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Sample lesson plans
for Kazakhstan Grade 3
ENGLISH
АЃЫЛШЫН ТIЛI
АНГЛИЙСКИЙ ЯЗЫК

Жалпы бiлiм беретiн мектептiњ 3-сыныбына арналѓан оќулыќ
Экспресс Паблишин баспасы 2018

Jenny Dooley
Series Consultant: Bob Obee
Translations by N. Mukhamedjanova

Уважаемые учителя английского языка, работающие по УМК
обновленного
содержания
образования
по
английскому
языку
международного издательства «Express Publishing».
Данные поурочные планы несут рекомендательный характер.
В данном пособии предлагается несколько вариантов составления
данных планов. В зависимости от уровня учащихся, требований
администрации вашей школы и по пожеланию учителя поурочные планы
подлежат корректировке самим учителем, преподающим в данной
параллели.
С уважением, методисты международного образовательного центра
«EDU Strеam».

Grade 3 English Smiles Lesson Plans

The lesson plans presented here provide detailed and mapping of the Grade 3 learning objectives
designated within the Ministry of Education subject programme for English to the content and
activities in the Smiles 3 for Kazakhstan course. The plans describe in a comprehensive way
reasonable target success criteria for different ability groups of learners within classes and plot for
teachers key differentiation and ongoing formative assessment opportunities in using the material.

Module Themes
Unit 1. Animals
Unit 2. Light and Dark
Unit 3. Time
Unit 4. Buildings
Unit 5. Art and Music
Unit 6. Explorers and Inventors
Unit 7. Water, Water Everywhere
Unit 8. Having Fun
Using the lesson plans.
As you familiarize yourself with each plan and how it relates to the activities in the Smiles 2 course, add
these symbols to sections of the plan to remind yourself of the main type of activity and interaction pattern
involved in each stage.
W
G
P
I
E
D
f

=
=
=
=
=
=
=

whole class
group work
pair work
individual work
learner experiment
teacher demonstration
supports formative assessment

Use the Teacher’s Notes section to remind yourself of key equipment and material e.g. material for craftwork
that you will need to bring
After the lesson use the reflection boxes to think about what worked particularly well and which activities
1

could have been handled better to inform the way you will do things moving forward through the course. Use
these sections too, to reflect on ongoing difficulties learners may be having and reflect how you may adapt
future support, differentiation and checking boxes in future plans to address this.

2

SampleBlankPlan
Lessonplan
LESSON:

School:

Date:

Teachername:

CLASS:

Numberpresent:

absent:

Learning objectives(s) that
this lesson is contributing
to
Lessonobjectives

All learners will be able to:


Most learners will be able to:


Some learners will be able to:

Previouslearning
Plan
Plannedtimings

Planned activities (replace the notes below with your planned activities)

Opening

Middle




End

3

SmilesResources

Additionalinformation

Differentiation – how do you plan to give more
support? How do you plan to challenge the more
able learners?

Assessment – how are you planning
to check learners’ learning?





Reflection

Use the space below to reflect on your lesson. Answer the most
relevant questions from the box on the left about your lesson

Were the lesson objectives/learning objectives
realistic?
Did I stick to timings?
What changes did I make from my plan and why?

4

Cross-curricular links
Health and safety check
ICT links
Values links


Grade 3: Long term
Cross
curricular
units
Term 1
Animals

Topics

Learning objectives

Animal types

3.1.5.1- distinguish between phonemically distinct words;
3.2.1.1- make basic statements which provide personal information on
a limited range of general topics;
3.5.5.1- use interrogative pronouns including: which, what, where,
whose, how many, what kind of … on a limited range of familiar
topics;
3.5.14.1- use prepositions of location and position: at, behind,
between, in, in front of, near, next to, on, under, above to describe
where people and things are; 3.5.14.2- use prepositions of time: on, in,
at to talk about days and times and no preposition last week etc.
3.1.6.1- understand some specific information and detail of short,
supported information or talk on a limited range of general and some
curricular topics;
3.2.1.1- make basic statements which provide personal information
on a limited range of general topics;
3.3.1.1- recognise, identify and sound with support a limited range of
familiar words in simple sentences
3.1.2.1- understand a limited range of short supported questions
which ask for personal information;
3.1.9.1- recognise short basic words that are spelt out;
3.4.1.1- plan, write and check short sentences with considerable
support on a limited range of personal, general and some curricular
topics;
3.5.4.1- use determiners a, an, the, some, any, this, these, that, those to
refer to things on a limited range general and some curricular topics;
3.5.10.1- use common present continuous forms, including short
answers and contractions, to talk about what is happening now
3.1.1.1- understand short supported classroom instructions in an
increasing range of classroom routines;
3.2.6.1- take turns when speaking with others in a limited range of
short, basic exchanges
3.1.6.1- understand some specific information and detail of short,
supported information or talk on a limited range of general and some
curricular topics;
3.1.7.1- use contextual clues to predict content in short, supported talk
on a limited range of general and some curricular topics;
3.2.4.1- respond to questions on a limited range of general and some
curricular topics;
3.3.5.1- understand the main points of short simple texts on a limited
range of familiar general and some curricular topics by using
contextual clues
3.1.6.1- understand some specific information and detail of short,
supported information or talk on a limited range of general and some
curricular topics;
3.2.3.1- make basic statements which provide personal information on
a limited range of general topics;
3.3.3.1- begin to read with rereading and usual support very short
simple fiction and non-fiction texts on a limited range of general and

