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Аталған авторлық жұмыс оқу бағдарламасына негізделе үлгілік бағдарламамен сабақтастықты ескере отырып құрастырылған. Білім – тәрбие беру кезеңінде саналы, дұрыс, комуникативті оқу дағдыларын жетілдіру, логикалық қабылдауды дамыту, функционалдық сауаттылықтарын арттыру пәнге деген қызығушылықты, зерттеушілік қабілетті дамытып қалыптастыруға бағытталған авторлық жұмыс білім беру стандартының пәндік тақырыптарының мазмұнын, оқу сағаттарын курс бөлімдері арасында бөлуді, сонымен қатар пәнаралық байланыстарды ескере отырып, пәндер мен пән бөлімдерін зерделеудің ұсынылатын тәртібіне негізделе отырып құрастырылған.

Материалдың қысқаша нұсқасы

Ахметова Аяжан Ахметовна

«Organizing English lessons for Primary School Students»

Алматы

2025жыл

ӘОЖ 373

КБК 74.268

Пікір жазған:

М. Х. Дулати атындағы Тараз өңірлік университеті, филология ғылымдарының кандидаты, қауымдастырылған профессоры Н.Б.Есенова

С.С Жанибекова Қызылорда қаласы Болашақ университетінің «Арнайы педагогика және психология» кафедрасының аға оқытушысы, п.ғ.к., Облыстық білім басқармасының балалар оңалту орталығының түзету маманы, РЖА профессоры

Педагогика тарих ғылымдарының магистрі Абиева Ұ.Б.,

Халықаралық ғылым мен білімді қолдау орталығы «Bilim_gilim» әдістемелік кеңес мәжілісінде талқыланып, 2025 ж. «19» наурыз №001/0160 хаттамасымен мақұлданған және баспаға ұсынылған.

Ахметова А.А

«Organizing English lessons for Primary School Students»

Алматы: 2025 (ZIALY Baspasy)

ISBN

Аңдатпа

Аталған авторлық жұмыс оқу бағдарламасына негізделе үлгілік бағдарламамен сабақтастықты ескере отырып құрастырылған.Білім –тәрбие беру кезеңінде саналы, дұрыс, комуникативті оқу дағдыларын жетілдіру, логикалық қабылдауды дамыту, функционалдық сауаттылықтарын арттыру пәнге деген қызығушылықты, зерттеушілік қабілетті дамытып қалыптастыруға бағытталған авторлық жұмыс білім беру стандартының пәндік тақырыптарының мазмұнын, оқу сағаттарын курс бөлімдері арасында бөлуді, сонымен қатар пәнаралық байланыстарды ескере отырып, пәндер мен пән бөлімдерін зерделеудің ұсынылатын тәртібіне негізделе отырып құрастырылған.

Аннотация

Данная авторская работа составлена с учетом преемственности с типовой программой, основанной на учебном плане.В период обучения авторская работа направлена на развитие и формирование интереса к предмету, исследовательской способности, содержания предметных тем образовательного стандарта, распределения учебных часов между разделами курса, а также межпредметных связей с учетом, исходя из рекомендуемого порядка изучения предметов и предметных разделов.

Abstract

This author's work is compiled taking into account continuity with the standard program based on the curriculum.During the training period, the author's work is aimed at developing and shaping interest in the subject, research ability, the content of subject topics of the educational standard, the distribution of teaching hours between sections of the course, as well as interdisciplinary connections, taking into account, based on the recommended order of studying subjects and subject sections.

ISBN

Explanatory note

Teaching English to primary school students is both an exciting and challenging endeavor. At this early stage, children typically possess a natural curiosity and willingness to learn, yet they also require carefully structured activities and age-appropriate content to keep them engaged. An effective lesson plan for young learners must take into account several key components: clear objectives, relevant content, interactive teaching methods, a supportive classroom environment, and continual assessment that fosters growth. By paying close attention to these areas, teachers can create meaningful, enjoyable, and successful English language lessons for children. The following essay discusses the essential considerations and practical strategies for organizing English lessons in primary school, emphasizing a balanced, student-centered approach that nurtures language development and instills a lifelong love of learning.

1. Setting Clear Objectives

Before designing any English lesson for primary school students, it is critical to establish clear objectives. Objectives provide a roadmap for the teacher and give learners a sense of purpose. For instance, an objective might be “By the end of this lesson, students will be able to identify and name at least ten common household objects in English,” or “Students will be able to use basic greetings and introduce themselves to others.” Objectives should be specific, measurable, attainable, relevant, and time-bound (SMART). When the goals are well-defined, students and teacher alike can focus on accomplishing them systematically. Moreover, clarity in objectives supports ongoing assessment and helps measure progress effectively.

2. Understanding Developmental Stages

Primary school students typically range from ages five to eleven (though exact age spans differ across educational systems). During these years, children experience rapid cognitive, social, and emotional development. They learn best through play, exploration, repetition, and concrete experiences. Teachers must bear these developmental characteristics in mind when organizing lessons. Young learners have shorter attention spans and may struggle to concentrate on lengthy lectures or abstract explanations. Therefore, it is crucial to incorporate hands-on activities, visuals, and interactive elements that capture their interest. Adjusting the difficulty level and type of activities to match the students’ developmental stage not only enhances motivation but also ensures a more effective learning process.

3. Creating a Positive Classroom Environment

An inviting, positive classroom environment helps foster engagement and cooperation. Young learners thrive in spaces where they feel safe, relaxed, and motivated to try new things. Simple strategies such as greeting students warmly at the door, decorating the classroom with colorful posters, and establishing clear classroom rules set the tone for a welcoming setting. Children should feel that their attempts at speaking English are encouraged and that mistakes are natural parts of the learning process. By consistently offering praise, constructive feedback, and gentle correction, teachers can boost students’ confidence and motivate them to participate actively in the lesson. Incorporating group work or pair work can also foster collaboration, allowing students to practice their language skills with peers while building social connections.

4. Designing Engaging Lesson Content

Effective lesson content for primary school English classes should be relevant, fun, and attainable. Units often revolve around familiar themes such as family, animals, colors, numbers, weather, and basic daily routines. These themes are relatable and help students connect their new language skills to their everyday lives. Including stories, songs, rhymes, and short role-plays engages young learners in a multisensory manner. Students tend to remember new vocabulary better when it is presented within a context that resonates with their own experiences. By using realia (physical objects) like fruit, toys, or classroom items, teachers can offer concrete references that make language input more meaningful.

5. Varying Teaching Methods and Activities

Young learners frequently lose interest if the lesson structure remains repetitive or monotonous. Hence, it is essential to implement a variety of teaching methods and activities that keep them active and intrigued. Some effective methods include:

Total Physical Response (TPR): Students respond physically to commands, such as “Stand up,” “Sit down,” or “Jump.” This method taps into kinesthetic learning and helps students link actions with vocabulary.
Storytelling: Children love stories. Incorporating short, interactive stories (with visuals or puppets) introduces vocabulary and grammar in a narrative context. Students can participate by predicting story outcomes or echoing key phrases.
Songs and Chants: Music and rhythm help make language memorable. Simple songs or chants with repetitive phrases allow children to practice pronunciation and intonation without the pressure of individual speaking.
Games and Competitions: Games like “Simon Says,” vocabulary matching, or charades spark excitement. Competition can be a strong motivator, though it is important to keep it friendly and supportive so that no child feels left behind.
Art and Crafts: Activities like drawing, coloring, or making collages related to the lesson’s theme provide creative outlets for students to apply newly learned vocabulary.

By mixing activities that target different learning styles—auditory, visual, and kinesthetic—teachers can reach a broader range of students, ensuring that each child has an opportunity to engage with the material in a way that suits their preferences.

6. Incorporating Technology (Where Appropriate)

In many modern classrooms, technology has become a valuable ally in language teaching. Interactive whiteboards, educational apps, or short video clips can bring variety to the lesson, reinforce key vocabulary, and cater to tech-savvy children’s interests. For instance, teachers might use animated videos that demonstrate dialogues or highlight vocabulary in entertaining contexts. Alternatively, digital flashcards and online games can help reinforce spelling and pronunciation. However, it is crucial to maintain a balance. While technology can be a powerful supplement, it should not overshadow hands-on, face-to-face interaction, especially with younger students who need to develop social and communication skills in a physical environment.

7. Managing Classroom Behavior

Classroom management is a fundamental aspect of organizing English lessons for primary students. Children this age can be restless, chatty, or easily distracted, especially when the lesson is taught in a second language. To maintain a productive atmosphere, teachers should establish routines early on. Clear signals for transitions (e.g., clapping patterns, chimes, or short rhythmic phrases) help students anticipate changes in activity. Creating a simple reward system, such as stickers, star charts, or “English points,” can provide positive reinforcement. Reminding students of class rules—listening, respecting each other’s turns, speaking softly—keeps them mindful of acceptable behavior. Above all, consistency and fairness are key; children thrive when they know what to expect and understand the consequences of their actions.

8. Fostering Interaction and Communication

One of the chief goals of an English lesson is to encourage students to communicate. Even at a very basic level, teachers can involve children in question-answer patterns, short dialogues, and group discussions. Simple routines—like asking each other about favorite foods, colors, or how they feel—stimulate speaking in a non-threatening manner. Pair work allows students to practice with a partner, reducing the anxiety of speaking in front of the entire class. Role-playing real-life scenarios—such as buying groceries, visiting a zoo, or talking about the weather—helps learners see the immediate utility of their language skills. The teacher’s role is to guide and model correct usage, offering corrections sensitively and consistently so that students grow in accuracy and fluency.

9. Ongoing Assessment and Feedback

Assessment in a primary classroom should be both formative and summative, providing teachers with insights into each student’s progress, strengths, and areas needing improvement. Formative assessment includes observing children during activities, listening to their oral responses, and checking written work (where applicable) to identify misunderstandings early on. Summative assessments, such as end-of-unit quizzes or simple projects, help measure overall mastery of skills and knowledge. However, with young learners, it is essential that assessments be non-intimidating and supportive. Simple tasks like drawing a picture based on a spoken description, matching pictures to words, or verbally naming items are often more suitable than formal written tests at this level. Regular, constructive feedback—focusing on what was done well and what can be improved—encourages children to keep trying and reduces the fear of making mistakes.

10. Integrating Cultural Elements

When organizing English lessons, introducing cultural components can be highly engaging. Children are naturally curious about how other people live, celebrate, and speak. Teachers can weave in simple cultural references from English-speaking countries—holidays like Halloween, Christmas traditions, or popular children’s songs—while encouraging students to share their own cultural practices in English. This approach fosters cultural awareness, broadens perspectives, and gives a context for the language. Young learners, in particular, enjoy crafts and festive activities related to various cultural events, which can significantly enhance their motivation to learn.

11. Reflecting and Adapting

Reflective practice is vital for teachers. After each lesson, it is beneficial to note what worked well and where challenges arose. If certain activities fail to capture children’s interest or the pacing felt too slow (or too fast), adjustments can be made for future lessons. By reflecting regularly on students’ engagement, performance, and feedback, teachers can refine their approaches to continually improve outcomes. Professional development workshops, collaboration with colleagues, and staying updated with new teaching materials also contribute to ongoing growth.

12. Encouraging Parental Involvement

Parents can play an instrumental role in their children’s language development. Encouraging parents to read simple English stories at home, watch cartoons in English, or ask simple questions can extend the learning beyond the classroom walls. Teachers may send home word lists, short reading passages, or vocabulary games to involve families. Communicating with parents about the course objectives, upcoming projects, and suggestions for at-home activities fosters a supportive community for language learning. As children see that both their teachers and parents value English, they become more motivated to engage actively with the language.

Conclusion

Organizing English lessons for primary school students is an intricate process that hinges on clarity of objectives, an understanding of children’s developmental stages, and the creation of an engaging, supportive environment. By employing varied, interactive methods, integrating technology sensibly, managing behavior fairly, and encouraging communication through meaningful tasks, teachers can ensure that young learners develop a solid foundation in the English language. Ongoing assessment, reflective practice, and parental involvement further enhance students’ progress and passion for learning. In the long term, well-structured, enjoyable lessons inspire children to value language learning and equip them with vital skills for academic and personal success. Through a thoughtful and creative approach, educators can cultivate confident, curious, and motivated English learners in the primary classroom—and help set the stage for their continued growth as proficient language users.

Introduction

Organizing English lessons for primary school students presents a unique opportunity to lay a solid foundation for lifelong language acquisition. At this developmental stage, children are naturally curious, energetic, and open to new experiences. By tapping into their innate enthusiasm, educators can inspire a love for English that extends well beyond the classroom. However, success in this venture requires age-appropriate teaching methods, engaging materials, and a well-structured curriculum that aligns with both educational standards and children’s developmental needs.

Goals

Language Mastery: Develop students’ basic proficiency in English, focusing on vocabulary, pronunciation, and simple grammar structures.
Confidence Building: Foster a supportive atmosphere that encourages children to speak, read, write, and listen without fear of making mistakes.
Interactive Engagement: Promote active participation through group activities, songs, games, and role-playing, ensuring that each lesson is enjoyable and motivating.
Cultural Awareness: Introduce students to aspects of the cultures of English-speaking countries, broadening their worldview and cultivating respect for diversity.

Objectives

Equip students with the fundamental linguistic tools necessary for everyday communication, including greetings, common expressions, and basic sentence structures.
Strengthen listening skills by using interactive storytelling, audio clips, and simple instructions.
Develop early reading and writing abilities through level-appropriate texts, worksheets, and guided practice.
Encourage collaborative learning by integrating pair work, group tasks, and playful competitions into lessons.

Relevance

English has become a global medium of communication across various spheres—academic, professional, and cultural. By introducing primary students to English at an early age, educators pave the way for their future academic achievements and global readiness. Early exposure also enhances cognitive development, improves overall language sensitivity, and fosters adaptive thinking skills. Thus, an innovative, well-organized English curriculum at the primary level is a cornerstone of modern education, aligning with the growing need for multilingual proficiency in an interconnected world.

Course Innovation

This course integrates a variety of teaching methods—such as Total Physical Response (TPR), educational technology tools, and thematic storytelling—to ensure holistic learning experiences. Lessons are designed to activate multiple learning styles through visual, auditory, and kinesthetic activities. By blending traditional approaches (like flashcards and songs) with modern resources (like digital apps and interactive whiteboards), the course meets the varied needs of young learners. Additionally, continuous formative assessments, reflective practice, and parent-teacher collaboration are embedded into the curriculum, helping to refine and personalize instruction.

Expected Results

Upon completion of the course, primary school students will have gained foundational competency in English, enabling them to understand and use simple words, phrases, and sentences related to daily life. They will demonstrate increased confidence in speaking and listening, engage comfortably with basic reading materials, and begin forming simple written sentences. The positive, interactive environment will not only bolster their language development but also nurture creativity, teamwork, and a lifelong enthusiasm for learning.

