classroom.

Another valuable element was the integration of values: teamwork, respect, creativity, and reflection. Pupils learned to listen to each other, clap for their friends, and give constructive praise. They also learned to be responsible for their roles and lines in performances. In this way, the program supported not only language development but also social, emotional, and personal growth.

The program also showed that theatre supports multiple learning styles. For visual learners, props and drawings made words easier to understand. For auditory learners, chants, songs, and echo reading strengthened pronunciation. For kinesthetic learners, mime, stage movements, and action games helped connect English with physical experience. This flexibility makes the program inclusive for diverse classrooms.

The final performances and reflections demonstrated that pupils were able to build short plays in English, remember and deliver lines with expression, and celebrate their progress. These achievements confirm that drama-based learning is not just entertaining but highly effective. Pupils leave the program with stronger vocabulary, clearer pronunciation, and more confidence to use English in real situations.

In conclusion, English through Theatre has proven to be a successful and innovative approach for primary education. It emphasizes learning through doing, speaking, and performing, ensuring that English becomes not just a school subject but a living skill.

References for Teachers

Maley, A., & Duff, A. (2005). Drama Techniques: A Resource Book of Communication Activities for Language Teachers.
Schewe, M. (2013). Taking Stock and Looking Ahead: Drama Pedagogy as a Gateway to a Performative Teaching and Learning Culture.
Winston, J., & Tandy, M. (2012). Beginning Drama 4–11.
Fleming, M. (2006). Drama and Language Teaching: The State of the Art.
Kao, S. M., & O’Neill, C. (1998). Words into Worlds: Learning a Second Language through Process Drama.
Zafeiriadou, N. (2009). Drama in Language Teaching. Scenario Journal.
Phillips, S. (1999). Drama with Children. Oxford University Press.
Heathcote, D., & Bolton, G. (1995). Drama for Learning: Dorothy Heathcote’s Mantle of the Expert Approach to Education.
Even, S. (2011). Drama Grammar: Towards a Performative and Pedagogical Grammar Teaching.
Stinson, M. (2009). Drama is like reversing everything. Research in Drama Education.
Via, R. A. (1987). English through Drama.
Holden, S. (1981). Drama in Language Teaching. Longman.
Morgan, J., & Rinvolucri, M. (1983). Once Upon a Time: Using Stories in the Classroom.
Miccoli, L. (2003). English through Drama: A Visual/Performative Approach.
Bräuer, G. (2002). Body and Language: Intercultural Learning through Drama.

References for Pupils

Oxford Picture Dictionary for Kids.
Usborne Young Readers: Fairy Tales in English.
Cambridge English Kids: Games and Activities Online.
British Council Kids – LearnEnglish Kids.
Super Simple Songs – English Songs for Children.
Fun with English – Activity Workbook.
English Adventure – Pupil’s Book.
Oxford Let’s Go! Series.
Cambridge Kid’s Box Series.
BBC Kids – English Games and Stories.

Online Resources

https://learnenglishkids.britishcouncil.org
https://supersimple.com
https://www.cambridge.org/kids
https://elt.oup.com/
https://www.fluentu.com/blog/english/esl-drama-activities
https://busyteacher.org
https://www.bbc.co.uk/learningenglish
https://www.readingrockets.org

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English Through Theatre: Role-play and Performance-Based Learning

English Through Theatre: Role-play and Performance-Based Learning

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