Body parts

Animal Song
and Dance

Craft project

Light & Dark

Day & Night

Sources of
light

5

Out at night

Term 2
Time

Times of my
day

Days of the
week

curricular topics;
3.5.3.1- use adjectives, including possessive adjectives, on a limited
range of general and some curricular topics to describe things; use
simple one-syllable and some two-syllable adjectives [comparative
form] to make comparisons;
3.5.13.1- use can to make requests and ask permission; 3.5.13.2- use
must / mustn’t / have to to talk about obligation
3.1.5.1- distinguish between phonemically distinct words;
3.1.8.1- understand short, narratives on a limited range of general and
some curricular topics;
3.2.3.1- give short, basic description of people and objects;
3.2.3.2 - begin to describe past experiences on a limited range of
general and some curricular topics;
3.2.6.1- take turns when speaking with others in a limited range of
short, basic exchanges;
3.4.5.1- link with support words or phrases using basic coordinating
connectors ;
3.4.7.1- spell a growing number of familiar high-frequency words
accurately during guided writing activities
3.1.8.1- understand short, narratives on a limited range of general and
some curricular topics;
3.2.1.1- make basic statements which provide personal information on
a limited range of general topics;
3.2.2.1- ask questions to find out about present experiences on a
limited range of general and some curricular topics;
3.2.4.1- respond to questions on a limited range of general and some
curricular topics;
3.4.1.1- plan, write and check short sentences with considerable
support on a limited range of personal, general and some curricular
topics;
3.5.2.1- use cardinal numbers 1 -100 to count and ordinal numbers 1 –
10;
3.5.14.1- use prepositions of location and position: at, behind,
between, in, in front of, near, next to, on, under, above to describe
where people and things are; 3.5.14.2 - use prepositions of time: on,
in, at to talk about days and times and no preposition last week etc.
3.1.7.1- use contextual clues to predict content in short, supported talk
on a limited range of general and some curricular topics;
3.2.2.1- ask questions to find out about present experiences on a
limited range of general and some curricular topics;
3.2.6.1- take turns when speaking with others in a limited range of
short, basic exchanges;
3.3.1.1- recognise, identify and sound with support a limited range of
familiar words in simple sentences;
3.3.1.1- write with support short basic sentences with appropriate
spaces between words;
3.4.6.1- use upper and lower case letters accurately when writing
names, places and short sentences during guided writing activities;
3.5.2.1- use cardinal numbers 1 -100 to count and ordinal numbers 1 –
10;
3.5.9.1- use common present simple forms [positive, negative,
question] and contractions to talk about what you want and like, habits
and facts, simple future timetabled events;
6

At the right
time

Buildings

Four walls

Our town

Around the
house

3.5.17.1- use me, too and I don’t to give short answers
3.1.7.1- use contextual clues to predict content in short, supported talk
on a limited range of general and some curricular topics;
3.1.8.1- understand short, narratives on a limited range of general and
some curricular topics;
3.1.9.1- recognise short basic words that are spelt out;
3.2.6.1- take turns when speaking with others in a limited range of
short, basic exchanges;
3.3.3.1- begin to read with rereading and usual support very short
simple fiction and non-fiction texts on a limited range of general and
curricular topics;
3.3.6.1- understand with considerable support, some specific
information and detail in short, simple texts on a limited range of
general and some curricular topics;
3.5.2.1- use cardinal numbers 1 -100 to count and ordinal numbers 1 –
10;
3.5.14.1- use prepositions of location and position: at, behind,
between, in, in front of, near, next to, on, under, above to describe
where people and things are; 3.5.14.2- use prepositions of time: on, in,
at to talk about days and times and no preposition last week etc.
3.1.1.1- understand short supported classroom instructions in an
increasing range of classroom routines;
3.1.6.1- understand some specific information and detail of short,
supported information or talk on a limited range of general and some
curricular topics;
3.2.3.1- give short, basic description of people and objects;
3.2.3.2- begin to describe past experiences on a limited range of
general and some curricular topics;
3.3.4.1- use with some support a simple picture dictionary;
3.3.5.1- understand the main points of short simple texts on a limited
range of familiar general and some curricular topics by using
contextual clues;
3.5.11.1- use has got / have got there is / are statement and question
forms including short answers and contractions
3.5.11.1- spell a growing number of familiar high-frequency words
accurately during guided writing activities;
3.5.1.1- use singular nouns, plural nouns – including some common
irregular plural forms;
3.5.1.2- use possessive forms ‘s/s’ with proper names and nouns to
talk about ownership;
3.5.3.1- use adjectives, including possessive adjectives, on a limited
range of general and some curricular topics to describe things; use
simple one-syllable and some two-syllable adjectives [comparative
form] to make comparisons;
3.5.9.1- use common present simple forms [positive, negative,
question] and contractions to talk about what you want and like ,habits
and facts, simple future timetabled events;
3.5.14.1- use prepositions of location and position: at, behind,
between, in, in front of, near, next to, on, under, above to describe
where people and things are; 3.5.14.2- use prepositions of time: on, in,
at to talk about days and times and no preposition last week etc.
3.1.4.1- understand a limited range of short supported questions on
general and some curricular;
3.2.2.1- ask questions to find out about present experiences on a
7

Term 3
Art & Music

limited range of general and some curricular topics;
3.3.3.1- begin to read with rereading and usual support very short
simple fiction and non-fiction texts on a limited range of general and
curricular topics;
3.4.1.1- plan, write and check short sentences with considerable
support on a limited range of personal, general and some curricular
topics;
3.4.2.1- write with support short basic sentences with appropriate
spaces between words ;
3.5.4.1- use determiners a, an, the, some, any, this, these, that, those to
refer to things on a limited range general and some curricular topics
Musical
instruments