Stable content section

1–2: Greetings and Introductions

Common greetings: “Hello,” “Hi,” “Good morning,” “Good afternoon,” “Good evening”
Farewells: “Goodbye,” “Bye”
Introducing oneself: “My name is… What’s your name?”
Simple question-answer patterns: “How are you?” / “I’m fine, thank you.”
Brief conversational activities (e.g., pair work introducing classmates)

3–4: Alphabet and Phonics Basics

The English alphabet (A–Z)
Distinguishing vowels and consonants
Basic letter-sound correspondence (e.g., “A” – /æ/ or /eɪ/, “B” – /b/)
Sample words for each letter (“A is for apple,” “B is for book”)
Phonics games and flashcard drills

5–6: Colors and Shapes

Primary color words (red, blue, green, yellow, orange, purple, black, white)
Basic shapes (circle, square, triangle, rectangle)
Describing objects by color and shape (“a red circle,” “a blue square”)
Coloring and drawing tasks to reinforce vocabulary

7–8: Numbers and Counting

Introducing numbers (1–10, or 1–20/30 as appropriate)
Practicing counting objects (“How many pencils are there?”)
Simple number-based activities and games (e.g., counting apples, matching numbers with pictures)
Writing and pronouncing numerals in English

9–10: Family and Friends

Family members (mother, father, sister, brother, grandmother, grandfather)
The concept of “friend” or “best friend”
Simple sentences: “This is my mother,” “He is my friend.”
Asking/answering questions: “Do you have a sister?” / “Yes, I do.” / “No, I don’t.”
Using pictures or a “family tree” chart for practice

11–12: Classroom Objects and Commands

Common classroom objects (desk, chair, board, pencil, book, ruler)
Action commands (stand up, sit down, open your book, close your book)
Total Physical Response (TPR) exercises, responding physically to teacher instructions
Matching objects and commands through card or picture activities

13–14: Days of the Week and Daily Routines

Days of the week (Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday)
Basic daily actions (wake up, eat breakfast, go to school, do homework, go to bed)
Using the simple present tense to describe routines (“I wake up at 7 o’clock.”)
Making a weekly schedule or timetable

15–16: Weather and Seasons

Weather words (sunny, rainy, windy, snowy, cloudy)
Four seasons (spring, summer, autumn/fall, winter)
Simple questions: “What’s the weather like?” / “It’s sunny.”
Seasonal descriptions (“In winter, it’s cold.”)
Weather posters or mini role-plays (e.g., weather forecast)

17–18: Animals and Nature

Animal names (dog, cat, lion, tiger, elephant, bird)
Basic nature words (tree, flower, grass, river, mountain)
Sorting animals (pets vs. wild) and describing (“A lion is big.”)
Nature-related picture descriptions and short sentences

19–20: Food and Drinks

Common foods (apple, banana, bread, pizza, soup, rice)
Drinks (water, juice, milk, tea, coffee)
Expressing preferences: “I like apples,” “I don’t like carrots.”
Polite requests: “Can I have…?” / “Would you like…?”
Role-play scenarios with menus or picture cards

21–22: Parts of the Body

Body parts (head, shoulders, knees, toes, eyes, ears, mouth, nose)
Using songs or TPR (e.g., “Head, Shoulders, Knees, and Toes”)
Simple statements: “I have two eyes.”
Drawing or labeling body parts in worksheets

23–24: Home and Rooms

Rooms in a house (kitchen, bedroom, living room, bathroom)
Describing one’s home: “My bedroom has a bed.”
Location prepositions (in, on, under)
Using pictures or mini house models to practice

25–26: Clothing and Shopping

Clothing items (shirt, pants, shoes, hat, coat)
Basic shopping dialogue: “How much is it?” / “It’s five dollars.”
Describing what you wear: “I’m wearing a blue shirt.”
Role-playing a simple store scenario (buyer and seller)

27–28: Simple Storytelling

A short, illustrated story (e.g., “The Very Hungry Caterpillar”)
Key vocabulary from the story, focusing on characters and sequence (beginning, middle, end)
Guided retelling: “What happened first?”
Simple comprehension questions and activities (picture sequencing)

29–30: Basic Grammar Consolidation

Reviewing core structures (present simple, “I have…,” basic prepositions, question forms)
Practice exercises (fill-in-the-blanks, matching, short Q&A)
Identifying and correcting common mistakes
Group drills or quizzes to reinforce accuracy

31–32: Fun Review and Group Projects

Revisiting all previous topics through collaborative activities
Creating posters, short skits, or simple presentations in small groups
Interactive games covering vocabulary, grammar, and phrases
Encouraging creativity and teamwork to showcase learned content

33–34: Assessment and Culmination

Friendly, low-pressure evaluations (oral questions, short written tasks, picture matching)
Summarizing the course and highlighting key achievements
Individual or group feedback sessions
Celebrating progress and discussing next steps in English learning

Regulatory section

Calendar-thematic plan

From 2 hours to 34 hours per week

№	Topic	Hours	Lesson objectives	Expected Results
1-2	Greetings and Introductions	2	- Teach basic greetings (“Hello,” “Goodbye”) and introductions (“My name is...”) Practice short exchanges like “How are you?” / “I’m fine.”	- Students confidently greet each other and introduce themselves Begin feeling comfortable speaking English in front of peers
3-4	Alphabet and Phonics Basics	2	- Familiarize students with letters A to Z Introduce basic phonics (simple vowel and consonant sounds)	- Recognize letters and match them to common sounds Form basic associations (e.g., “A is for apple”)
5-6	Colors and Shapes	2	- Teach color words (red, blue, green, etc.) and basic shapes (circle, square, triangle) <br/>- Practice describing objects by color and shape	- Identify and name colors and shapes Use simple sentences (“This is a red circle”)
7-8	Numbers and Counting	2	- Introduce numbers (1–20 or 1–30) <br/>- Practice counting and using numbers in questions (“How many…?”)	- Count objects accurately Use number words in short exchanges (e.g., “There are 5 apples”)
9-10	Family and Friends	2	- Learn family-related vocabulary (mother, father, sister, brother) Describe who is in one’s family or circle of friends	- Use simple possessive phrases (“My brother is...”) Become more comfortable discussing personal life in English
11-12	Classroom Objects and Commands	2	- Teach names of classroom objects (desk, chair, pencil, book) Reinforce TPR (Total Physical Response) with commands (stand up, sit down)	- Correctly respond to classroom instructions Acquire functional vocabulary for daily school routines
13-14	Days of the Week and Daily Routines	2	- Introduce days (Monday–Sunday) Use the simple present tense for daily activities (“I wake up at 7 AM”)	- Name all seven days in English Describe basic daily routines (“I go to school at 8 AM”)
15-16	Weather and Seasons	2	- Teach weather vocabulary (sunny, rainy, cloudy) and seasons (spring, summer, autumn, winter) Practice simple weather expressions	- Discuss basic weather conditions Improved speaking and listening regarding everyday contexts
17-18	Animals and Nature	2	- Introduce common animal names (dog, cat, lion, tiger) Discuss nature terms (tree, flower, grass)	- Broaden vocabulary with animal/nature words Form simple descriptive sentences (“A lion is big”)
19-20	Food and Drinks	2	- Present basic food items (fruit, vegetables, snacks) and drinks (water, juice) Express likes/dislikes (“I like apples”)	- Communicate preferences Use polite expressions (“Can I have…?”)
21-22	Parts of the Body	2	- Teach body parts (head, shoulders, knees, toes) Reinforce through songs and TPR	- Accurately name body parts in English Engage physically with the language (e.g., action songs)
23-24	Home and Rooms	2	- Introduce home-related vocabulary (kitchen, bedroom, living room) Practice describing one’s home environment	- Describe a house using basic sentences (“My bedroom has a bed.”) Practice prepositions (in, on, under)
25-26	Clothing and Shopping	2	- Teach clothing vocabulary (shirt, pants, shoes) Practice shopping dialogues (“How much is it?”)	- Name clothing items Role-play simple shopping interactions
27-28	Simple Storytelling	2	- Introduce a short story using illustrations Emphasize key vocabulary and basic narrative structure	- Follow a simple plot and answer comprehension Practice oral retelling of short stories
29-30	Basic Grammar Consolidation	2	- Review essential grammar points (pronouns, simple present tense, prepositions) Interactive exercises (fill-in-the-blanks, quizzes)	- Demonstrate better sentence accuracy Reinforce prior knowledge for greater retention
31-32	Fun Review and Group Projects	2	- Engage students in small group projects (posters, skits, presentations) Recap topics from previous lessons in a creative format	- Showcase learned material in a collaborative setting Increase confidence and motivation
33-34	Assessment and Culmination	2	- Conduct simple, friendly evaluations (oral Q&A, matching tasks) Summarize entire course and celebrate achievements	- Demonstrate overall competence in basic English skills Provide constructive feedback for continued improvement

Information and Methodological Section

Evaluation Criteria

1. Speaking Skills

Evaluation Points:

Vocabulary Usage
- Does the student use topic-related words correctly?
- Are they able to incorporate new or recently learned vocabulary?
Pronunciation and Clarity
- Are words pronounced clearly and understandably?
- Is the student making an effort to mimic proper English sounds?
Sentence Formation
- Does the student construct basic sentences with correct word order?
- Are grammatical structures (e.g., subject-verb agreement) generally followed?
Interaction and Participation
- Does the student readily join in short conversations or role-plays?
- Are they willing to ask and answer questions in pairs or groups?

Sample Rating:

Excellent: Consistently uses new vocabulary, speaks clearly, forms coherent sentences with minimal mistakes, and actively engages in dialogue.
Good: Uses adequate vocabulary with some minor pronunciation or grammar errors, maintains basic conversations, and is generally willing to speak.
Satisfactory: Has limited but functional vocabulary, makes noticeable mistakes in pronunciation or structure, but can still convey meaning with support.
Needs Improvement: Struggles significantly with basic words and sentence formation, rarely participates, or needs constant prompting.

2. Listening Skills

Evaluation Points:

Comprehension of Instructions
- Can the student follow simple classroom commands (e.g., “Stand up,” “Open your book”)?
- Do they understand short, spoken prompts and questions?
Story/Audio Understanding
- Can the student grasp the main idea of short stories, rhymes, or dialogues?
- Are they able to answer basic comprehension questions?
Response to Audio Stimuli
- Does the student respond appropriately to questions based on a listened text?
- Can they identify key words or main points?

Sample Rating:

Excellent: Responds accurately to oral instructions and questions, demonstrates strong understanding of short passages or dialogues.
Good: Generally follows instructions and understands main ideas, may require repetition for detail.
Satisfactory: Understands basic commands and parts of a simple story or dialogue, needs support or rephrasing to fully grasp content.
Needs Improvement: Frequently confused by spoken tasks or instructions, requires multiple repetitions or clarifications.

3. Reading Skills

Evaluation Points:

Decoding and Word Recognition
- Can the student recognize familiar words quickly?
- Are they able to sound out new words (basic phonics)?
Basic Fluency
- Do they read short sentences with appropriate speed and accuracy?
- Is the reading mostly smooth, or do they hesitate often?
Comprehension
- Can they understand the gist of a short, simple passage?
- Do they correctly answer basic questions about what they have read?

Sample Rating:

Excellent: Reads short texts fluently with minimal errors, demonstrates clear understanding of the content.
Good: Recognizes most common words easily, can read short passages with some pauses, understands main ideas.
Satisfactory: Relies on sounding out many words, may miss some meaning, but completes basic reading tasks.
Needs Improvement: Struggles significantly with word recognition and decoding, shows limited comprehension without guidance.

4. Writing Skills

Evaluation Points:

Spelling and Vocabulary
- Does the student spell familiar words correctly?
- Do they incorporate new vocabulary in simple written exercises?
Sentence Construction
- Are basic sentences structured properly (subject + verb + object)?
- Do they apply grammar rules learned in class (e.g., plural “-s,” simple present tense)?
Clarity and Neatness
- Is handwriting legible and properly spaced?
- Does the student convey meaning with minimal confusion?
Writing Tasks
- Can they complete simple exercises (filling gaps, matching words) accurately?
- Do they attempt short compositions (1–2 sentences) on familiar topics?

Sample Rating:

Excellent: Writes short sentences clearly and accurately, demonstrates correct spelling and grammar usage, attempts more than required.
Good: Generally accurate spelling of common words, occasional grammar slips, can form coherent sentences.
Satisfactory: Makes noticeable errors in spelling or grammar, but the main idea is usually understandable.
Needs Improvement: Struggles to form complete sentences, frequent spelling or grammar mistakes hinder comprehension.

5. Engagement and Behavior

Evaluation Points:

Participation
- Does the student show enthusiasm in class activities, games, and group work?
- Are they actively involved in discussions, volunteering answers or questions?
Cooperation and Teamwork
- How well does the student collaborate with classmates during pair or group tasks?
- Do they show respect and listen to others’ contributions?
Effort and Attitude
- Do they try new tasks willingly or shy away from challenges?
- Are they receptive to feedback and willing to improve?
Consistency
- Is the student’s effort steady throughout the course?
- Do they maintain positive learning habits (bringing materials, staying focused)?

Sample Rating:

Excellent: Consistently engaged, cooperative, and motivated, contributing positively to class dynamics.
Good: Participates well in most activities, works cooperatively, shows reasonable effort.
Satisfactory: Occasionally needs encouragement to join activities, works better with close guidance.
Needs Improvement: Often distracted or disengaged, rarely contributes to discussions, resists team tasks.

Using the Criteria

Combine or adapt these categories to align with your grading system (e.g., letter grades, numerical scores, descriptive feedback).
Offer formative (ongoing) assessments throughout lessons (observations, short quizzes, TPR checks) and summative (end-of-term) assessments to gauge progress.
Provide positive, constructive feedback so primary learners remain motivated and see language learning as an enjoyable, confidence-building process.

Educational and methodological complex

Lesson plans

Short-term plan 1-2

Teacher name:
Date:
Grade:		Number present:	absent:
Theme of the lesson	Greetings and Introductions
Lesson objectives	- Teach basic greetings (“Hello,” “Goodbye”) and introductions (“My name is...”) Practice short exchanges like “How are you?” / “I’m fine.”

Lessonperiod / time

Teacher's action

Studentaction

Evaluation

Resources

The beginning of the lesson

10 min

Greeting learners.

Greetings. Greeting learners. Setting positive atmosphere by asking some ice breaking questions. T. listens duties report

the mood will rise
will be ready for the lesson. answer questions

The method of "verbal encouragement"

The middle of the lesson

30 min

Lesson 1: Greetings and Basic Introductions

I. Organizational Stage (5 minutes)

Greeting the Students: "Hello everyone! Welcome to our English class."
Checking Attendance: Briefly take attendance.
Lesson Topic Introduction: "Today, we are going to learn how to greet people and introduce ourselves in English."
Lesson Objectives: "By the end of this lesson, you will be able to say common English greetings and farewells, introduce yourself, and ask for someone's name."

