Module 7: Travelling

Lesson 8

Date: 23/ 24.04.2026

Teacher’s name: Nakipbekova Bagila

Grade: 4 b / 4 a`

Number present:

Number absent:

Lesson theme:

Geography. Checkpoint: Sounds and words

Learning objectives:

4.1.4.3 recognize specific information on familiar everyday topics from short recordings with visual support.

4.2.3.3. take turns when speaking with others in a limited range of basic exchanges.

4.3.4.1 find specific information in different types of texts (social media, emails, advertisements, programs for special events, leaflets, and brochures: day, time, location, etc.);

Lesson objectives

Justification: instructions given by the head of State K. Tokayev at the II,III, IV meetings of the National kurultai, order of the Ministry of Education and science of the Republic of Kazakhstan No. 123

Learners will be able to:

• Explore English through other subject areas Geography

• Develop mapping skills

• respond to questions on familiar topics with simple phrases or sentences

• use the possessive case

• use imperative forms.

Instilling values of the program “Adal Azamat”

Stages/Time

Teacher’s actions

Student’s actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

7 min

To revise the language of the previous lesson.

Ask the pupils to present their projects from Lesson 7 to

the class. Make sure you display their work somewhere

in the classroom. Then help them file it in their Language

Portfolios.

Pupils present their prolect

Individual evaluation

“Good job!

Well done!”

Middle of the lesson

Presentation and Practice.

30 min

How to use a map! Read and answer.

To learn directions and develop mapping skills.

Explain the activity. Refer the pupils to the map. Point

to the buildings/places, one at a time, and revise the words. Ask the pupils questions and elicit the correct places: What’s next to the museum? (The library.) etc

Say, then ask: I’m at 2D. Where am I? Elicit: At the

school. Then ask: Which street is the cinema on?

Elicit: Dostyk Street. The pupils then complete the

activity orally or in their notebooks.

The pupils draw a line from Alibek’s house down

Green Street to the sports centre.

2 at the supermarket

3 (on the corner of) Black Street and Dostyk Street

4 Alibek

5 Amanda’s

6 a bank, a cinema, an orange farm, a library,

Amanda’s house, Olga’s house

7 on Green Street

8 at the swimming pool

«Thumbs Up / Thumbs Down»

do page 82 from the Activity Book.

Listen. Look. Say. (Track 64)

To present the vowel digraphs ow/ou and

the sound they make.

Books closed. Write ow on the board. Focus the

pupils’ attention on how the letters o and w are

pronounced together to make one sound (\aU\). Say:

\aU\. The pupils repeat, chorally and/or individually.

Write town on the board. Point and say: \aU\ – town.

The pupils repeat, chorally and/or individually. Follow

the same procedure for the words down, house and

around.

Books open. Play the audio. The pupils listen, point to

and repeat the words.

The pupils repeat, chorally and/or individually.

The pupils listen, point to

and repeat the words.

The pupils repeat, chorally and/or individually.

Pupils are evaluated by collecting color pencils

Pb p89 ex2

Look, read and write. Work with your friend.

To practise ow, ou and the sound they make.

Explain the activity. The pupils work in pairs. Allow

them some time to read the sentences, identify the

words and write them. Check their answers.

The pupils work in pairs.

“Smiles” method to evaluate

Pb p90 ex3

IWB

Listen. Say. Play the Roll the

Sight Words game. (Track 65)

To present and practise sight words.

Write the sight words on the board. Point to and say

the words. The pupils repeat after you. Invite a pupil

to come to the board. Say a word. The pupil says the

word while underlining it with their finger. Repeat with

as many pupils as you think is necessary.

Play the audio. The pupils listen and repeat. Play

the Roll the Sight Words game. The pupils can play

in groups or in pairs. Assign a sight word to each

number on the dice. You can write the following on

the board:

The pupils repeat after teacher

The pupil says the word while underlining it with their finger

The pupils can play

in groups or in pairs

Each team gets point for the correct answers

Pb p90 ex4

IWB

PRACTICE

1 Look and complete.

Refer the pupils to the pictures and elicit the names

of the natural features. Read the example and explain the activity. The pupils look at the pictures

and complete the sentences. Allow the pupils some time to complete the activity. Check their answers.

The pupils listen and repeat.

Individual evaluation

Class Audio; photocopies of the story cards from the Teacher’s Resource Material,

Read and circle.

Read the example and explain the activity. The pupils

read the sentences and circle the right answers.

Allow the pupils some time to complete the activity.

Check their answers.

The pupils look at the picture and complete the activity.

The teacher evaluates learners for their ability.

“Good job!

Well done!”

Read and write the names.

Refer the pupils to the picture and elicit what they

can see. Read the example and explain the activity.

The pupils look at the picture, read the sentences

and write the names of the children. Allow the pupils some time to complete the activity. Check their answers.

The pupils look at the picture and complete the activity.

“Smiles” method to evaluate

Pb p91 ex2

IWB

End of the lesson

8 min

To consolidate the language of the lesson.

Choose two pupils to come to the board and draw a map. One pupil dictates the location of buildings/

places on the map, e.g. the park is opposite the supermarket, while the other draws the map. Repeat the activity with other pairs.

The pupils hold up the corresponding card.

The pupils point to and say sight words aloud.

«The praise» method to evaluate Ss. like:

“Good job!

Well done!”