Drawing
chairs

My music

Shadow
puppet show

Explorers &
Inventors

Exploring
space

3.1.8.1- understand short, narratives on a limited range of general and
some curricular topics;
3.2.3.1- give short, basic description of people and objects;
3.2.3.2- begin to describe past experiences on a limited range of
general and some curricular topics;
3.2.5.1- pronounce familiar words and short phrases intelligibly when
reading aloud;
3.2.8.1- recount very short, basic stories and events on a limited range
of general and some curricular topics;
3.3.1.1- recognise, identify and sound with support a limited range of
familiar words in simple sentences;
3.3.2.1- read and follow with limited support familiar instructions for
classroom activities;
3.5.12.1- use adverbs of time and frequency: sometimes, often,
always, never to indicate when and how often;
3.5.12.2- begin to use simple adverbs of manner e.g. well, badly
3.1.1.1- understand short supported classroom instructions in an
increasing range of classroom routines;
3.1.3.1- understand the main points of short, slow, carefully
articulated talk on a limited range of general and some curricular
topics;
3.1.4.1- use with some support a simple picture dictionary;
3.5.11.1- use has got / have got there is / are statement and question
forms including short answers and contractions
3.1.5.1- distinguish between phonemically distinct words;
3.2.4.1- respond to questions on a limited range of general and some
curricular topics;
3.4.3.1- write short phrases to identify people, places and objects;
3.4.5.1- link with support words or phrases using basic coordinating
connectors ;
3.5.17.1- use me, too and I don’t to give short answers
3.1.7.1- understand short, narratives on a limited range of general and
some curricular topics;
3.4.1.1- plan, write and check short sentences with considerable
support on a limited range of personal, general and some curricular
topics;
3.4.6.1- use upper and lower case letters accurately when writing
names, places and short sentences during guided writing activities;
3.4.8.1- include appropriate use of a full stop during guided writing of
short, familiar sentences
3.1.2.1- understand a limited range of short supported questions which
ask for personal information;
8

Marco Polo

Bright ideas

Inventions in
Kazakhstan

3.1.8.1- understand short, narratives on a limited range of general and
some curricular topics;
3.2.8.1- recount very short, basic stories and events on a limited range
of general and some curricular topics;
3.3.5.1- understand the main points of short simple texts on a limited
range of familiar general and some curricular topics by using
contextual clues;
3.3.6.1- understand with considerable support, some specific
information and detail in short, simple texts on a limited range of
general and some curricular topics;
3.4.1.1- plan, write and check short sentences with considerable
support on a limited range of personal, general and some curricular
topics;
3.4.2.1- write words and phrases of regular size and shape;
3.5.3.1- use common present simple forms [positive, negative,
question] and contractions to talk about what you want and like, habits
and facts, simple future timetabled events; use common past simple
forms to describe actions and feelings
3.1.6.1- understand some specific information and detail of short,
supported information or talk on a limited range of general and some
curricular topics;
3.2.3.1- give short, basic description of people and objects; begin to
describe past experiences on a limited range of general and some
curricular topics;
3.2.4.1- respond to questions on a limited range of general and some
curricular topics;
3.2.5.1- pronounce familiar words and short phrases intelligibly when
reading aloud;
3.3.6.1- understand with considerable support, some specific
information and detail in short, simple texts on a limited range of
general and some curricular topics;
3.4.2.1- write words and phrases of regular size and shape;
3.4.3.1- write short phrases to identify people, places and objects;
3.4.6.1- use upper and lower case letters accurately when writing
names, places and short sentences during guided writing activities
3.1.3.1- recognise short basic words that are spelt out;
3.2.2.1- ask questions to find out about present experiences on a
limited range of general and some curricular topics;
3.5.3.1- use adjectives, including possessive adjectives, on a limited
range of general and some curricular topics to describe things;
3.5.3.2- use simple one-syllable and some two-syllable adjectives
[comparative form] to make comparisons;
3.5.6.1- use demonstrative pronouns this, these, that, those in open and
closed questions;
3.5.7.1- use personal object pronouns [indirect] in conjunction with
direct object nouns to describe actions and events
3.1.7.1- use contextual clues to predict content in short, supported talk
on a limited range of general and some curricular topics;
3.1.8.1- understand short, narratives on a limited range of general and
some curricular topics;
3.2.2.1- ask questions to find out about present experiences on a
limited range of general and some curricular topics ;
3.4.5.1- link with support words or phrases using basic coordinating
connectors
9

Term 4
Water, water
everywhere

Rain, rain

By the sea

A beach story

Having fun

Fun places

Number
games

3.2.5.1- pronounce familiar words and short phrases intelligibly when
reading aloud;
3.3.1.1- recognise, identify and sound with support a limited range of
familiar words in simple sentences;
3.3.2.1- read and follow with limited support familiar instructions for
classroom activities
3.1.4.1- understand a limited range of short supported questions on
general and some curricular;
3.1.5.1- distinguish between phonemically distinct words;
3.5.7.1 spell a growing number of familiar high-frequency words
accurately during guided writing activities;
3.5.10.1- use common present continuous forms, including short
answers and contractions, to talk about what is happening now
3.1.1.1- understand short supported classroom instructions in an
increasing range of classroom routines;
3.3.2.1- read and follow with limited support familiar instructions for
classroom activities;
3.3.5.1- understand the main points of short simple texts on a limited
range of familiar general and some curricular topics by using
contextual clues;
3.3.6.1- understand with considerable support, some specific
information and detail in short, simple texts on a limited range of
general and some curricular topics;
3.4.8.1- include appropriate use of a full stop during guided writing of
short, familiar sentences
3.1.7.1- use contextual clues to predict content in short, supported talk
on a limited range of general and some curricular topics;
3.2.8.1- recount very short, basic stories and events on a limited
range of general and some curricular topics;
3.3.3.1- begin to read with rereading and usual support very short
simple fiction and non-fiction texts on a limited range of general and
curricular topics;
3.3.5.1- understand the main points of short simple texts on a limited
range of familiar general and some curricular topics by using
contextual clues;
3.3.6.1- understand with considerable support, some specific
information and detail in short, simple texts on a limited range of
general and some curricular topics;
3.5.7.1- spell a growing number of familiar high-frequency words
accurately during guided writing activities;
3.5.9.1- use common present simple forms [positive, negative,
question] and contractions to talk about what you want and like, habits
and facts, simple future timetabled events;
3.5.9.2- use common past simple forms to describe actions and
feelings ;
3.5.17.1- use me, too and I don’t to give short answers
3.1.1.1- understand short supported classroom instructions in an
increasing range of classroom routines;
3.2.6.1- understand with considerable support, some specific
information and detail in short, simple texts on a limited range of
general and some curricular topics;
3.5.2.1- use cardinal numbers 1 -100 to count and ordinal numbers 1 –
10