II. Introducing New Material (20 minutes)

Common Greetings:
- Teacher says and writes on the board: "Hello," "Hi," "Good morning," "Good afternoon," "Good evening."
- Students repeat in chorus and individually.
- Teacher explains the time of day for "Good morning," "Good afternoon," and "Good evening." (Relate to their school day if applicable).
- Question for students: "What time of day is it now? So, which greeting should we use?"
- Possible Answer: "Good evening."
Farewells:
- Teacher says and writes on the board: "Goodbye," "Bye."
- Students repeat in chorus and individually.
- Teacher explains the difference in formality (if appropriate for the level).
Introducing Oneself:
- Teacher says and writes on the board: "My name is [Teacher's Name]. What’s your name?"
- Teacher points to themselves while saying "My name is…" and gestures towards a student while saying "What’s your name?"
- Students practice asking and answering in chorus and individually.
- Teacher can write sentence frames on the board:
  - "My name is _______."
  - "What’s your name?"
  - "My name is _______."
Simple Question-Answer Patterns:
- Teacher says and writes on the board: "How are you?" / "I’m fine, thank you."
- Students repeat in chorus and individually.
- Teacher explains the meaning and appropriate response.
- Teacher can introduce variations like "I'm good, thank you," or "Very well, thank you" (depending on the level).
- Question for students: "How are you today?"
- Possible Answer: "I’m fine, thank you."

III. Practice Activities (15 minutes)

Greeting Practice:
- Teacher greets individual students with different greetings, and students respond appropriately.
- Students practice greeting each other in pairs. Teacher can prompt them: "Say 'Hello' to your partner."
Introducing Yourself in Pairs:
- Teacher instructs students to work in pairs.
- Teacher models the activity with a student: "Hello. My name is [Teacher's Name]. What’s your name?" Student replies: "My name is [Student's Name]." Teacher: "Nice to meet you, [Student's Name]."
- Students practice introducing themselves to their partners using the pattern.
- Teacher walks around the classroom, providing support and correction as needed.
"How Are You?" Practice:
- Students continue working in their pairs.
- Teacher instructs them to ask and answer the question "How are you?" after introducing themselves.

IV. Preparation for the Next Stage (5 minutes)

Review: Briefly review the greetings, farewells, and introduction patterns learned in the lesson.
Preview of Next Lesson: "In our next lesson, we will practice introducing our classmates to each other and learn more ways to start simple conversations."
Homework (Optional): "Practice saying 'Hello,' 'Goodbye,' and 'My name is…' at home."

V. Conclusion (5 minutes)

Farewell Practice: Teacher says "Goodbye" or "Bye" to the class, and students respond.
Positive Reinforcement: "Well done, everyone! You did a great job learning how to greet and introduce yourselves in English today."

Lesson 2: Greetings, Introductions, and Brief Conversations

I. Organizational Stage (5 minutes)

Greeting and Review: "Hello again, everyone! How are you today?" Students respond. Briefly review greetings and farewells from the previous lesson.
Checking Attendance: Briefly take attendance.
Lesson Topic Introduction: "Today, we will continue practicing our greetings and introductions, and we will learn how to introduce our classmates to each other."
Lesson Objectives: "By the end of this lesson, you will be able to use greetings and farewells confidently, introduce yourself and others, and have a very short conversation."

II. Review and Expanding Knowledge (15 minutes)

Review of Basic Introductions:
- Students in pairs quickly practice introducing themselves to each other.
Introducing Others:
- Teacher says and writes on the board: "This is [Name]." (pointing to a student). "His/Her name is [Name]." (Teacher explains when to use "his" and "her").
- Teacher models introducing one student to another: "Aruzhan, this is Sanzhar. Sanzhar, this is Aruzhan."
- Students repeat the phrases in chorus and individually.
- Teacher can write sentence frames on the board:
  - "This is _______."
  - "His name is _______." (for boys)
  - "Her name is _______." (for girls)
More Responses to "How Are You?":
- Teacher introduces: "I’m good," "I’m very well," "Not bad," "So-so."
- Students repeat and teacher explains the meanings.
- Teacher asks individual students "How are you?" and encourages them to use different responses.

III. Conversational Activities (20 minutes)

Pair Work: Introducing Classmates:
- Teacher instructs students to walk around the classroom and introduce themselves to a new partner.
- Then, they should introduce their first partner to their second partner.
- Teacher can provide a simple structure on the board:
  - Student 1 to Student 2: "Hello. My name is [Name 1]. What’s your name?"
  - Student 2: "My name is [Name 2]."
  - Student 1 introduces Student 2 to Student 3: "[Name 3], this is [Name 2]."
  - Student 3: "Hi, [Name 2]. Nice to meet you."
  - Student 2: "Nice to meet you too, [Name 3]."
- Teacher monitors and assists as needed.
Brief Role-Playing:
- Teacher creates simple scenarios, such as meeting someone for the first time at school or in the park.
- Students work in pairs or small groups to act out these scenarios, using the greetings, introductions, and "How are you?" questions and answers they have learned.
- Example Scenario: "You see a new student in the hallway. Introduce yourself."

IV. Preparation for the Next Stage (5 minutes)

Review: Briefly review how to introduce oneself and others.
Preview of Future Lessons: "In our upcoming lessons, we will learn more phrases for starting and continuing simple conversations."
Homework (Optional): "Practice introducing your family members to each other in English."

V. Conclusion (5 minutes)

Farewell Activity: Teacher asks students to say "Goodbye" to their classmates.
Positive Feedback: "Excellent work today, everyone! You are all doing a great job with your English."

Performs exercises

Performs text-related tasks

Performs exercises

Performs text-related tasks

Performs exercises

Performs text-related tasks

Using the thumb method

The "wonderful, good, wonderful" method

Through a traffic light

The "wonderful, good, wonderful" method

Through a traffic light

The "wonderful, good, wonderful" method

Through a traffic light

The "wonderful, good, wonderful" method

Through a traffic light

End of lesson

5 min

Reflection

Creates feedback

Short-term plan-3-4

Teacher name:
Date:
Grade:		Number present:	absent:
Theme of the lesson	Alphabet and Phonics Basics
Lesson objectives	- Familiarize students with letters A to Z Introduce basic phonics (simple vowel and consonant sounds)

Lessonaction

Lessonperiod / time	Teacher's action	Studentaction	Evaluation	Resources
The beginning of the lesson 10 min	Greeting learners.	the mood will rise will be ready for the lesson. answer questions	The method of "verbal encouragement"
The middle of the lesson 30min	Lesson 3: Introduction to the English Alphabet and Basic Sounds I. Organizational Stage (5 minutes) Greeting and Review: "Hello everyone! How are you today?" (Briefly review greetings from previous lessons). Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "Today, we are starting to learn the English alphabet and the sounds that letters make." Lesson Objectives: "By the end of this lesson, you will be able to recognize and say all the letters of the English alphabet and understand the difference between vowels and consonants. You will also learn the basic sounds of some letters." II. Introducing New Material (20 minutes) The English Alphabet (A–M): Teacher says and writes the letters A to M on the board, clearly pronouncing each letter. Students repeat in chorus and individually. Teacher can use a visual alphabet chart. Teacher points to each letter randomly and asks students to say the letter. Activity: Students write the letters A to M in their notebooks. Distinguishing Vowels and Consonants (Introduction): Teacher says and writes the vowels: A, E, I, O, U. Teacher explains that these letters have special sounds and often help us make different sounds in words. Teacher says and writes some consonants (e.g., B, C, D, F, G, H, J, K, L, M, N, P, Q, R, S, T, V, W, X, Y, Z). Teacher explains that these letters usually make sounds that are blocked by our tongue or lips. Activity: Teacher points to letters on the alphabet chart, and students say if it's a vowel or a consonant. Basic Letter-Sound Correspondence (Initial Sounds): Teacher focuses on the sounds of a few initial letters: A: /æ/ (as in apple) - Teacher says "apple" clearly, emphasizing the /æ/ sound. B: /b/ (as in book) - Teacher says "book" clearly, emphasizing the /b/ sound. C: /k/ (as in cat) - Teacher says "cat" clearly, emphasizing the /k/ sound. D: /d/ (as in dog) - Teacher says "dog" clearly, emphasizing the /d/ sound. E: /e/ (as in egg) - Teacher says "egg" clearly, emphasizing the /e/ sound. Teacher uses flashcards with the letter and a picture of the word (e.g., a picture of an apple next to the letter A). Students repeat the letter and the sound in chorus and individually. Sample Words: Teacher writes the sample words on the board next to the corresponding letters: A - apple B - book C - cat D - dog E - egg Students repeat the words after the teacher. III. Phonics Games and Flashcard Drills (15 minutes) Flashcard Drill: Teacher shows flashcards with letters (A-M). Students say the letter and the basic sound (if learned). Teacher can also show flashcards with the sample words and ask students to identify the first letter and its sound. "Letter Sound Bingo": Teacher says a sound (e.g., /b/). Students who have the letter that makes that sound (B) on their (imaginary or drawn) bingo card can raise their hand or say "Bingo!" (Adaptable based on available resources). "A is for..." Game: Teacher says a letter (e.g., "C"). Students try to think of other words that start with that letter and say the word. IV. Preparation for the Next Stage (5 minutes) Review: Briefly review the letters A to M, the vowels, consonants, and the basic sounds learned (A, B, C, D, E). Preview of Next Lesson: "In our next lesson, we will learn the rest of the English alphabet (N to Z) and more letter sounds." Homework (Optional): "Try to find objects at home that start with the letters A, B, C, D, and E. Say the letter and the word." V. Conclusion (5 minutes) Alphabet Song (A-M): Teacher and students sing the first part of the English alphabet song. Positive Reinforcement: "Great job today, everyone! You are doing a fantastic job learning the English alphabet and sounds." Lesson 4: Completing the Alphabet and Expanding Phonics I. Organizational Stage (5 minutes) Greeting and Review: "Hello everyone! How are you today?" (Briefly review greetings and the alphabet A-M from the previous lesson). Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "Today, we will finish learning the English alphabet and learn more about the sounds that letters make." Lesson Objectives: "By the end of this lesson, you will be able to recognize and say all the letters of the English alphabet and understand the basic sounds of more letters." II. Introducing New Material (20 minutes) The English Alphabet (N–Z): Teacher says and writes the letters N to Z on the board, clearly pronouncing each letter. Students repeat in chorus and individually. Teacher uses the visual alphabet chart again. Teacher points to each letter randomly (including A-M from the previous lesson) and asks students to say the letter. Activity: Students write the letters N to Z in their notebooks. Review of Vowels and Consonants: Briefly review the concept of vowels (A, E, I, O, U) and consonants. Activity: Teacher says a letter, and students say if it's a vowel or a consonant. Basic Letter-Sound Correspondence (More Sounds): Teacher focuses on the sounds of more letters: F: /f/ (as in fish) G: /ɡ/ (as in goat) H: /h/ (as in hat) I: /ɪ/ (as in igloo) J: /dʒ/ (as in juice) K: /k/ (as in kite) L: /l/ (as in lion) M: /m/ (as in monkey) N: /n/ (as in nose) Teacher uses flashcards with the letter and a picture of the word. Students repeat the letter and the sound in chorus and individually. Sample Words: Teacher writes the sample words on the board next to the corresponding letters: F - fish G - goat H - hat I - igloo J - juice K - kite L - lion M - monkey N - nose Students repeat the words after the teacher. III. Phonics Games and Flashcard Drills (15 minutes) Flashcard Drill (Full Alphabet): Teacher shows flashcards with all the letters (A-Z). Students say the letter and the basic sound (for the letters learned so far). "Match the Letter to the Sound": Teacher says a sound (e.g., /ɡ/). Students hold up a flashcard with the correct letter (G). "Word Sound Out": Teacher says a simple word from the sample words (e.g., "cat"). Students try to say the individual sounds they hear (/k/ /æ/ /t/). (Focus on the initial sound if this is too difficult). "I Spy with My Little Eye": Teacher says, "I spy with my little eye something that begins with the letter B and makes the /b/ sound." Students guess the object (e.g., book, bag). IV. Preparation for the Next Stage (5 minutes) Review: Briefly review the letters N to Z and the basic sounds learned in this lesson. Review all vowels and consonants. Preview of Future Lessons: "In our next lessons, we will learn more about different sounds that letters can make and start reading simple words." Homework (Optional): "Try to find objects at home that start with the letters F to N. Say the letter and the word." V. Conclusion (5 minutes) Alphabet Song (N-Z and Full): Teacher and students sing the second part and then the full English alphabet song. Positive Reinforcement: "Excellent work today, everyone! You have now learned all the letters of the English alphabet and many of their sounds!"	Performs exercises Performs exercises Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs exercises Performs text-related tasks Performs exercises	Using the thumb method The "wonderful, good, wonderful" method Through a traffic light The "wonderful, good, wonderful" method Through a traffic light The "wonderful, good, wonderful" method Through a traffic light The "wonderful, good, wonderful" method Through a traffic light
End of lesson 5 min		Creates feedback

Short-term plan-5-6

Teacher name:
Date:
Grade:		Number present:	absent:
Theme of the lesson	Colors and Shapes
Lesson objectives	- Teach color words (red, blue, green, etc.) and basic shapes (circle, square, triangle) <br/>- Practice describing objects by color and shape