Flying kites

10;
3.5.8.1- use imperative forms [positive and negative] to give short
instructions on limited range of familiar topics;
3.5.11.1- use has got / have got there is / are statement and question
forms including short answers and contractions
3.1.6.1- understand some specific information and detail of short,
supported information or talk on a limited range of general and some
curricular topics
3.2.4.1- respond to questions on a limited range of general and some
curricular topics
3.3.4.1- use with some support a simple picture dictionary
3.5.3.1- use adjectives, including possessive adjectives, on a limited
range of general and some curricular topics to describe things; use
simple one-syllable and some two-syllable adjectives [comparative
form] to make comparisons
3.5.8.1- use imperative forms [positive and negative] to give short
instructions on limited range of familiar topics
3.5.10.1- use common present continuous forms, including short
answers and contractions, to talk about what is happening now
3.UE16 use conjunctions and, or, but to link words and phrases

11

12

Mid A1
3.2.1.1- make basic
statements which
provide personal
information on a limited
range of general topics

3.2.2.1- ask questions
to find out about present
experiences on a limited
range of general and
some curricular topics
3.2.3.1- give short,
basic description of
people and objects on a
limited range of general
and some curricular
topics

3.2.4.1- respond to
questions on a limited
range of general and
some curricular topics

Mid A1
3.1.1.1- understand short
supported classroom
instructions in an increasing
range of classroom routines

3.1.2.1- understand a
limited range of short
supported questions which
ask for personal information

3.1.4.1- understand a
limited range of short
supported questions on
general and some curricular
topics

3.1.3.1- understand the
main points of short, slow,
carefully articulated talk on
a limited range of general
and some curricular topics

Strand 2 «Speaking»:

Strand 1 «Listening»:

Grade 3 Aims

3.3.4.1- use with some support a
simple picture dictionary

3.3.3.1- begin to read with
rereading and usual support very
short simple fiction and nonfiction texts on a limited range of
general and curricular topics

3.3.2.1- read and follow with
limited support familiar
instructions for classroom
activities

Mid A1
3.3.1.1- recognise, identify and
sound with support a limited
range of familiar words in simple
sentences

Strand 3: Reading:

Strand 5 «Use of
English»:
Mid A1
3.5.1.1- use singular
nouns, plural nouns –
including some common
irregular plural forms
use possessive forms ‘s/s’
with proper names and
nouns to talk about
ownership
3.5.2.1- use cardinal
numbers 1 -100 to count
and ordinal numbers 1 - 10

3.4.3.1- write short phrases 3.5.3.1- use adjectives,
to identify people, places
including possessive
and objects
adjectives, on a limited
range of general and some
curricular topics to
describe things
use simple one-syllable
and some two-syllable
adjectives [comparative
form] to make
comparisons
3.4.4.1- write with support 3.5.4.1- use determiners a,
short basic sentences with an, the, some, any, this,
appropriate spaces
these, that, those to refer to
between words
things on a limited range
general and some
curricular topics

3.4.2.1- write words and
phrases of regular size and
shape

Mid A1
3.4.1.1- plan, write and
check short sentences with
considerable support on a
limited range of personal,
general and some
curricular topics

Strand 4 «Writing»:

13

3.1.9.1- recognise short
basic words that are spelt
out

3.1.8.1- understand short,
narratives on a limited
range of general and some
curricular topics

3.2.6.1- take turns
when speaking with
others in a limited range
of short, basic
exchanges

3.1.6.1- understand some
specific information and
detail of short, supported
information or talk on a
limited range of general and
some curricular topics
3.1.7.1- use contextual
clues to predict content in
short, supported talk on a
limited range of general and
some curricular topics

3.2.7.1- contribute a
limited range of suitable
words, phrases, and
sentences including
giving opinions during
short pair, group and
whole class exchanges
3.2.8.1- recount very
short, basic stories and
events on a limited
range of general and
some curricular topics

3.2.5.1- pronounce
familiar words and short
phrases intelligibly
when reading aloud

3.1.5.1- distinguish
between phonemically
distinct words

3.3.6.1- understand with
considerable support, some
specific information and detail in
short, simple texts on a limited
range of general and some
curricular topics

3.3.5.1- understand the main
points of short simple texts on a
limited range of familiar general
and some curricular topics by
using contextual clues

3.4.8.1- include
appropriate use of a full
stop during guided writing
of short, familiar sentences

3.4.6.1- use upper and
lower case letters
accurately when writing
names, places and short
sentences during guided
writing activities
3.4.7.1- spell a growing
number of familiar highfrequency words
accurately during guided
writing activities

3.4.5.1- link with support
words or phrases using
basic coordinating
connectors

3.5.9.1- use common
present simple forms
[positive, negative,
question] and contractions
to talk about what you
want and like ,habits and
facts, simple future
timetabled events
3.5.10.1- use common
present continuous forms,
including short answers

3.5.8.1- use imperative
forms [positive and
negative] to give short
instructions on limited
range of familiar topics

3.5.7.1- use personal
object pronouns [indirect]
in conjunction with direct
object nouns to describe
actions and events

3.5.5.1- use interrogative
pronouns including:
which, what, where,
whose, how many, what
kind of … on a limited
range of familiar topics
3.5.6.1- use demonstrative
pronouns this, these, that,
those in open and closed
questions

14

and contractions, to talk
about what is happening
now
3.5.11.1- use has got /
have got there is / are
statement and question
forms including short
answers and contractions
3.5.12.1- use adverbs of
time and frequency:
sometimes, often, always,
never to indicate when and
how often
begin to use simple
adverbs of manner e.g.
well, badly
3.5.13.1- use can to make
requests and ask
permission
3.5.13.2- use must /
mustn’t / have to to talk
about obligation
3.5.14.1- use prepositions
of location and position:
at, behind, between, in, in
front of, near, next to, on,
under, above to describe
where people and things
are;
3.5.14.2- use prepositions
of time: on, in, at to talk
about days and times and
no preposition next / last
week.
3.5.15.1- use would you
like to to invite and use

15

appropriate responses yes
please, no thanks;
3.5.15.2-use let’s + verb
verbs go enjoy like + verb
+ ing
3.5.16.1- use conjunctions
and, or, but to link words
and phrases
3.5.17.1- use me, too and I
don’t to give short answers

Module 1 “Animals ”
LESSON: Module 1 Lesson 1

The Theme: Animal types

Date:

Teacher's name:

CLASS:
Learning
objective(s) that
this lesson is
contributing to
Lesson objectives

To talk about animal types; to talk about elephants, snakes and penguins.

All learners will be able to:
3.S1 make basic statements related to personal information, people and objects on
familiar topics and classroom routines
3.L5 identify missing phonemes in incomplete words
3.UE14 use basic prepositions of location and position: at, behind, between, in, in
front of, near, next to, on, to to describe where people and things are use
prepositions of time: on, in, at to talk about days and times (the usage of
prepositions is given in Module 4 “Our Town” )
3.UE9 use common present simple forms [positive, negative, question] and
contractions to talk about what you want and like and habits and facts
3.UE5 use interrogative pronouns including which, what, where, whose to ask who
people are and what they are doing (pronouns which, where, whose are practiced in
Module 6)
Assessment criteria Learners have met the learning objectives if they can talk about animal types: about
elephants, snakes and penguins.
Structures: Interrogative pronouns (what, which); Present Simple
Language focus
Language in use: I live on land. I eat eggs and small animals. I look for food at
night.
What am I? I’m a snake. Do snakes live in Antarctica? Yes, they do./No, they don’t.
Target vocabulary
mammal: elephant reptile: snake bird: penguin
Science (Exs 1 and 4)
Cross - curricular
links
Using videos& pictures, working with URLs (Internet)
ICT skills
‘Animal’ vocabulary
Previous learning
Plan
Planned timings
BEGINNING THE
LESSON
3.S1

Planned activities (replace the notes below with your
planned activities)
(An activity to introduce yourself and greet the pupils.)
Wait by the door and greet the pupils as they arrive.
When everyone is seated, write your name on the board and
introduce yourself to the class. Point to your name on the board
and to yourself and say: Hello, I’m (Mrs Sharipova).
Say: Hello again. The pupils repeat, chorally and/or
individually. Stand in front of a pupil, introduce yourself and
elicit his/her name.
Repeat with some more pupils.
e.g. Teacher: Hello, I’m Mrs Sharipova.
Pupil 1: Hello, I’m Assel. etc
Have the pupils go around the classroom, shake hands and
introduce themselves.
16

Smiles
Resources
Interactive
Whiteboard
Software

PRESENTATION
AND PRACTICE

e.g. Pupil 1: Hello, I’m (Berik).
Pupil 2: Hello, I’m (Ulan). etc
Look at the pictures. Which animal is a mammal? a reptile?
a bird?
Write mammal, reptile, bird on board. Explain their meaning
(mammals feed their babies milk from their own bodies,
reptiles lay eggs and use the heat from the sun to keep their
blood warm, birds have feathers and wings and in most cases
can ly). Ask the pupils, in L1 if necessary, to name some
mammals, e.g. dog, elephant. Write them on the board under
the correct heading. Repeat the activity for reptiles and birds.
Refer the pupils to the picture on the previous page and elicit
the animals. Point to the penguin and ask: What type of animal
is the penguin? Elicit: A bird. Then point to the elephant and
ask: What type of animal is the elephant? Elicit: A mammal.
Repeat the activity for the snake.
Answer key
mammal: elephant
reptile: snake
bird: penguin

3.L5 3.UE5

Read and name the animal.
Read the instructions and explain the activity. Allow the pupils
some time to read the sentences and write the names of the
animals. Check their answers.
Answer key
1 snake 2 elephant 3 penguin

3.UE9 3.UE14

True or False? In pairs, decide. Check your answers online
or with your teacher.
Read the instructions and explain the activity. Go through the
sentences and elicit any unknown words.
Allow the pupils some time to read the sentences about snakes
and choose True or False. Once the pupils have finished,
provide them with the correct answers or have them go online
to find the answers.
Answer key
1B2A3A4B5B
Chose a pupil and ask: Do snakes live in Antarctica?
Elicit: No, they don’t. Then, in pairs, the pupils ask and answer
questions as in the example.
Answer key
2 A: Do snakes smell with their tongue?
B: Yes, they do.
3 A: Do snakes sleep with their eyes open?
B: Yes, they do.
4 A: Do snakes eat only three times a year?
B: No, they don’t.
5 A: Do snakes stop growing when they are one
year old?
B: No, they don’t.

3.UE9

Find some facts about one of the other two animals. Present
them to the class.
17

ENDING THE
LESSON

Ask the pupils to use the Internet or other sources and
find some facts about the elephant or the penguin. They
can include a picture or a drawing. Tell them to use the
sentences in Ex. 3 as a model. Allow them time to finish
their assignment. Alternatively, assign it for homework.
Have them present their assignments to the class during
this lesson or the next. Display their work in the classroom.
Note: Once you have corrected their assignments,
guide your pupils on how to file them in their Language
Portfolios.
(An activity to consolidate the language of the lesson.)
Divide the class into two teams, A and B. Invite a
pupil from each team to the board. Whisper an
animal from the lesson to the pupils. The pupils then
have to draw clues on the board related to the
animal. They are not allowed to speak, write words or
use gestures. Each team has two minutes to guess the
correct animal. The first team to do so, wins a point for
his/her team. Continue with other pupils from each
team. The team with the most points wins the game.

ACTIVITY BOOK (Optional)
If you wish, you can assign some or all of the
corresponding activities from the Activity Book for
homework. If this is the case, make sure you explain them first
in class.
Additional information
Differentiation – how do you plan to Assessment – how are you
give more support? How do you plan planning to check learners’
to challenge the more able learners? learning?

Reflection
Were the lesson objectives/learning
objectives realistic?

Cross-curricular links
Health and safety check
ICT links
Values links

Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson

Did I stick to timings?
What changes did I make from my
plan and why?