Lessonaction

Lessonperiod / time	Teacher's action	Studentaction	Evaluation	Resources
The beginning of the lesson 10 min	Greeting learners.	the mood will rise will be ready for the lesson. answer questions	The method of "verbal encouragement"
The middle of the lesson 30min	Lesson 5: Introduction to Colors I. Organizational Stage (5 minutes) Greeting and Review: "Hello everyone! How are you today?" (Briefly review alphabet and basic sounds if appropriate). Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "Today, we are going to learn the names of different colors in English." Lesson Objectives: "By the end of this lesson, you will be able to recognize and say the names of the primary colors: red, blue, green, yellow, orange, purple, black, and white." II. Introducing New Material (20 minutes) Primary Color Words (Visual Introduction): Teacher holds up objects or flashcards of each color, clearly saying the color name: Red (e.g., an apple, a red card) Blue (e.g., a blue pen, a blue card) Green (e.g., a leaf, a green card) Yellow (e.g., a lemon, a yellow card) Orange (e.g., an orange, an orange card) Purple (e.g., grapes, a purple card) Black (e.g., a black marker, a black card) White (e.g., a piece of paper, a white card) Students repeat each color name in chorus and individually. Color Recognition Activities: Teacher points to different colored objects in the classroom and asks, "What color is this?" Students respond with the color name. Teacher shows colored flashcards and asks students to name the color. "Touch the Color" Game: Teacher says a color (e.g., "Touch something red"). Students touch an object in the classroom that is that color. Sing a Color Song: Teacher leads the students in singing a simple song about colors (many examples are available online). III. Coloring Task (15 minutes) Distribute Coloring Sheets: Teacher gives each student a coloring sheet with simple shapes or pictures outlined. Instructions: Teacher instructs students to color specific parts of the sheet with the colors they have learned. For example, "Color the apple red," "Color the sky blue," "Color the grass green," etc. Reinforce Vocabulary: While students are coloring, the teacher can walk around and ask, "What color are you using?" or "What color is this?" pointing to their coloring sheet. IV. Preparation for the Next Stage (5 minutes) Review: Briefly review all the color words learned in the lesson. Preview of Next Lesson: "In our next lesson, we will learn the names of basic shapes and practice using color and shape words together." Homework (Optional): "Find one object of each color (red, blue, green, yellow, orange, purple, black, white) at home and be ready to say the color name in our next class." V. Conclusion (5 minutes) Color Identification Game: Teacher holds up different colored objects or cards and asks the class to shout out the color. Positive Reinforcement: "Excellent job learning your colors today, everyone! You all did a wonderful job." Lesson 6: Introduction to Shapes and Describing Objects I. Organizational Stage (5 minutes) Greeting and Review: "Hello everyone! How are you today?" (Briefly review colors from the previous lesson by asking students to name different colors). Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "Today, we are going to learn the names of basic shapes and how to describe objects using their color and shape." Lesson Objectives: "By the end of this lesson, you will be able to recognize and say the names of the basic shapes: circle, square, triangle, and rectangle. You will also be able to describe simple objects using their color and shape." II. Introducing New Material (20 minutes) Basic Shapes (Visual Introduction): Teacher holds up objects or flashcards of each shape, clearly saying the shape name: Circle (e.g., a ball, a circular card) Square (e.g., a block, a square card) Triangle (e.g., a triangular ruler, a triangular card) Rectangle (e.g., a book, a rectangular card) Students repeat each shape name in chorus and individually. Shape Recognition Activities: Teacher points to different shaped objects in the classroom and asks, "What shape is this?" Students respond with the shape name. Teacher shows shape flashcards and asks students to name the shape. "Draw the Shape" Activity: Teacher says a shape (e.g., "Draw a circle"). Students draw the shape in their notebooks or on paper. Teacher repeats for the other shapes. Describing Objects by Color and Shape: Teacher holds up a colored shape (e.g., a red circle) and says, "a red circle." Teacher repeats with other color-shape combinations (e.g., a blue square, a green triangle, a yellow rectangle). Students repeat the phrases after the teacher. Teacher can write sentence frames on the board: "a _______ _______" (color) (shape) III. Drawing and Describing Task (15 minutes) Instructions: Teacher asks students to draw different colored shapes in their notebooks or on a piece of paper. For example: Draw a red circle. Draw a blue square. Draw a green triangle. Draw a yellow rectangle. Reinforce Vocabulary: After drawing, teacher asks individual students to describe their drawings using the phrase "a [color] [shape]". For example, "What is this?" (pointing to a drawing). Student responds, "a red circle." IV. Preparation for the Next Stage (5 minutes) Review: Briefly review all the shape words learned in the lesson and how to describe an object using its color and shape. Preview of Future Lessons: "In our next lessons, we will learn more about different sizes and practice describing more objects around us." Homework (Optional): "Find one object of each shape (circle, square, triangle, rectangle) at home and be ready to say the shape name in our next class. Also, try to describe their color." V. Conclusion (5 minutes) Shape Identification Game: Teacher says a shape, and students point to an object in the classroom that has that shape. Positive Reinforcement: "Wonderful job learning about shapes and how to describe objects today! You are all doing so well."	Performs exercises Performs exercises Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs exercises Performs text-related tasks	Using the thumb method The "wonderful, good, wonderful" method Through a traffic light The "wonderful, good, wonderful" method Through a traffic light The "wonderful, good, wonderful" method Through a traffic light The "wonderful, good, wonderful" method Through a traffic light
End of lesson 5 min Reflection		Creates feedback

Short-term plan-7-8

Teacher name:
Date:
Grade:		Number present:	absent:
Theme of the lesson	Numbers and Counting
Lesson objectives	- Introduce numbers (1–20 or 1–30) <br/>- Practice counting and using numbers in questions (“How many…?”)

Lessonaction

Lessonperiod / time	Teacher's action	Studentaction	Evaluation	Resources
The beginning of the lesson 10 min	Greeting learners.	the mood will rise will be ready for the lesson. answer questions	The method of "verbal encouragement"
	Lesson 7: Introducing Numbers 1-10 I. Organizational Stage (5 minutes) Greeting and Review: "Hello everyone! How are you today?" (Briefly review colors and shapes if appropriate). Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "Today, we are going to start learning how to count in English!" Lesson Objectives: "By the end of this lesson, you will be able to recognize, say, and write the English numerals for numbers one through ten." II. Introducing New Material (20 minutes) Introducing Numbers 1-5 (Pronunciation and Visuals): Teacher holds up fingers, objects (e.g., pencils, blocks), or flashcards showing each number from 1 to 5. Teacher clearly says the number name and writes the numeral on the board: 1 - one 2 - two 3 - three 4 - four 5 - five Students repeat each number name in chorus and individually. Practicing Counting Objects (1-5): Teacher holds up a small group of objects (e.g., 3 pencils) and asks, "How many pencils are there?" Students count and say "Three." Teacher repeats with different numbers of objects (1 to 5). Teacher can ask individual students to count objects in the classroom (e.g., "How many windows are there?"). Introducing Numbers 6-10 (Pronunciation and Visuals): Teacher continues with numbers 6 to 10, using the same method as above: 6 - six 7 - seven 8 - eight 9 - nine 10 - ten Students repeat each number name in chorus and individually. Practicing Counting Objects (1-10): Teacher repeats the counting activity with groups of objects ranging from 1 to 10. Students can count each other's fingers or toes (within appropriate limits). III. Simple Number-Based Activities and Games (15 minutes) "Count with Me" Game: Teacher starts counting (e.g., "One"), and students take turns saying the next number in sequence up to ten. "Show Me" Activity: Teacher says a number (e.g., "Show me four fingers"). Students hold up the correct number of fingers. Counting Apples (or other familiar objects): Teacher draws simple pictures of apples (or other objects) on the board in groups of 1 to 10. Teacher points to a group and asks, "How many apples are there?" Students count and answer. Matching Numbers with Pictures: Teacher can use pre-made worksheets or quickly draw pictures of groups of objects (1-10) on one side of the board and write the numerals (1-10) in a random order on the other side. Students draw lines to match the number with the correct picture. IV. Writing Numerals in English (5 minutes) Writing Practice (1-5): Teacher shows how to write the numerals 1, 2, 3, 4, and 5 on the board, emphasizing the correct formation. Students practice writing these numerals in their notebooks. Writing Practice (6-10): Teacher shows how to write the numerals 6, 7, 8, 9, and 10 on the board. Students practice writing these numerals in their notebooks. V. Conclusion (5 minutes) Number Rhyme/Song: Teacher and students sing a simple number rhyme or song that counts from one to ten. Positive Reinforcement: "Fantastic job learning your numbers today! You can all count to ten in English now!" Homework (Optional): "Practice counting objects at home up to ten and try to write the numbers." Lesson 8: Numbers 11-20 and Further Counting I. Organizational Stage (5 minutes) Greeting and Review: "Hello everyone! How are you today?" (Briefly review numbers 1-10 by counting as a class). Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "Today, we are going to learn even more numbers in English, up to twenty!" Lesson Objectives: "By the end of this lesson, you will be able to recognize, say, and write the English numerals for numbers eleven through twenty, and practice counting objects up to twenty." II. Introducing New Material (20 minutes) Review Numbers 1-10: Quickly count from one to ten as a class. Introducing Numbers 11-15 (Pronunciation and Visuals): Teacher uses objects or flashcards to introduce numbers 11 to 15. Teacher clearly says the number name and writes the numeral on the board: 11 - eleven 12 - twelve 13 - thirteen 14 - fourteen 15 - fifteen Students repeat each number name in chorus and individually. Introducing Numbers 16-20 (Pronunciation and Visuals): Teacher continues with numbers 16 to 20: 16 - sixteen 17 - seventeen 18 - eighteen 19 - nineteen 20 - twenty Students repeat each number name in chorus and individually. Teacher can point out the "-teen" ending for numbers 13-19. Practicing Counting Objects (11-20): Teacher holds up groups of objects (11 to 20) and asks, "How many [objects] are there?" Students count and say the number. Teacher can ask students to count larger objects in the classroom (e.g., "How many desks are there?"). III. Simple Number-Based Activities and Games (15 minutes) "Count Around the Circle": Students sit in a circle. Teacher starts by saying "One," the next student says "Two," and so on, up to twenty. "Number Flashcard Game": Teacher shows flashcards with numerals (1-20) in a random order. Students say the number. Teacher can make it a bit faster to make it more engaging. "Counting Game with Clapping": Teacher claps a certain number of times (between 1 and 20), and students say the number of claps. Students can take turns being the one who claps. Matching Numbers with Pictures (Up to 20): Similar to the previous lesson, teacher can provide a worksheet or draw on the board with groups of objects (1-20) to be matched with the corresponding numerals. IV. Writing Numerals in English (5 minutes) Writing Practice (11-15): Teacher shows how to write the numerals 11, 12, 13, 14, and 15 on the board. Students practice writing these numerals in their notebooks. Writing Practice (16-20): Teacher shows how to write the numerals 16, 17, 18, 19, and 20 on the board. Students practice writing these numerals in their notebooks. V. Conclusion (5 minutes) Counting Song (1-20): Teacher and students sing a number song that goes up to twenty. Positive Reinforcement: "Wonderful! Now you can count all the way to twenty in English! That's fantastic!" Homework (Optional): "Practice counting objects at home up to twenty and try to write the numbers. You can also ask your family members to count with you!"	Performs exercises Performs exercises Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs exercises Performs text-related tasks Performs exercises Performs text-related tasks Performs text-related tasks	Using the thumb method The "wonderful, good, wonderful" method Through a traffic light The "wonderful, good, wonderful" method Through a traffic light The "wonderful, good, wonderful" method Through a traffic light The "wonderful, good, wonderful" method Through a traffic light
End of lesson 5 min Reflection		Creates feedback

Short-term plan-9-10

Teacher name:
Date:
Grade:		Number present:	absent:
Theme of the lesson	Family and Friends
Lesson objectives	- Learn family-related vocabulary (mother, father, sister, brother) Describe who is in one’s family or circle of friends

Lessonaction

Lessonperiod / time	Teacher's action	Studentaction	Evaluation	Resources
The beginning of the lesson 10 min	Greeting learners.	the mood will rise will be ready for the lesson. answer questions	The method of "verbal encouragement"
	Lesson 9: Family Members I. Organizational Stage (5 minutes) Greeting and Review: "Hello everyone! How are you today?" (Briefly review numbers 1-20 if appropriate). Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "Today, we are going to learn the names of our family members in English." Lesson Objectives: "By the end of this lesson, you will be able to recognize and say the English words for mother, father, sister, brother, grandmother, and grandfather." II. Introducing New Material (20 minutes) Introducing Mother and Father: Teacher shows a picture of a mother and says, "This is my mother." Writes "mother" on the board. Students repeat. Teacher shows a picture of a father and says, "This is my father." Writes "father" on the board. Students repeat. Teacher can ask simple questions like, "Where is your mother?" (without expecting a full sentence answer initially, just the word "mother"). Introducing Sister and Brother: Teacher shows a picture of a sister (or draws a simple one) and says, "This is my sister." Writes "sister" on the board. Students repeat. Teacher shows a picture of a brother (or draws a simple one) and says, "This is my brother." Writes "brother" on the board. Students repeat. Teacher asks, "Do you have a sister?" (Yes/No responses are sufficient at this stage). "Do you have a brother?" Introducing Grandmother and Grandfather: Teacher shows a picture of a grandmother and says, "This is my grandmother." Writes "grandmother" on the board. Students repeat. Teacher shows a picture of a grandfather and says, "This is my grandfather." Writes "grandfather" on the board. Students repeat. Teacher can explain that "grandmother" can also be "grandma" and "grandfather" can also be "grandpa" (optional, depending on the level). Using Pictures for Practice: Teacher shows various pictures of families (can be simple drawings or real photos). Teacher points to a person in the picture and asks, "Who is this?" Students try to name the family member in English. Teacher provides support and the correct word if needed. III. Activities (15 minutes) "Show Me Your Family" (Optional): If students are comfortable, they can show a picture of their own family and point to different members, saying the English names. "Family Member Matching": Teacher can prepare simple worksheets with pictures of family members on one side and the English words on the other. Students draw lines to match the pictures with the words. "Who is Missing?" Game: Teacher puts up flashcards of the family members. Students close their eyes. Teacher removes one flashcard. Students open their eyes and guess who is missing by saying the English word. Drawing a Family Member: Teacher asks students to draw one of their family members and then say the English name of the person they drew. IV. Preparation for the Next Stage (5 minutes) Review: Briefly review all the family member words learned in the lesson. Preview of Next Lesson: "In our next lesson, we will talk more about our family and also learn about our friends." Homework (Optional): "Try to find pictures of your family members and practice saying their names in English." V. Conclusion (5 minutes) "Family Member Charades": Teacher (or students, if comfortable) can act out a family member (e.g., pretending to read a newspaper like a grandfather) and students guess who it is in English. Positive Reinforcement: "Excellent work learning about your family in English today! You all did a great job." Lesson 10: Talking About Family and Friends I. Organizational Stage (5 minutes) Greeting and Review: "Hello everyone! How are you today?" (Briefly review family member vocabulary from the previous lesson). Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "Today, we are going to talk more about our family and also learn about our friends in English." Lesson Objectives: "By the end of this lesson, you will be able to use simple sentences to talk about your family and friends, and ask and answer basic questions about family members." II. Introducing New Material (20 minutes) Review of Family Members: Quickly review the vocabulary for mother, father, sister, brother, grandmother, and grandfather using flashcards or pictures. Introducing "Friend" and "Best Friend": Teacher says, "This is my friend." (pointing to a student or showing a picture). Writes "friend" on the board. Students repeat. Teacher explains the concept of a friend – someone you like to play with and spend time with. Teacher introduces "best friend" and explains it's a very close friend. Writes "best friend" on the board. Students repeat. Teacher asks, "Do you have a friend?" "Do you have a best friend?" (Yes/No responses are sufficient). Simple Sentences: Teacher writes and says: "This is my mother." (pointing to a picture or drawing). Teacher writes and says: "This is my father." Teacher writes and says: "This is my sister." Teacher writes and says: "This is my brother." Teacher writes and says: "This is my grandmother." Teacher writes and says: "This is my grandfather." Teacher writes and says: "He is my friend." (pointing to a boy in a picture or student). Teacher writes and says: "She is my friend." (pointing to a girl in a picture or student). Students repeat each sentence in chorus and individually. Asking/Answering Questions: Teacher writes and says: "Do you have a sister?" Students respond: "Yes, I do." or "No, I don’t." Teacher repeats with "brother," "grandmother," and "grandfather." Teacher can use gestures to help students understand the questions (e.g., pointing to a sister if asking about a sister). III. Activities (15 minutes) "My Family and Friends" Drawings: Students draw a picture of their family and one or two friends. Then, they point to each person and say, "This is my [family member]" or "He/She is my friend." "Family Tree" Practice: If a simple family tree chart was introduced earlier or is provided, students can point to different members on the chart and name them. Teacher can ask questions like, "Who is this?" Question and Answer Pairs: Students work in pairs. One student asks, "Do you have a sister/brother/etc.?" and the other student answers. They take turns asking and answering. "Guess Who My Friend Is": One student thinks of a friend (without saying their name) and gives simple clues (e.g., "He is a boy," "He likes to play football"). Other students can ask "Yes/No" questions like "Is he your best friend?" to guess who the friend is. IV. Preparation for the Next Stage (5 minutes) Review: Briefly review the vocabulary for family and friends, and the question-answer patterns learned. Preview of Future Lessons: "In our next lessons, we will learn more about describing people and talking about what we like to do with our family and friends." Homework (Optional): "Draw a picture of your family and label each member with their English name. Also, think about your best friend and be ready to say 'He/She is my best friend.'" V. Conclusion (5 minutes) Role-Playing: Teacher can create simple role-playing scenarios, such as meeting a new classmate and talking about their family and friends. Students can volunteer to act out the scenarios. Positive Reinforcement: "Fantastic job talking about your family and friends in English today! You are all becoming great English speakers."	Performs exercises Performs exercises Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs exercises Performs text-related tasks Performs exercises Performs text-related tasks Performs text-related tasks	Using the thumb method The "wonderful, good, wonderful" method Through a traffic light The "wonderful, good, wonderful" method Through a traffic light The "wonderful, good, wonderful" method Through a traffic light The "wonderful, good, wonderful" method Through a traffic light
End of lesson 5 min Reflection		Creates feedback

Short-term plan-11-12

Teacher name:
Date:
Grade:		Number present:	absent:
Theme of the lesson	Classroom Objects and Commands
Lesson objectives	- Teach names of classroom objects (desk, chair, pencil, book) Reinforce TPR (Total Physical Response) with commands (stand up, sit down)

Lessonaction

Lessonperiod / time	Teacher's action	Studentaction	Evaluation	Resources
The beginning of the lesson 10 min	Greeting learners.	the mood will rise will be ready for the lesson. answer questions	The method of "verbal encouragement"
	Lesson 11: Classroom Objects I. Organizational Stage (5 minutes) Greeting and Review: "Hello everyone! How are you today?" (Briefly review family and friends vocabulary if appropriate). Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "Today, we are going to learn the names of things we see in our classroom in English." Lesson Objectives: "By the end of this lesson, you will be able to recognize and say the English words for desk, chair, board, pencil, book, and ruler." II. Introducing New Material (20 minutes) Introducing "Desk" and "Chair": Teacher points to a desk and says, "This is a desk." Writes "desk" on the board. Students repeat. Teacher points to a chair and says, "This is a chair." Writes "chair" on the board. Students repeat. Teacher can ask simple questions like, "Where is your desk?" (Students can point). "Where is your chair?" Introducing "Board": Teacher points to the board and says, "This is a board." Writes "board" on the board. Students repeat. Teacher can ask, "What color is the board?" (If colors have been taught). Introducing "Pencil": Teacher holds up a pencil and says, "This is a pencil." Writes "pencil" on the board. Students repeat. Teacher asks, "Do you have a pencil?" (Students can show their pencils). Introducing "Book": Teacher holds up a book and says, "This is a book." Writes "book" on the board. Students repeat. Teacher asks, "Do you have a book?" (Students can show their books). Introducing "Ruler": Teacher holds up a ruler and says, "This is a ruler." Writes "ruler" on the board. Students repeat. Teacher asks, "Do you have a ruler?" (Students can show their rulers if they have them). Simple Sentence Practice: Teacher points to each object again and says, "This is a desk," "This is a chair," etc. Students repeat the full sentences. III. Activities (15 minutes) "Touch the Object" Game: Teacher says the name of a classroom object (e.g., "Touch the board"). Students touch the correct object. "What is it?" Game: Teacher points to a classroom object, and students say the English name. Classroom Object Flashcards: Teacher shows flashcards with pictures of the classroom objects. Students say the name of the object on the flashcard. Matching Objects and Words: Teacher can prepare simple worksheets with pictures of the classroom objects on one side and the English words on the other. Students draw lines to match the pictures with the words. IV. Preparation for the Next Stage (5 minutes) Review: Briefly review all the classroom object words learned in the lesson. Preview of Next Lesson: "In our next lesson, we will learn some actions we can do in the classroom, like 'stand up' and 'sit down'." Homework (Optional): "Try to find these objects at home and say their English names." V. Conclusion (5 minutes) "I Spy" with Classroom Objects: Teacher says, "I spy with my little eye something that is [color] and is a [classroom object]." Students guess the object using the English name. Positive Reinforcement: "Excellent work learning the names of classroom objects today! You are all doing great." Lesson 12: Classroom Commands I. Organizational Stage (5 minutes) Greeting and Review: "Hello everyone! How are you today?" (Briefly review classroom object vocabulary from the previous lesson by asking students to name some objects). Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "Today, we are going to learn some actions we can do in the classroom in English." Lesson Objectives: "By the end of this lesson, you will be able to understand and respond physically to the commands: stand up, sit down, open your book, and close your book." II. Introducing New Material (20 minutes) Introducing "Stand Up": Teacher says "Stand up" and demonstrates the action of standing up. Writes "stand up" on the board. Students repeat the command and stand up. Teacher can say "Stand up, please." to introduce politeness. Introducing "Sit Down": Teacher says "Sit down" and demonstrates the action of sitting down. Writes "sit down" on the board. Students repeat the command and sit down. Teacher can say "Sit down, please." Introducing "Open Your Book": Teacher holds up a book and says "Open your book" and demonstrates opening a book. Writes "open your book" on the board. Students repeat the command and open their books. Teacher can say "Open your book, please." Introducing "Close Your Book": Teacher holds up an open book and says "Close your book" and demonstrates closing a book. Writes "close your book" on the board. Students repeat the command and close their books. Teacher can say "Close your book, please." Total Physical Response (TPR): Teacher gives the commands one by one, and students respond physically. Teacher can say the commands in a random order. Teacher can also say the command and perform the action along with the students. III. TPR Exercises and Practice (15 minutes) Simon Says: Teacher plays "Simon Says" using the commands learned. "Simon says, stand up." "Sit down." (Students only follow commands that start with "Simon says"). Following Instructions: Teacher gives a series of instructions for students to follow: "Stand up." "Sit down." "Open your book." "Close your book." Teacher can make the sequence longer and faster as students become more confident. Combining Objects and Commands: Teacher gives commands that include classroom objects: "Open your book." "Close your book." (Later, after more objects are learned: "Touch your desk." "Pick up your pencil.") "Command Cards": Teacher can prepare cards with the written commands on them. Teacher shows a card, and students read the command and perform the action. IV. Preparation for the Next Stage (5 minutes) Review: Briefly review all the action commands learned in the lesson. Preview of Future Lessons: "In our next lessons, we will learn more classroom objects and more actions we can do." Homework (Optional): "Practice saying these commands at home and try to get your family members to do the actions!" V. Conclusion (5 minutes) Command Game: Students take turns giving the commands to the class. Positive Reinforcement: "Excellent work following instructions in English today! You all listened very well."	Performs exercises Performs exercises Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs exercises Performs text-related tasks Performs exercises	Using the thumb method The "wonderful, good, wonderful" method Through a traffic light The "wonderful, good, wonderful" method Through a traffic light The "wonderful, good, wonderful" method Through a traffic light
End of lesson 5 min		Creates feedback

hort-term plan-13-14

Teacher name:
Date:
Grade:		Number present:	absent:
Theme of the lesson	Days of the Week and Daily Routines
Lesson objectives	- Introduce days (Monday–Sunday) Use the simple present tense for daily activities (“I wake up at 7 AM”)

Lessonaction

Lessonperiod / time	Teacher's action	Studentaction	Evaluation	Resources
The beginning of the lesson 10 min	Greeting learners.	the mood will rise will be ready for the lesson. answer questions	The method of "verbal encouragement"
	Lesson 13: Days of the Week and Basic Daily Actions I. Organizational Stage (5 minutes) Greeting and Review: "Hello everyone! How are you today?" (Briefly review classroom objects and commands if appropriate). Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "Today, we are going to learn the names of the days of the week and some things we do every day in English." Lesson Objectives: "By the end of this lesson, you will be able to recognize and say the English names for the days of the week and some basic daily actions." II. Introducing New Material (20 minutes) Days of the Week (Pronunciation and Visuals): Teacher writes the days of the week on the board, clearly pronouncing each day: Monday Tuesday Wednesday Thursday Friday Saturday Sunday Teacher can use a visual calendar or flashcards for each day. Students repeat each day in chorus and individually. Teacher can ask, "What day is today?" (Wednesday). "What day was yesterday?" (Tuesday). "What day is tomorrow?" (Thursday). Basic Daily Actions (Visuals and Actions): Teacher introduces each action with a picture or by acting it out: Wake up: Teacher pretends to wake up. Writes "wake up" on the board. Students repeat. Eat breakfast: Teacher pretends to eat breakfast. Writes "eat breakfast" on the board. Students repeat. Go to school: Teacher pretends to walk to school. Writes "go to school" on the board. Students repeat. Do homework: Teacher pretends to write. Writes "do homework" on the board. Students repeat. Go to bed: Teacher pretends to sleep. Writes "go to bed" on the board. Students repeat. Matching Days and Actions: Teacher can draw simple pictures representing the actions next to the days of the week (e.g., a picture of a school bus next to Monday to Friday, a picture of a bed next to Sunday). III. Activities (15 minutes) "Days of the Week" Chant: Teacher leads a simple chant, repeating the days of the week in order. Students can clap or tap along. "Action Time": Teacher says an action (e.g., "Wake up!"), and students act it out. "What day do you...?" Game: Teacher asks, "What day do you go to school?" Students answer with the days they go to school. Teacher can adapt this for other actions. "Picture Sequencing": Teacher can provide students with pictures representing the daily actions and ask them to put the pictures in the order they usually do them. IV. Preparation for the Next Stage (5 minutes) Review: Briefly review the days of the week and the basic daily actions learned. Preview of Next Lesson: "In our next lesson, we will learn how to talk about when we do these things using time." Homework (Optional): "Try to say the days of the week in English at home. Also, think about what you do every day and try to say the English words for those actions." V. Conclusion (5 minutes) "Days of the Week" Song: Teacher and students sing a simple song about the days of the week. Positive Reinforcement: "Great job learning the days of the week and daily actions today! You are all doing very well." Lesson 14: Describing Daily Routines and Making a Schedule I. Organizational Stage (5 minutes) Greeting and Review: "Hello everyone! How are you today?" (Briefly review the days of the week and daily actions from the previous lesson). Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "Today, we are going to learn how to talk about our daily routines and make a schedule in English." Lesson Objectives: "By the end of this lesson, you will be able to use simple present tense to describe your daily routines and create a basic weekly schedule." II. Introducing New Material (20 minutes) Review of Days and Actions: Quickly review the days of the week and the daily actions using flashcards or by asking students. Using Simple Present Tense ("I"): Teacher writes on the board: "I wake up." and says it clearly. Students repeat. Teacher does the same for the other actions: "I eat breakfast," "I go to school," "I do homework," "I go to bed." Teacher emphasizes that we use this form to talk about things we do regularly. Introducing Time Expressions ("at [time]"): Teacher introduces simple times (e.g., 7 o'clock, 8 o'clock). Teacher can use a visual clock. Teacher combines actions with time: "I wake up at 7 o'clock." Writes it on the board. Students repeat. Teacher does the same for other actions, using plausible times for their routine (e.g., "I eat breakfast at 7:30," "I go to school at 8 o'clock," etc.). Asking and Answering Simple Questions: Teacher asks, "What time do you wake up?" Students can answer with "I wake up at [time]." (Teacher provides support with time if needed). Teacher asks similar questions for other daily actions. III. Making a Weekly Schedule or Timetable (15 minutes) Introducing the Concept: Teacher explains what a weekly schedule or timetable is – a plan for what you do on different days of the week. Teacher can show a simple example on the board. Creating a Class Schedule (Collaborative Activity): Teacher guides the students to create a simple class schedule on the board together. Teacher asks: "What do we do on Monday?" (Go to school). "What time do we start school?" (e.g., 8 o'clock). Teacher writes "Monday: Go to school at 8 o'clock." Teacher continues for the other days of the week, focusing on school days and perhaps a simple activity for the weekend (e.g., "Saturday: Play games," "Sunday: Rest"). Individual Schedules (Simple Version): Teacher can provide a simple template with the days of the week written down. Students can draw pictures or write (if their writing skills allow) one main activity they do on each day. For younger learners, focusing on one key activity per day is sufficient. IV. Preparation for the Next Stage (5 minutes) Review: Briefly review the days of the week, daily actions, and how to use simple present tense with "I" and time. Preview of Future Lessons: "In our next lessons, we will learn more verbs to describe other activities we do." Homework (Optional): "Try to ask your family members what time they do different things every day. You can also try to draw your own daily schedule." V. Conclusion (5 minutes) Sharing Schedules: Students who are comfortable can share one or two things from their simple weekly schedule. Positive Reinforcement: "Excellent work talking about your daily routines and making schedules today! You are becoming very good at English."	Performs exercises Performs exercises Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs exercises	Using the thumb method The "wonderful, good, wonderful" method Through a traffic light The "wonderful, good, wonderful" method Through a traffic light
End of lesson 5 min

Short-term plan-15-16

Teacher name:
Date:
Grade:		Number present:	absent:
Theme of the lesson	Weather and Seasons
Lesson objectives	- Teach weather vocabulary (sunny, rainy, cloudy) and seasons (spring, summer, autumn, winter) Practice simple weather expressions