18

Module 1
LESSON: Module 1 Lesson 2

The Theme: Body parts

Date:

Teacher's name:

CLASS:
Learning objective(s)
that this lesson is
contributing to
Lesson objectives

Assessment criteria
Language focus
Target vocabulary
ICT skills
Extra materials
Previous learning

To talk about parts of the body; to practise describing appearance.
All learners will be able to:
3.S1 make basic statements related to personal information, people and objects
on familiar topics and classroom routines
3.L5 identify missing phonemes in incomplete words
3.UE9 use common present simple forms [positive, negative, question] and
contractions to talk about what you want and like and habits and facts
Learners have met the learning objectives if they can talk about parts of the body;
describe appearance.
• Structures: the verb ‘have got’ (affirmative), adjectives
• Language in use: We have got green eyes. It’s got one mouth.
Parts of the body: hair, legs, nose, head, hands, ears, mouth, eyes
Using audios
• Flashcards (1-8);
• Pictures of mammals, reptiles and birds for the Beginning the Lesson activity.
‘Animal’ vocabulary

Plan
Planned timings
BEGINNING THE
LESSON
3.S1
PRESENTATION
AND PRACTICE

Planned activities (replace the notes below with your
planned activities)
(An activity to revise the vocabulary of the previous
lesson.)
Show the pupils the pictures of the animals you have
brought to class and ask them to say if the animal in the
picture is a mammal, reptile or bird.
Listen, point and repeat. Then number.
Pupils’ books closed. Put up the flashcards, one at a time,
and say the corresponding words. The pupils repeat,
chorally and/or individually. Point to each flashcard in
random order. Ask individual pupils to name the part of
the body. Ask the rest of the class for verification.
Extension (Optional)
Name a part of the body. Ask the pupils to point to the
corresponding part on their body. Repeat as many times as
you think is necessary.
Pupils’ books open. Play the CD. The pupils listen,
point to the pictures and repeat the words. Play the
CD again pausing after each word. The pupils repeat,
chorally and/or individually. Then they write the
corresponding number next to each word. Check
their answers.
Answer key legs 8 head 1 ears 4 eyes 3 nose 5 hands 7
mouth 6
19

Smiles Resources
Pictures of
mammals, reptiles
and birds
Flashcards (1-8)

Interactive
Whiteboard
Software or Track
02 CD1

3.L5

Rearrange the letters and write the words.
Refer the pupils to the jumbled letters and the parts of the
body. The pupils rearrange the letters and write the words.
Allow the pupils some time to complete the activity.
Check their answers.
Answer key
2 mouth 3 eyes 4 ears 5 nose 6 legs

3.UE9

Complete. Use have got or has got.
Say, and then write on the board: I have got a pencil. The
pupils repeat, chorally and/or individually. Underline the
words in bold and explain the meaning. Say, then write:
I’ve got a pencil. Underline the short form and explain
how it is formed. Follow the same procedure and present
the rest of the persons in the affirmative form.
Then say and write on the board: a big car – big cars.
Underline the words in bold and explain that adjectives do
not have a plural form even when they describe plural
nouns.
Pupils’ books open. Go through the Study spot section
briefly. Allow the pupils some time to complete the
activity. Check their answers.
Answer key
2 has got 3 have got 4 have got 5 has got 6 have got

3.UE9

Count and write. Then say.
Point to the monster and ask the pupils to count how many
eyes, noses, ears, hands and legs it has. Then ask them to
write the numbers, as in the example.
Check their answers.
Answer key
b4c3d3e4f5
Then the pupils report back to the class forming complete
sentences with the verb ‘have got’.
Answer key
It’s got four eyes. It’s got four hands.
It’s got three noses. It’s got five legs.
It’s got three ears.
Listen and number.
Point to the children and ask the pupils to describe
them. Play the CD twice, if necessary. The pupils listen
and write the number. Check their answers.
Answer key
order of pictures: 2, 1, 3, 4
AUDIOSCRIPT
One - He’s got red hair and green eyes.
Two - She’s got red hair and green eyes.
Three - He’s got black hair and green eyes.
Four - She’s got black hair and blue eyes.

20

Interactive
Whiteboard
Software or Track
03 CD1

ENDING THE
LESSON
3.S1 3.UE9

Additional information

(An activity to consolidate the language of the lesson.)
Ask the pupils to describe their best friend.
e.g. Pupil 1: My best friend is Ulan. He’s got black
hair and green eyes. etc
ACTIVITY BOOK (Optional)
If you wish, you can assign some or all of the
corresponding activities from the Activity Book for
homework. If this is the case, make sure you explain them
first in class.

Differentiation – how do you plan to
Assessment – how are you
give more support? How do you plan to planning to check learners’
challenge the more able learners?
learning?

Reflection
Were the lesson objectives/learning
objectives realistic?

Cross-curricular links
Health and safety check
ICT links
Values links

Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about
your lesson

Did I stick to timings?
What changes did I make from my plan
and why?

21

Module 1
LESSON: Module 1 Lesson 3

The Theme: Body parts (1)

Date:

Teacher's name:

CLASS:
Learning objective(s)
that this lesson is
contributing to
Lesson objectives

Assessment criteria
Language focus

Target vocabulary
ICT skills
Previous learning

To listen to and read a story about the characters’ experience on a farm; to
practise describing a monster; to learn how to pronounce the sound \ɒ\.
All learners will be able to:
3.R5 understand the main points of simple sentences on familiar topics by using
contextual clues
3.R1 read and spell out words for others
3.S3 use a limited range of basic words, phrases and short sentences to describe
objects, activities and classroom routines
3.S1 make basic statements related to personal information, people and objects
on familiar topics and classroom routines
3.L6 understand some specific information in short, slow, carefully articulated
talk on routine and familiar topics
Learners have met the learning objectives if they can listen to and read a story
about the characters’ experience on a farm; describe a monster; learn how to
pronounce the sound \ɒ\.
Structures: Consolidation.
Language in use: Time for bed! What’s that? It’s got two big eyes! Has it got
any ands?
Yes, it has. Biscuit? That’s a funny name!
Consolidation
Using audios
‘Animal’ vocabulary, the verb ‘have got’ (affirmative), adjectives

Plan
Planned timings
BEGINNING THE
LESSON
3.S1
PRESENTATION
AND PRACTICE
3.R5 3.L6