Lessonaction

Lessonperiod / time	Teacher's action	Studentaction	Evaluation	Resources
The beginning of the lesson 10 min	Greeting learners.	the mood will rise will be ready for the lesson. answer questions	The method of "verbal encouragement"
	Lesson 15: Weather Words I. Organizational Stage (5 minutes) Greeting and Review: "Hello everyone! How are you today?" (Briefly review days of the week and daily routines if appropriate). Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "Today, we are going to learn words to describe the weather in English." Lesson Objectives: "By the end of this lesson, you will be able to recognize and say the English words for sunny, rainy, windy, snowy, and cloudy, and ask and answer the question 'What's the weather like?'" II. Introducing New Material (20 minutes) Introducing "Sunny": Teacher points to a picture of a sunny day or draws a sun on the board and says, "It's sunny." Writes "sunny" on the board. Students repeat. Teacher can ask, "Is it sunny today?" (Looking outside). Introducing "Rainy": Teacher points to a picture of a rainy day or makes rain sounds and says, "It's rainy." Writes "rainy" on the board. Students repeat. Teacher can ask, "Do you like rainy days?" Introducing "Windy": Teacher can make blowing sounds or show a picture of trees blowing and says, "It's windy." Writes "windy" on the board. Students repeat. Teacher can ask, "Is it windy today?" Introducing "Snowy": Teacher points to a picture of a snowy day or pretends to shiver and says, "It's snowy." Writes "snowy" on the board. Students repeat. Teacher can ask, "Do you like snowy days?" (Considering the time of year, this might be relevant or a memory of the recent past). Introducing "Cloudy": Teacher points to a picture of a cloudy day or draws clouds on the board and says, "It's cloudy." Writes "cloudy" on the board. Students repeat. Teacher can ask, "Is it cloudy today?" The Question "What's the weather like?": Teacher writes "What's the weather like?" on the board and says it clearly. Students repeat. Teacher answers the question for the current day: "It's [weather word]." III. Activities (15 minutes) "Weather Flashcards": Teacher shows flashcards with pictures representing each weather condition. Students say the weather word. "Act Out the Weather": Teacher says a weather word (e.g., "Windy"), and students act it out (e.g., swaying like trees). "What's the Weather Like Today?" Routine: Teacher asks individual students, "What's the weather like today?" and encourages them to look outside and answer. "Weather Matching": Teacher can prepare simple worksheets with pictures of weather conditions on one side and the English words on the other. Students draw lines to match the pictures with the words. IV. Preparation for the Next Stage (5 minutes) Review: Briefly review all the weather words learned in the lesson and the question "What's the weather like?" Preview of Next Lesson: "In our next lesson, we will learn about the four seasons of the year and how the weather is in each season." Homework (Optional): "Look at the weather tomorrow and try to say what it's like in English." V. Conclusion (5 minutes) "Weather Song": Teacher and students sing a simple song about the weather. Positive Reinforcement: "Great job learning about the weather today! You can now describe different kinds of weather in English." Lesson 16: Seasons and Seasonal Descriptions I. Organizational Stage (5 minutes) Greeting and Review: "Hello everyone! How are you today?" (Briefly review weather words from the previous lesson by showing flashcards). Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "Today, we are going to learn about the four seasons of the year and how the weather changes in each season." Lesson Objectives: "By the end of this lesson, you will be able to name the four seasons in English (spring, summer, autumn/fall, winter) and describe the typical weather in each season." II. Introducing New Material (20 minutes) Introducing the Four Seasons (Visuals): Teacher shows pictures or drawings representing each season: Spring: Flowers blooming, green grass. Teacher says, "This is spring." Writes "spring" on the board. Students repeat. Summer: Sun, warm weather, perhaps people at the beach. Teacher says, "This is summer." Writes "summer" on the board. Students repeat. Autumn/Fall: Falling leaves, changing colors of trees. Teacher says, "This is autumn" or "This is fall." Writes both on the board. Students repeat. (Explain that "autumn" and "fall" mean the same thing). Winter: Snow, cold weather. Teacher says, "This is winter." Writes "winter" on the board. Students repeat. Seasonal Descriptions: Teacher says and writes on the board: "In spring, it's often sunny and sometimes rainy." "In summer, it's usually hot and sunny." "In autumn/fall, it's often windy and sometimes rainy." "In winter, it's usually cold and snowy." Teacher explains each sentence, relating it to the pictures. Students repeat each sentence. Asking and Answering Questions about Seasons: Teacher asks, "What season is it now?" (Considering the current date of March 19, 2025, the answer is likely transitioning into spring). Students answer, "It's spring." Teacher asks, "What's the weather like in summer?" Students can answer with "It's hot and sunny." Teacher asks similar questions for the other seasons. III. Activities (15 minutes) "Season Sorting": Teacher can provide pictures of different weather conditions or activities and ask students to sort them into the correct season (e.g., picture of snow goes with winter, picture of swimming goes with summer). "My Favorite Season": Teacher asks students, "What's your favorite season?" and encourages them to say why, using simple words or phrases (e.g., "I like summer because it's hot."). Mini Role-Play: Weather Forecast: Divide students into small groups. Each group pretends to be weather reporters giving a forecast for a different season. They can use the weather words and seasonal descriptions they have learned. Example: "Hello, today is the weather report for summer. It is hot and sunny. Remember to drink lots of water!" IV. Preparation for the Next Stage (5 minutes) Review: Briefly review the four seasons and the typical weather in each season. Preview of Future Lessons: "In our next lessons, we will learn about clothes we wear in different kinds of weather." Homework (Optional): "Draw a picture of your favorite season and write one sentence about the weather in that season." V. Conclusion (5 minutes) "Season Wheel": Teacher can draw a simple wheel divided into four sections, each representing a season. Students can spin an arrow and say the season it lands on and one word to describe the weather in that season. Positive Reinforcement: "Excellent work learning about the seasons today! You can now talk about the weather in different seasons in English."	Performs exercises Performs exercises Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs exercises Performs text-related tasks Performs exercises	Using the thumb method The "wonderful, good, wonderful" method Through a traffic light The "wonderful, good, wonderful" method Through a traffic light The "wonderful, good, wonderful" method Through a traffic light
End of lesson 5 min		Creates feedback

Short-term plan-17-18

Teacher name:
Date:
Grade:		Number present:	absent:
Theme of the lesson	Animals and Nature
Lesson objectives	- Introduce common animal names (dog, cat, lion, tiger) Discuss nature terms (tree, flower, grass)

Lessonaction

Lessonperiod / time	Teacher's action	Studentaction	Evaluation	Resources
The beginning of the lesson 10 min	Greeting learners.	the mood will rise will be ready for the lesson. answer questions	The method of "verbal encouragement"
	Lesson 17: Animal Names I. Organizational Stage (5 minutes) Greeting and Review: "Hello everyone! How are you today?" (Briefly review weather and seasons if appropriate). Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "Today, we are going to learn the names of some animals in English." Lesson Objectives: "By the end of this lesson, you will be able to recognize and say the English names for dog, cat, lion, tiger, elephant, and bird, and understand the difference between pets and wild animals." II. Introducing New Material (20 minutes) Introducing "Dog" and "Cat": Teacher shows a picture of a dog and says, "This is a dog." Writes "dog" on the board. Students repeat. Teacher asks, "Does anyone have a dog at home?" Teacher shows a picture of a cat and says, "This is a cat." Writes "cat" on the board. Students repeat. Teacher asks, "Does anyone have a cat at home?" Teacher explains that dogs and cats are often pets. Writes "pet" on the board. Introducing "Lion" and "Tiger": Teacher shows a picture of a lion and says, "This is a lion." Writes "lion" on the board. Students repeat. Teacher says, "A lion is big." Teacher shows a picture of a tiger and says, "This is a tiger." Writes "tiger" on the board. Students repeat. Teacher says, "A tiger is also big." Teacher explains that lions and tigers are wild animals. Writes "wild animal" on the board. Introducing "Elephant": Teacher shows a picture of an elephant and says, "This is an elephant." Writes "elephant" on the board. Students repeat. Teacher says, "An elephant is very big." Teacher explains that elephants are wild animals. Introducing "Bird": Teacher shows a picture of a bird and says, "This is a bird." Writes "bird" on the board. Students repeat. Teacher asks, "What color is this bird?" (If colors have been taught). Teacher explains that some birds can be pets, and some are wild. III. Activities (15 minutes) "Animal Sounds": Teacher makes the sounds of the animals (bark, meow, roar, etc.), and students guess the animal in English. "Animal Flashcards": Teacher shows flashcards with pictures of the animals. Students say the name of the animal. Sorting Animals (Pets vs. Wild): Teacher can have two labeled columns on the board (Pets/Wild Animals). Teacher shows pictures of the animals (and perhaps a few more simple ones like rabbit, cow) and asks students to say if it's a pet or a wild animal, placing the picture in the correct column. Describing Animals: Teacher shows a picture of one of the animals and says, "A [animal] is [size/characteristic]." (e.g., "A cat is small," "A lion is yellow"). Students repeat and can try to think of other simple descriptions. IV. Preparation for the Next Stage (5 minutes) Review: Briefly review all the animal names learned in the lesson and the difference between pets and wild animals. Preview of Next Lesson: "In our next lesson, we will learn the names of things we see in nature, like trees and flowers." Homework (Optional): "Try to find pictures of these animals at home and say their English names. Can you also think if they are pets or wild animals?" V. Conclusion (5 minutes) "Animal Charades": Teacher (or students, if comfortable) can act out an animal, and students guess the animal in English. Positive Reinforcement: "Excellent work learning about animals today! You know many animal names in English now." Lesson 18: Nature Words and Descriptions I. Organizational Stage (5 minutes) Greeting and Review: "Hello everyone! How are you today?" (Briefly review animal names from the previous lesson by showing flashcards). Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "Today, we are going to learn the names of things we see in nature in English." Lesson Objectives: "By the end of this lesson, you will be able to recognize and say the English words for tree, flower, grass, river, and mountain, and describe animals using simple sentences." II. Introducing New Material (20 minutes) Review of Animal Names: Quickly review the animal names (dog, cat, lion, tiger, elephant, bird) using flashcards. Introducing "Tree": Teacher points to a tree outside the window (if visible) or shows a picture of a tree and says, "This is a tree." Writes "tree" on the board. Students repeat. Teacher can ask, "What color are the leaves on the tree?" Introducing "Flower": Teacher shows a picture of a flower or a real flower (if available) and says, "This is a flower." Writes "flower" on the board. Students repeat. Teacher can ask, "What color is this flower?" Introducing "Grass": Teacher can point to grass outside or show a picture and says, "This is grass." Writes "grass" on the board. Students repeat. Teacher can ask, "What color is the grass?" Introducing "River": Teacher shows a picture of a river and says, "This is a river." Writes "river" on the board. Students repeat. Teacher can say, "A river has water." Introducing "Mountain": Teacher shows a picture of a mountain and says, "This is a mountain." Writes "mountain" on the board. Students repeat. Teacher can say, "Mountains are very big." (Relate to any local mountains if applicable). III. Activities (15 minutes) "Nature Flashcards": Teacher shows flashcards with pictures of the nature words. Students say the name of the object. "Where do they live?" Game: Teacher says an animal name, and students say if it lives near trees, grass, in a river, or perhaps in the mountains (depending on the animal and their knowledge). Describing Animals and Their Habitat: Teacher shows a picture of an animal and asks, "What is it?" Then asks, "Where does it live?" (e.g., "A lion. It lives near trees and grass."). Teacher can prompt with sentence starters: "A [animal] is..." "It lives..." Nature-Related Picture Descriptions: Teacher shows a picture that includes animals and nature elements (e.g., a bird on a tree near a river). Teacher asks simple questions: "What do you see?" Students can answer with single words or short sentences they know. IV. Preparation for the Next Stage (5 minutes) Review: Briefly review all the nature words learned in the lesson. Preview of Future Lessons: "In our next lessons, we will learn about more animals and talk about what animals can do." Homework (Optional): "Try to find these things in nature around your home or school and say their English names. Can you also try to describe an animal using a nature word?" (e.g., "A bird is in a tree.") V. Conclusion (5 minutes) "Draw Nature": Teacher asks students to draw a picture of a natural scene with some animals and nature elements they have learned. They can then label some of the things in their picture in English. Positive Reinforcement: "Excellent work learning about nature today! You know many new words in English."	Performs exercises Performs exercises Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs exercises Performs text-related tasks Performs exercises Performs text-related tasks Performs text-related tasks	Using the thumb method The "wonderful, good, wonderful" method Through a traffic light The "wonderful, good, wonderful" method Through a traffic light The "wonderful, good, wonderful" method Through a traffic light The "wonderful, good, wonderful" method Through a traffic light
End of lesson 5 min		Creates feedback

Short-term plan-19-20

Teacher name:
Date:
Grade:		Number present:	absent:
Theme of the lesson	Food and Drinks
Lesson objectives	- Present basic food items (fruit, vegetables, snacks) and drinks (water, juice) Express likes/dislikes (“I like apples”)

Lessonaction

Lessonperiod / time	Teacher's action	Studentaction	Evaluation	Resources
The beginning of the lesson 10 min	Greeting learners.	the mood will rise will be ready for the lesson. answer questions	The method of "verbal encouragement"
	Lesson 19: Common Foods and Drinks I. Organizational Stage (5 minutes) Greeting and Review: "Hello everyone! How are you today?" (Briefly review animals and nature words if appropriate). Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "Today, we are going to learn the names of some common foods and drinks in English." Lesson Objectives: "By the end of this lesson, you will be able to recognize and say the English words for apple, banana, bread, pizza, soup, rice, water, juice, milk, tea, and coffee, and express simple likes and dislikes." II. Introducing New Material (20 minutes) Introducing Common Foods (Visuals and Realia): Teacher shows a real apple or a picture and says, "This is an apple." Writes "apple" on the board. Students repeat. Teacher does the same for banana, bread, pizza (picture), soup (picture or gesture), and rice (show uncooked rice or picture). Writes each word on the board and has students repeat. Introducing Drinks (Visuals and Realia): Teacher shows a bottle of water or a picture and says, "This is water." Writes "water" on the board. Students repeat. Teacher does the same for juice (show a carton or picture), milk (show a carton or picture), tea (show a tea bag or picture), and coffee (show instant coffee or picture). Writes each word on the board and has students repeat. Pronunciation Practice: Teacher repeats each food and drink word, and students repeat in chorus and individually. Pay attention to sounds that might be different in their native language. Expressing Preferences ("I like"): Teacher holds up an apple and says, "I like apples." Writes "I like apples" on the board. Students repeat. Teacher repeats with other foods and drinks, encouraging students to say "I like [food/drink]." Expressing Preferences ("I don't like"): Teacher holds up a picture of a carrot (or another food not on the list but easily recognizable) and says, "I don't like carrots." Writes "I don't like carrots" on the board. Students repeat. Teacher introduces the phrase "I don't like" and encourages students to say things they don't like (using the vocabulary learned or other simple food words they might know). III. Activities (15 minutes) "Food and Drink Flashcards": Teacher shows flashcards with pictures of the foods and drinks. Students say the English name. "Touch the Food/Drink": Teacher says the name of a food or drink, and students point to the correct picture or real object (if available). "Do you like...?" Question: Teacher holds up a picture of a food or drink and asks, "Do you like [food/drink]?" Students can answer with "Yes, I do" or "No, I don't." "My Favorite Food/Drink": Teacher asks students, "What's your favorite food?" and "What's your favorite drink?" Encourage them to answer using the vocabulary learned. IV. Preparation for the Next Stage (5 minutes) Review: Briefly review all the food and drink words learned in the lesson and the phrases "I like" and "I don't like." Preview of Next Lesson: "In our next lesson, we will learn how to ask for food and drinks politely." Homework (Optional): "Try to say the English names of the foods and drinks you eat and drink at home." V. Conclusion (5 minutes) "Food and Drink Bingo": Teacher can call out food and drink words, and students can mark them off on a simple bingo card with pictures or words. Positive Reinforcement: "Excellent work learning about food and drinks today! You know many new words in English." Lesson 20: Expressing Preferences and Polite Requests I. Organizational Stage (5 minutes) Greeting and Review: "Hello everyone! How are you today?" (Briefly review food and drink vocabulary and "I like/don't like" from the previous lesson). Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "Today, we are going to learn how to ask for food and drinks politely in English." Lesson Objectives: "By the end of this lesson, you will be able to use the polite requests 'Can I have...?' and 'Would you like...?' to ask for and offer food and drinks." II. Introducing New Material (20 minutes) Review of Food and Drinks: Quickly review the vocabulary for apple, banana, bread, pizza, soup, rice, water, juice, milk, tea, and coffee using flashcards or by asking students. Polite Request: "Can I have...?" Teacher holds up a picture of an apple and says, "Can I have an apple, please?" Writes "Can I have an apple, please?" on the board. Students repeat. Teacher explains that this is a polite way to ask for something. Teacher repeats with other food and drink items, encouraging students to practice the phrase. Polite Request: "Would you like...?" Teacher holds up a picture of juice and says, "Would you like some juice?" Writes "Would you like some juice?" on the board. Students repeat. Teacher explains that this is a polite way to offer something to someone. Teacher repeats with other food and drink items, encouraging students to practice the phrase. Possible Responses: Teacher introduces simple responses: To "Can I have...?" - "Yes, here you are." / "Sure." To "Would you like...?" - "Yes, please." / "No, thank you." III. Role-Play Scenarios (15 minutes) "Ordering at a Cafe" (Teacher-Student): Teacher pretends to be a server, and students take turns ordering food or drinks using "Can I have...?" Teacher: "Hello, what would you like?" Student: "Can I have a juice, please?" Teacher: "Yes, here you are." "Offering Food to a Friend" (Pair Work): Students work in pairs. One student offers a food or drink using "Would you like...?" and the other student responds with "Yes, please" or "No, thank you." They can use picture cards or just say the names. Student 1: "Would you like some bread?" Student 2: "Yes, please." or "No, thank you." Using Menus (Optional): If available, teacher can provide simple picture menus with the learned food and drinks. Students can use these menus to practice ordering and offering. IV. Preparation for the Next Stage (5 minutes) Review: Briefly review the polite request phrases "Can I have...?" and "Would you like...?" and the possible responses. Preview of Future Lessons: "In our next lessons, we will learn more about different kinds of food and how to describe them." Homework (Optional): "Try to use 'Can I have...?' when asking for something at home, and 'Would you like...?' when offering something to your family." V. Conclusion (5 minutes) "Polite Request Game": Teacher shows a picture of a food or drink and asks students to make a polite request for it. Then, teacher offers a food or drink and asks students to respond politely. Positive Reinforcement: "Excellent work learning how to make polite requests today! You are becoming very good at speaking English in different situations."	Performs exercises Performs exercises Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs exercises Performs text-related tasks Performs exercises Performs text-related tasks Performs text-related tasks	Using the thumb method The "wonderful, good, wonderful" method Through a traffic light The "wonderful, good, wonderful" method Through a traffic light The "wonderful, good, wonderful" method Through a traffic light The "wonderful, good, wonderful" method Through a traffic light
End of lesson 5 min		Creates feedback

Short-term plan-21-22

Teacher name:
Date:
Grade:		Number present:	absent:
Theme of the lesson	Parts of the Body
Lesson objectives	- Teach body parts (head, shoulders, knees, toes) Reinforce through songs and TPR

Lessonaction

Lessonperiod / time	Teacher's action	Studentaction	Evaluation	Resources
The beginning of the lesson 10 min	Greeting learners.	the mood will rise will be ready for the lesson. answer questions	The method of "verbal encouragement"
	Lesson 21: Basic Body Parts I. Organizational Stage (5 minutes) Greeting and Review: "Hello everyone! How are you today?" (Briefly review food and drinks if appropriate). Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "Today, we are going to learn the names of different parts of our body in English." Lesson Objectives: "By the end of this lesson, you will be able to recognize and say the English words for head, shoulders, knees, toes, eyes, ears, mouth, and nose." II. Introducing New Material (20 minutes) Introducing "Head": Teacher touches their head and says, "This is my head." Writes "head" on the board. Students repeat and touch their heads. Introducing "Shoulders": Teacher touches their shoulders and says, "These are my shoulders." Writes "shoulders" on the board. Students repeat and touch their shoulders. Introducing "Knees": Teacher touches their knees and says, "These are my knees." Writes "knees" on the board. Students repeat and touch their knees. Introducing "Toes": Teacher points to their toes and says, "These are my toes." Writes "toes" on the board. Students repeat and point to their toes. Introducing "Eyes": Teacher points to their eyes and says, "These are my eyes." Writes "eyes" on the board. Students repeat and point to their eyes. Introducing "Ears": Teacher points to their ears and says, "These are my ears." Writes "ears" on the board. Students repeat and point to their ears. Introducing "Mouth": Teacher points to their mouth and says, "This is my mouth." Writes "mouth" on the board. Students repeat and point to their mouths. Introducing "Nose": Teacher points to their nose and says, "This is my nose." Writes "nose" on the board. Students repeat and point to their noses. III. Total Physical Response (TPR) and Song (15 minutes) "Touch Your..." Game: Teacher says, "Touch your head," "Touch your shoulders," etc., and students touch the correct body part. Teacher can vary the speed. "Simon Says": Teacher plays "Simon Says" using the body parts learned (e.g., "Simon says, touch your nose."). "Head, Shoulders, Knees, and Toes" Song: Teacher introduces the song, singing it slowly and pointing to each body part as it is mentioned. Students sing along and do the actions. Teacher can repeat the song several times, gradually increasing the speed if appropriate. IV. Preparation for the Next Stage (5 minutes) Review: Briefly review all the body part words learned in the lesson by pointing to different parts of their body and asking students to name them. Preview of Next Lesson: "In our next lesson, we will learn more about our body and how to say how many of each part we have." Homework (Optional): "Practice saying the names of these body parts at home and touching them." V. Conclusion (5 minutes) "Body Part Freeze Dance": Teacher plays music. When the music stops, teacher calls out a body part, and students have to freeze touching that part. Positive Reinforcement: "Excellent work learning about your body parts today! You all did a great job singing and following instructions." Lesson 22: More Body Parts and Simple Statements I. Organizational Stage (5 minutes) Greeting and Review: "Hello everyone! How are you today?" (Briefly review the body parts from the previous lesson by playing "Touch Your..."). Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "Today, we are going to learn some more parts of our body and how to say how many we have." Lesson Objectives: "By the end of this lesson, you will be able to recognize and say the English words for arms, legs, hands, feet, and hair, and make simple statements like 'I have two eyes.'" II. Introducing New Material (20 minutes) Review of Basic Body Parts: Quickly review head, shoulders, knees, toes, eyes, ears, mouth, and nose. Introducing "Arms": Teacher holds out their arms and says, "These are my arms." Writes "arms" on the board. Students repeat and hold out their arms. Introducing "Legs": Teacher points to their legs and says, "These are my legs." Writes "legs" on the board. Students repeat and point to their legs. Introducing "Hands": Teacher holds up their hands and says, "These are my hands." Writes "hands" on the board. Students repeat and hold up their hands. Introducing "Feet": Teacher points to their feet and says, "These are my feet." Writes "feet" on the board. Students repeat and point to their feet. (Teacher can briefly explain the difference between "foot" and "feet"). Introducing "Hair": Teacher touches their hair and says, "This is my hair." Writes "hair" on the board. Students repeat and touch their hair. Simple Statements ("I have..."): Teacher says and writes on the board: "I have one head." Students repeat. Teacher says and writes on the board: "I have two eyes." Students repeat. Teacher continues with ears, arms, legs, hands, and feet, emphasizing the number (one or two). Teacher can ask individual students, "How many eyes do you have?" and encourage them to answer with "I have two eyes." III. Activities (15 minutes) "Point and Say": Teacher points to different body parts (including the new ones), and students say the English name. "How Many?" Questions: Teacher asks questions like "How many noses do you have?" "How many hands do you have?" Students answer with "I have one nose," "I have two hands," etc. Drawing and Labeling Body Parts: Teacher gives students a simple outline of a person or asks them to draw one. Students then label the body parts they know in English. Teacher can provide a word bank on the board. Worksheet Activity: Teacher can provide a worksheet with pictures of different body parts. Students can write the correct English word under each picture. IV. Preparation for the Next Stage (5 minutes) Review: Briefly review all the body part words learned in both lessons. Preview of Future Lessons: "In our next lessons, we will learn about clothes we wear on different parts of our body." Homework (Optional): "Draw a picture of yourself and label as many body parts as you can in English." V. Conclusion (5 minutes) "Body Part Story": Teacher tells a short, simple story, incorporating the body part words (e.g., "The little girl touched her head and then her shoulders. She wiggled her toes and blinked her eyes."). Students can act out the story as they hear it. Positive Reinforcement: "Excellent work learning more about your body today! You know so many body parts in English now."	Performs exercises Performs exercises Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs exercises Performs text-related tasks	Using the thumb method The "wonderful, good, wonderful" method Through a traffic light The "wonderful, good, wonderful" method Through a traffic light The "wonderful, good, wonderful" method
End of lesson 5 min		Creates feedback

Short-term plan 23-24

Teacher name:
Date:
Grade:		Number present:	absent:
Theme of the lesson	Home and Rooms
Lesson objectives	- Introduce home-related vocabulary (kitchen, bedroom, living room) Practice describing one’s home environment

Lessonaction

Lessonperiod / time	Teacher's action	Studentaction	Evaluation	Resources
The beginning of the lesson 10 min	Greeting learners.	the mood will rise will be ready for the lesson. answer questions	The method of "verbal encouragement"
	Lesson 23: Rooms in a House I. Organizational Stage (5 minutes) Greeting and Review: "Hello everyone! How are you today?" (Briefly review parts of the body if appropriate). Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "Today, we are going to learn the names of different rooms in a house in English." Lesson Objectives: "By the end of this lesson, you will be able to recognize and say the English words for kitchen, bedroom, living room, and bathroom, and describe a simple feature of one of these rooms." II. Introducing New Material (20 minutes) Introducing "Kitchen": Teacher shows a picture of a kitchen and says, "This is a kitchen." Writes "kitchen" on the board. Students repeat. Teacher can ask, "What do we do in the kitchen?" (Accept answers in their native language initially, then try to elicit "eat," "cook" later if possible). Introducing "Bedroom": Teacher shows a picture of a bedroom and says, "This is a bedroom." Writes "bedroom" on the board. Students repeat. Teacher asks, "What do you have in your bedroom?" (Accept answers in their native language initially, aiming for "bed" later). Introducing "Living Room": Teacher shows a picture of a living room and says, "This is a living room." Writes "living room" on the board. Students repeat. Teacher asks, "What do you do in the living room?" (Accept initial answers in their native language, aiming for "watch TV," "sit" later). Introducing "Bathroom": Teacher shows a picture of a bathroom and says, "This is a bathroom." Writes "bathroom" on the board. Students repeat. Teacher asks, "What do you do in the bathroom?" (Accept initial answers, aiming for "wash," "shower" later). Pronunciation Practice: Teacher repeats each room name, and students repeat in chorus and individually. Describing One's Home ("My bedroom has a bed"): Teacher shows the picture of a bedroom again and says, "My bedroom has a bed." Writes "My bedroom has a bed" on the board. Students repeat. Teacher can encourage students to say, "My [room] has a [common item in that room]" using the vocabulary they know or even in their native language if they don't know the English word yet (teacher can then provide the English word). Examples: "My kitchen has a table," "My living room has a sofa." III. Activities (15 minutes) "Room Flashcards": Teacher shows flashcards with pictures of the different rooms. Students say the English name of the room. "Where is it?" Game: Teacher says an activity (e.g., "We sleep here"), and students say the room where that activity usually happens (bedroom). "Room Matching": Teacher can prepare simple worksheets with pictures of activities or objects on one side and the room names on the other. Students draw lines to match. Example: picture of a bed - bedroom, picture of a stove - kitchen. Drawing a Room: Teacher asks students to draw their favorite room in their house and label it with the English name. IV. Preparation for the Next Stage (5 minutes) Review: Briefly review all the room names learned in the lesson. Preview of Next Lesson: "In our next lesson, we will learn how to say where things are in a room using words like 'in,' 'on,' and 'under'." Homework (Optional): "Try to say the English names of the rooms in your house." V. Conclusion (5 minutes) "Room Guessing Game": Teacher describes a room (e.g., "We cook food in this room"), and students guess the room in English. Positive Reinforcement: "Excellent work learning about rooms in a house today! You know many new words." Lesson 24: Describing Home and Location Prepositions I. Organizational Stage (5 minutes) Greeting and Review: "Hello everyone! How are you today?" (Briefly review the names of the rooms from the previous lesson). Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "Today, we are going to learn how to say where things are in our house using English words." Lesson Objectives: "By the end of this lesson, you will be able to use the prepositions 'in,' 'on,' and 'under' to describe the location of objects in different rooms." II. Introducing New Material (20 minutes) Review of Rooms: Quickly review kitchen, bedroom, living room, and bathroom using flashcards or by asking students. Introducing Preposition "In": Teacher holds a pencil and puts it in a box. Says, "The pencil is in the box." Writes "in" on the board. Students repeat. Teacher can ask, "What is in your bag?" (Students can show and say "A book is in my bag," etc.). Introducing Preposition "On": Teacher places a book on the desk. Says, "The book is on the desk." Writes "on" on the board. Students repeat. Teacher can ask, "What is on your desk?" (Students can show and say "A pencil is on my desk," etc.). Introducing Preposition "Under": Teacher puts a ruler under the chair. Says, "The ruler is under the chair." Writes "under" on the board. Students repeat. Teacher can ask, "What is under your chair?" (Students can look and answer). Combining Rooms and Prepositions: Teacher shows a picture of a bedroom with a book on the bed. Says, "The book is on the bed in the bedroom." Writes it on the board. Students repeat. Teacher gives more examples using different rooms and objects (e.g., "The soup is in the bowl in the kitchen," "The toy is under the sofa in the living room"). III. Activities (15 minutes) "Where is the...?" Game (Using Real Objects): Teacher places familiar objects (pencil, book, ruler) in different locations (in a bag, on a desk, under a chair) and asks, "Where is the [object]?" Students answer using the prepositions. "Picture Description": Teacher shows pictures of rooms with objects in different places. Students describe the location of the objects using the prepositions and room names (e.g., "The ball is under the table in the living room."). "Mini House Model" Activity (Optional): If a toy house or even just drawings of rooms are available, teacher can place small objects in different locations within the house/rooms and ask students to describe where they are. Worksheet Activity: Teacher can provide a worksheet with pictures of objects in different rooms and ask students to write sentences describing their location using "in," "on," and "under." IV. Preparation for the Next Stage (5 minutes) Review: Briefly review the prepositions "in," "on," and "under" and the room names. Preview of Future Lessons: "In our next lessons, we will learn about clothes and how to talk about what we are wearing." Homework (Optional): "Look around your house and try to describe where different things are using 'in,' 'on,' and 'under'." V. Conclusion (5 minutes) "Hidden Object Game": Teacher hides a small object in the classroom (e.g., under a book, on a shelf, in a box) and gives clues using the prepositions and classroom object vocabulary. Students try to guess where the object is. Positive Reinforcement: "Excellent work learning about prepositions and describing locations today! You are becoming very good at describing things in English."	Performs exercises Performs exercises Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs exercises	Using the thumb method The "wonderful, good, wonderful" method Through a traffic light The "wonderful, good, wonderful" method Through a traffic light
End of lesson 5 min		Creates feedback

Short-term plan 25-26

Teacher name:
Date:
Grade:		Number present:	absent:
Theme of the lesson	Clothing and Shopping
Lesson objectives	- Teach clothing vocabulary (shirt, pants, shoes) Practice shopping dialogues (“How much is it?”)