Planned activities (replace the notes below with your Smiles Resources
planned activities)
(An activity to revise the language from the previous
lesson.)
Ask the pupils to describe their partner (hair, eyes).
e.g. Assel’s got red hair and green eyes.
Listen and read.
Go through the pictures of the story and set the scene by
asking the pupils questions about what they can see in
the pictures.
e.g. Teacher: (pointing to the children and grandma in
picture one) Liam, Lilly and Daisy are with Daisy’s
Grandma and Grandpa.
(pointing to the big eyes in picture two)
What are these?
Class: Eyes
Teacher: Yes! Two big eyes! etc
Play the CD. The pupils listen and follow the story in
their books. Then individual pupils read out the story.
Interactive
Read the story and choose.
Whiteboard
22

Allow the pupils some time to read the story silently
and complete the activity. Check their answers.
Answer key
2a3b

Software or Track 04
CD1

Tick (✓) the right sentence.
Refer the pupils to the picture and the sentences. The
pupils read the sentences and tick the one that
corresponds to the picture. Check their answers.
Answer key
3 Amir, come and say hello!
Play the CD again with pauses for the pupils to repeat,
chorally and/or individually.

3.S3

3.R1

Act out the story
- For stronger classes: Assign roles to the pupils.
Allow them enough time to rehearse their roles in
groups. Encourage them to come to the front
and act out the story.
- For weaker classes: Select a short exchange from
the story for the pupils to act out in pairs.
Talking point. Listen and read.
Make a new dialogue with your friend.
Refer the pupils to the picture and the dialogue. Play the
CD. The pupils listen and follow along. Pause the CD
for the pupils to repeat, chorally and/or individually.
The pupils, in pairs, act out similar dialogues about
themselves. Go around the classroom providing any
necessary help. Ask some of the pairs to come to the
front of the classroom and act out the dialogue. If you
wish, write the following on the board so the pupils can
refer to it while doing the task.
A: What does your monster look like, ... ?
B: It’s got ... and a big ... !
A: Has it got any ... ?
B: Yes, it has. It’s got ... . Look!
A: What’s its name?
B: ... .
A: ... ? That’s a funny name!
Suggested answer key
Kanat: What does your monster look like, Dana?
Dana: It’s got five eyes and a big ear!
Kanat: Has it got any legs?
Dana: Yes, it has. It’s got six legs. Look!
Kanat: What’s its name?
Dana: Coco.
Kanat: Coco? That’s a funny name!
(Activities to familiarise the pupils with the
pronunciation
of the sound \ɒ\.)
Listen, point and repeat.
Write the letter o on the board. Point to it and say: \ɒ\.
23

Interactive
Whiteboard
Software or Track 05
CD1

The pupils repeat, chorally and/or individually. Point to
the letter again and ask the pupils to say the sound.
Refer the pupils to the pictures. Point to the dog and
say:
\ɒ\ – dog. The pupils repeat, chorally and/or
individually.
Check their pronunciation. Repeat the procedure for
long and body. Play the recording. The pupils listen,
point and repeat. Then point to the pictures at random
and elicit the sound and the words.
Complete. Then listen and repeat.
Refer the pupils to the picture. Elicit dog, long and
body. Draw the pupils’ attention again to the \ɒ\ sound.
Allow the pupils some time to complete the missing
letters. Check their answers.
Answer key
Bob, the dog has got a long body!
Play the CD for the pupils to listen and repeat. Ask
individual pupils to read out the phrase. Check their
pronunciation and intonation.

ENDING THE
LESSON
3.S3 3.S1

Additional information

Extension (Optional)
Write the following words on the board: long, duck,
frog, funny, body, nose, dog, doll. Ask individual pupils
to come to the board and circle the words that have the
\ɒ\ sound. Ask the rest of the class for verification.
Answer key
long, frog, body, dog, doll
(An activity to consolidate the language of the lesson.)
Ask the pupils to draw a dog. When they finish, have
them present their drawings to the class and describe
their dogs. Display their work in the classroom.
e.g. Pupil 1: My dog is really cute! It’s brown and
white. It’s got brown eyes and a long tail.

Interactive
Whiteboard
Software or Track 06
CD1

Interactive
Whiteboard
Software or Track 07
CD1

ACTIVITY BOOK (Optional)
If you wish, you can assign some or all of the
corresponding activities from the Activity Book for
homework. If this is the case, make sure you explain
them first in class.

Differentiation – how do you plan to
Assessment – how are you
give more support? How do you plan to planning to check learners’
challenge the more able learners?
learning?

24

Cross-curricular links
Health and safety check
ICT links
Values links

Reflection
Were the lesson objectives/learning
objectives realistic?

Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about
your lesson

Did I stick to timings?
What changes did I make from my plan
and why?

25

Module 1
LESSON: Module 1 Lesson 4

The Theme: Body parts (2)

Date:

Teacher's name:

CLASS:
Learning objective(s)
that this lesson is
contributing to
Lesson objectives

Assessment criteria
Language focus
Target vocabulary
ICT skills
Extra materials
Previous learning

To talk about farm animals and pets.
All learners will be able to:
3.R5 understand the main points of simple sentences on familiar topics by using
contextual clues
3.R1 read and spell out words for others
3.S3 use a limited range of basic words, phrases and short sentences to describe
objects, activities and classroom routines
3.S1 make basic statements related to personal information, people and objects
on familiar topics and classroom routines
3.L6 understand some specific information in short, slow, carefully articulated
talk on routine and familiar topics
Learners have met the learning objectives if they can talk about farm animals and
pets.
Structures: the verb ‘have got’ (negative/interrogative/short answers)
Language in use: Nanny Rose hasn’t got black hair. Has Liam got red hair? Yes,
he has. My pet has got a big body and four short legs.
Farm animals: cow, goat, rabbit, chicken, duck, frog
Pets: pony, dog, cat, parrot
Using audios
The On the Farm poster.
‘Animal’ vocabulary, the verb ‘have got’ (affirmative), adjectives

Plan
Planned timings
BEGINNING THE
LESSON
3.S3 3.S1
PRESENTATION
AND PRACTICE

Planned activities (replace the notes below with your
planned activities)
Ask two pupils to come to the front of the classroom
and act out the dialogue from the previous lesson (Ex.
14). Repeat the activity with other pupils.
Listen, point and repeat. Then match.
Pupils’ books closed. Put up the On the Farm poster on
the board. Point to each animal, one at a time, and say
the corresponding words. The pupils repeat, chorally
and/or individually. Point to each animal in random
order. Ask individual pupils to name the animal. Ask
the rest of the class for verification.
Extension (Optional)
Name an animal. The pupils mime it or make a sound
associated with this animal. Repeat with other animals.
Pupils’ books open. Play the CD. The pupils listen,
point to and repeat the words. Play the CD again
26

Smiles Resources

On the Farm poster

Interactive
Whiteboard

3.R1

3.L6

pausing after each word. The pupils repeat, chorally
and/or individually. Then they match the pictures to the
animals. Check their answers.
Answer key: 1 a 2 d 3 f 4 e 5 b 6 c
Find the animals and write.
Refer the pupils to the pictures and the word search.
The pupils look at the pictures, write the names of the
animals and circle the words in the word search. Check
their answers.
Answer key
2 rabbit 3 duck 4 dog 5 chicken 6 frog
Study Spot
(Activities to present and practise the verb ‘have got’ in
the negative and interrogative forms and short
answers.)
Make sentences.
Pupils’ books closed. Point to your hair. Say, then write
on the board: Have I got (black) hair? The pupils repeat,
chorally and/or individually. Underline the words in
bold. Follow the same procedure and present the rest of
the persons in the interrogative form. Point to your hair
again. Say, then write: I have not got (fair) hair. Follow
the same procedure and present the negative form, long
and short form. Ask again: Have I got (black) hair?
Write: Yes, I have. The pupils repeat, chorally and/or
individually. Explain how the positive short answer is
formed. Point to a male pupil, say, and then write: Has
he got (black) hair? The pupils repeat, chorally and/or
individually. Underline the words in
bold. Say and write: No, he hasn’t. The pupils repeat,
chorally and/or individually. Explain how the negative
short answer is formed. Pupils’ books open. Go through
the Study spot section
briefly. Allow the pupils some time to complete the
activity. Check their answers.
Answer key
2 My dog hasn’t got big ears.
3 They haven’t got pink noses.
4 Rabbits haven’t got small ears.
5 Roy the clown hasn’t got a big head.

3.S3 3.S1

Look, read and answer.
The pupils look at the pictures, read the questions
and answer them. Allow the pupils some time to
complete the activity. Check their answers.
Answer key: 2 they have 3 they haven’t 4 it hasn’t
Which is Nurlan’s pet? Read, choose
and say.
Refer the pupils to the pets and elicit them. Then the
pupils read the text and complete the activity. Check
27

Software or Track 08
CD1

ENDING THE
LESSON
3.S3 3.S1

Additional information

their answers.
Answer key: dog
Ask the pupils to draw an animal on a piece of paper
without showing it to anyone. In pairs, the pupils ask
and answer questions to find out their partner’s animal.
e.g. Pupil 1: Has it got big ears?
Pupil 2: No, it hasn’t. etc
ACTIVITY BOOK (Optional)
If you wish, you can assign some or all of the
corresponding activities from the Activity Book for
homework. If this is the case, make sure you explain
them first in class.

Differentiation – how do you plan to
Assessment – how are you
give more support? How do you plan to planning to check learners’
challenge the more able learners?
learning?

Reflection
Were the lesson objectives/learning
objectives realistic?

Cross-curricular links
Health and safety check
ICT links
Values links

Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about
your lesson

Did I stick to timings?
What changes did I make from my plan
and why?

28

Module 1
LESSON: Module 1 Lesson 5

The Theme: Animal song and dance (1)

Date:

Teacher's name:

CLASS:
Learning objective(s)
that this lesson is
contributing to
Lesson objectives

Assessment criteria
Language focus

Target vocabulary
ICT skills
Previous learning
Plan
Planned timings
BEGINNING THE
LESSON
PRESENTATION
AND PRACTICE
3.W1 3.L9

3.UE4

To talk about farm animals; to write about a farm; to develop the pupils’ listening
skills through a song.
All learners will be able to:
3.UE4 use determiners a, an, the, some, any, this, these, that, those to identify
things (a, an, the are also practiced in Module 1 Lesson 2, some, any are
practiced in Module 4 Buildings )
3.L9 recognise the spoken form of familiar words and expressions
3.L2 recognise with considerable support an increasing range of common
personal questions
3.W1 write with support short responses at phrase level to questions and other
prompts
Learners have met the learning objectives if they can talk about farm animals;
write about a farm; develop listening skills through a song.
Structures: demonstrative pronouns (this, that, these, those), articles (a, an, the),
some/any
Language in use: Grandpa has got ten cows now! This is a frog. I’ve got a goat
and
an eagle. I’ve got some cows, too! I haven’t got any chickens.
Consolidation
Using audios
‘Animal’ vocabulary, the verb ‘have got’ (affirmative, negative and
interrogative), adjectives
Planned activities (replace the notes below with your
planned activities)
Write vocabulary words from the previous lesson on the
board with certain letters missing. Ask individual pupils
to come to the board and complete the words.
Ask the rest of the class for verification.
Listen and read. Then complete.
Refer the pupils to the picture and ask them questions.
e.g. Teacher: (pointing to Daisy) Who’s this?
Pupil 1: Daisy.
Teacher: (pointing to the cow) What animal is this?
Pupil 2: It’s a cow. etc
Play the CD. The pupils listen and follow along in their
books. Allow the pupils some time to read the text
silently and complete the activity. Check their answers.
Answer key: 1 cows 2 chickens 3 goats
Then individual pupils read out the text.
Look and say. Then write: This, That, These or
Those.
Pupils’ books closed. Stand near a schoolbag, point to it
29

Smiles Resources

Interactive
Whiteboard
Software or Track 09
CD1

and say: This is a schoolbag. The pupils repeat, chorally
and/or individually. Write the sentence on the board and
underline the word in bold. Stand
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