Lessonaction

Lessonperiod / time	Teacher's action	Studentaction	Evaluation	Resources
The beginning of the lesson 10 min	Greeting learners.	the mood will rise will be ready for the lesson. answer questions	The method of "verbal encouragement"
	Lesson 25: Clothing Items I. Organizational Stage (5 minutes) Greeting and Review: "Hello everyone! How are you today?" (Briefly review rooms in a house and prepositions if appropriate). Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "Today, we are going to learn the names of some clothes we wear in English." Lesson Objectives: "By the end of this lesson, you will be able to recognize and say the English words for shirt, pants, shoes, hat, and coat, and describe what you or someone else is wearing." II. Introducing New Material (20 minutes) Introducing "Shirt": Teacher points to their shirt (or holds up a shirt) and says, "This is a shirt." Writes "shirt" on the board. Students repeat. Teacher can ask, "What color is my shirt?" Introducing "Pants": Teacher points to their pants (or holds up a pair of pants) and says, "These are pants." Writes "pants" on the board. Students repeat. Teacher can ask, "What color are your pants?" Introducing "Shoes": Teacher points to their shoes (or holds up a pair of shoes) and says, "These are shoes." Writes "shoes" on the board. Students repeat. Teacher can ask, "What color are your shoes?" Introducing "Hat": Teacher holds up a hat (or pretends to put one on) and says, "This is a hat." Writes "hat" on the board. Students repeat. Teacher can ask, "Do you wear a hat when it's cold?" (Considering the time of year). Introducing "Coat": Teacher pretends to put on a coat (or holds up a coat) and says, "This is a coat." Writes "coat" on the board. Students repeat. Teacher can ask, "Do you wear a coat when it's cold?" Describing What You Wear ("I'm wearing..."): Teacher points to their shirt and says, "I'm wearing a [color] shirt." Writes "I'm wearing a [color] shirt" on the board. Students repeat. Teacher encourages students to describe what they are wearing using the same sentence structure. Describing What Someone Else Wears ("He/She is wearing..."): Teacher points to a student wearing a particular item and says, "He/She is wearing [color] [clothing item]." Writes "He/She is wearing [color] [clothing item]" on the board. Students repeat. Students can take turns describing what their classmates are wearing. III. Activities (15 minutes) "Touch Your..." (Clothing): Teacher says, "Touch your shirt," "Touch your pants," etc., and students touch the correct item of clothing they are wearing. "Clothing Flashcards": Teacher shows flashcards with pictures of the clothing items. Students say the English name. "What are they wearing?" Game: Teacher shows pictures of people wearing different clothes. Students describe what the people are wearing using the sentence structures learned. "Dress Up" Activity (Optional): If available, teacher can have a bag of clothes (real or toy clothes) and ask students to pick an item and say what it is in English and what color it is. IV. Preparation for the Next Stage (5 minutes) Review: Briefly review all the clothing items learned in the lesson and the sentence structures for describing what someone is wearing. Preview of Next Lesson: "In our next lesson, we will learn how to talk about buying clothes in a shop." Homework (Optional): "Draw a picture of yourself wearing your favorite clothes and label them with their English names." V. Conclusion (5 minutes) "Clothing Simon Says": Teacher plays "Simon Says" using the clothing items (e.g., "Simon says, touch your shoes."). Positive Reinforcement: "Excellent work learning about clothes today! You can now name many items of clothing in English." Lesson 26: Shopping Dialogue and Role-Play I. Organizational Stage (5 minutes) Greeting and Review: "Hello everyone! How are you today?" (Briefly review clothing items from the previous lesson). Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "Today, we are going to learn how to talk about buying clothes in a shop in English." Lesson Objectives: "By the end of this lesson, you will be able to understand and use the basic shopping dialogue 'How much is it?' and 'It's [price],' and role-play a simple store scenario." II. Introducing New Material (20 minutes) Review of Clothing Items: Quickly review shirt, pants, shoes, hat, and coat using flashcards or by asking students. Introducing the Question "How much is it?": Teacher holds up a flashcard of a shirt and says, "How much is it?" Writes "How much is it?" on the board. Students repeat. Teacher explains that this question is used to ask about the price of something. Introducing the Answer "It's [price].": Teacher answers their own question, "It's [say a number] tenge." (Using the local currency). Writes "It's [number] tenge" on the board. Students repeat. Teacher can use simple numbers they have already learned (e.g., one, five, ten, twenty). Practicing the Dialogue: Teacher shows flashcards of different clothing items and asks "How much is it?" Students answer with "It's [a number] tenge." Teacher can write different prices on the board for reference. Role-Play Scenario (Buyer and Seller): Teacher explains that they will practice a simple shopping conversation. Teacher takes the role of the seller and chooses a student to be the buyer. Teacher (Seller): "Hello, can I help you?" Student (Buyer): "Yes, please. How much is this [holds up or points to a picture of a shirt]?" Teacher (Seller): "It's five hundred tenge." Student (Buyer): "Okay, thank you." (or "I'll take it.") Teacher can repeat this with different students and different clothing items and prices. III. Activities (15 minutes) "Price Matching": Teacher can have pictures of clothing items with price tags (using simple numbers) and ask students to match the picture with the spoken price. "Shopping Dialogue Practice" (Pair Work): Students work in pairs. One student is the buyer, and the other is the seller. They take turns asking "How much is it?" and answering with a price for different clothing items (they can use flashcards or pretend). Expanding the Dialogue (Optional): If students are comfortable, teacher can introduce simple phrases like: Buyer: "I'd like a [color] [clothing item]." Seller: "Here you are." Creating a Mini Store: If possible, set up a small area in the classroom with pictures or real examples of the clothing items. Students can take turns being the buyer and seller and practice the shopping dialogue. IV. Preparation for the Next Stage (5 minutes) Review: Briefly review the shopping dialogue "How much is it?" and "It's [price]." Preview of Future Lessons: "In our next lessons, we will learn about colors and how to describe things using colors." (This seems like a good next step, even though it was listed earlier, it fits well here). Homework (Optional): "Pretend you are in a shop and practice asking 'How much is it?' for different things you see at home." V. Conclusion (5 minutes) Role-Play Performance: A few pairs of students can volunteer to perform their shopping role-play for the class. Positive Reinforcement: "Excellent work practicing shopping in English today! You all did a great job with the dialogue."	Performs exercises Performs exercises Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs exercises	Using the thumb method The "wonderful, good, wonderful" method Through a traffic light The "wonderful, good, wonderful" method Through a traffic light
End of lesson 5 min		Creates feedback

Short-term plan 27-28

Teacher name:
Date:
Grade:		Number present:	absent:
Theme of the lesson	Simple Storytelling
Lesson objectives	- Introduce a short story using illustrations Emphasize key vocabulary and basic narrative structure

Lessonaction

Lessonperiod / time	Teacher's action	Studentaction	Evaluation	Resources
The beginning of the lesson 10 min	Greeting learners.	the mood will rise will be ready for the lesson. answer questions	The method of "verbal encouragement"
	Lesson 27: Introducing "The Very Hungry Caterpillar" I. Organizational Stage (5 minutes) Greeting and Review: "Hello everyone! How are you today?" (Briefly review clothing and shopping vocabulary if appropriate). Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "Today, we are going to read a very fun story in English! It's called 'The Very Hungry Caterpillar'." (Show the book cover). Lesson Objectives: "By the end of this lesson, you will be able to recognize some key characters and the beginning and middle parts of the story, and learn some new words." II. Introducing the Story and Key Vocabulary (20 minutes) Introducing the Main Character: Show a picture of the caterpillar from the book. Say, "This is a caterpillar." Write "caterpillar" on the board. Students repeat. Say, "The caterpillar is very hungry." Write "hungry" on the board. Students repeat. Introducing the Sequence Words "First" and "Then": Explain that stories often have a beginning, middle, and end. Say, "First, the caterpillar was very small." (Show the relevant page). Write "first" on the board. Students repeat. Say, "Then, he ate a lot of food." Write "then" on the board. Students repeat. Reading the Beginning of the Story (Pages with eating on Monday to Friday): Read the first part of the story aloud, showing the pictures clearly. Focus on the days of the week (which they have learned) and the food the caterpillar eats. As you read each food item, point to it and say the name clearly (apple, pears, plums, strawberries, oranges). Write these words on the board and have students repeat. Checking Comprehension (Beginning): Ask simple questions: "What was the caterpillar like at the beginning?" (Small, hungry). "What did he eat on Monday?" (One apple). "What did he eat on Tuesday?" (Two pears). Continue for the first few days. III. Activities (15 minutes) Vocabulary Matching: Prepare simple worksheets with pictures of the caterpillar, an apple, pears, plums, strawberries, oranges, and the words next to them. Students draw lines to match the words to the pictures. "What did he eat?" Game (Days of the Week): Teacher says a day of the week (Monday, Tuesday, Wednesday, Thursday, Friday), and students try to remember and say what the caterpillar ate on that day (using the pictures in the book as a prompt if needed). Picture Sequencing (Beginning): Provide students with simple drawings or printouts of the caterpillar eating the food on Monday, Tuesday, and Wednesday. Ask them to put the pictures in the correct order. IV. Preparation for the Next Stage (5 minutes) Review: Briefly review the character (caterpillar), the feelings (hungry), the sequence words (first, then), and the food items learned. Preview of Next Lesson: "In our next lesson, we will finish the story and find out what happens to the very hungry caterpillar!" Homework (Optional): "Try to remember the foods the caterpillar ate in the first part of the story." V. Conclusion (5 minutes) Sing a Song about Days of the Week: Reinforce the days of the week that were prominent in the first part of the story. Positive Reinforcement: "Excellent listening today! You learned a lot about the very hungry caterpillar." Lesson 28: Completing and Retelling "The Very Hungry Caterpillar" I. Organizational Stage (5 minutes) Greeting and Review: "Hello everyone! How are you today?" (Briefly review the character and the beginning of the story from the previous lesson). Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "Today, we are going to finish the story of 'The Very Hungry Caterpillar' and learn how to tell the story ourselves!" Lesson Objectives: "By the end of this lesson, you will be able to understand the end of the story, learn the sequence words 'finally' and 'in the end,' and retell the story in a simple way." II. Completing the Story and Introducing New Vocabulary (20 minutes) Review of Previous Vocabulary: Quickly review caterpillar, hungry, first, then, and the food items from Monday to Friday. Reading the Middle and End of the Story (Saturday and Sunday): Read the pages about Saturday, emphasizing the large amount of food the caterpillar eats. Introduce new food words (chocolate cake, ice cream cone, pickle, Swiss cheese, salami, lollipop, cherry pie, sausage, cupcake, watermelon). You don't need to focus on memorizing all of these, but point to the pictures and say the names. Read the part about Sunday where the caterpillar eats a green leaf and feels better. Read the final pages where the caterpillar makes a cocoon and then becomes a beautiful butterfly. Introducing Sequence Words "Finally" and "In the End": Say, "Finally, the caterpillar made a cocoon." (Show the page). Write "finally" on the board. Students repeat. Say, "In the end, he became a beautiful butterfly." (Show the last page). Write "in the end" on the board. Students repeat. Introducing "Cocoon" and "Butterfly": Show the picture of the cocoon and say, "This is a cocoon." Write "cocoon" on the board. Students repeat. Show the picture of the butterfly and say, "This is a butterfly." Write "butterfly" on the board. Students repeat. III. Activities (15 minutes) Picture Sequencing (Full Story): Provide students with a set of pictures representing key events from the entire story (caterpillar, eating different foods in order, cocoon, butterfly). Ask them to put the pictures in the correct sequence. Guided Retelling: Teacher asks: "What happened first?" (The caterpillar was small and hungry). Teacher asks: "Then what did he do on Monday?" (He ate one apple). Continue for a few days, prompting with "Then what happened?" Teacher asks: "What happened on Saturday?" (He ate a lot of different foods). Teacher asks: "Then what happened on Sunday?" (He ate a green leaf). Teacher asks: "Finally, what did he do?" (He made a cocoon). Teacher asks: "In the end, what did he become?" (He became a butterfly). Simple Comprehension Questions: Was the caterpillar always big? (No). Did the caterpillar eat a little food or a lot of food? (A lot of food). What did the caterpillar become at the end? (A butterfly). IV. Preparation for the Next Stage (5 minutes) Review: Briefly review the sequence of the story and the new vocabulary (finally, in the end, cocoon, butterfly). Preview of Future Lessons: "In our next lessons, we will learn about colors again and how to describe the butterfly." Homework (Optional): "Try to tell the story of 'The Very Hungry Caterpillar' to someone at home in English or your own language." V. Conclusion (5 minutes) Act Out the Story (Simple Version): Students can act out the story using simple actions (pretending to eat, making a cocoon shape, flapping arms like a butterfly). Positive Reinforcement: "Fantastic storytelling today! You all learned so much about the very hungry caterpillar and how to tell a story in English."	Performs exercises Performs exercises Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs exercises	Using the thumb method The "wonderful, good, wonderful" method Through a traffic light The "wonderful, good, wonderful" method Through a traffic light
End of lesson 5 min		Creates feedback

Short-term plan-29-30

Teacher name:
Date:
Grade:		Number present:	absent:
Theme of the lesson	Basic Grammar Consolidation
Lesson objectives	- Review essential grammar points (pronouns, simple present tense, prepositions) Interactive exercises (fill-in-the-blanks, quizzes)

Lessonaction

Lessonperiod / time	Teacher's action	Studentaction	Evaluation	Resources
The beginning of the lesson 10 min	Greeting learners.	the mood will rise will be ready for the lesson. answer questions	The method of "verbal encouragement"
	Lesson 29: Grammar Review and Practice (Part 1) I. Organizational Stage (5 minutes) Greeting and Review: "Hello everyone! How are you today?" (Briefly review a favorite topic from the past few lessons). Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "Today, we are going to review some of the important grammar we have learned in English so far. This will help us become even better speakers!" Lesson Objectives: "By the end of this lesson, you will be able to remember and use the present simple tense for routines (with 'I'), the 'I have...' structure, and identify and correct some common mistakes." II. Reviewing Core Structures (15 minutes) Present Simple (for "I" routines): Teacher says examples of daily routines: "I wake up at 7 o'clock. I eat breakfast. I go to school." Teacher writes the sentence structure on the board: "I + verb (base form)." Teacher asks students to give examples of their own routines using this structure. "I have..." Structure: Teacher says examples related to body parts or possessions: "I have two eyes. I have a book." Teacher writes the sentence structure on the board: "I have + noun." Teacher asks students to give examples using this structure. Common Mistakes: Teacher briefly mentions common errors students might make (e.g., forgetting the "s" for third person singular - though this lesson focuses on "I," it's good to gently remind them for future learning; using the wrong verb form). For "I have," common mistakes might be "I has" or incorrect pluralization. III. Practice Exercises (20 minutes) Fill-in-the-Blanks (Present Simple): Teacher provides sentences with missing verbs related to daily routines. Students fill in the blanks with the correct verb form. Example: I _______ (eat) breakfast at 8 o'clock. Example: I _______ (go) to school by bus. Matching (Present Simple): Teacher provides two columns. One with subjects ("I") and time expressions, and the other with verbs and objects. Students match them to form correct sentences. Example: I \| go to bed every day \| eat dinner at night \| watch TV Fill-in-the-Blanks ("I have..."): Teacher provides sentences with missing nouns. Students fill in the blanks with appropriate nouns related to body parts or classroom objects. Example: I have two __________. Example: I have a __________ on my desk. Matching ("I have..."): Teacher provides two columns. One with "I have" and numbers, the other with plural nouns. Students match them correctly. Example: I have two \| hands I have one \| nose IV. Identifying and Correcting Mistakes (5 minutes) Teacher writes a few sentences on the board with common mistakes related to the reviewed structures. Example: I goes to school. (Correct: I go to school.) Example: I has two ear. (Correct: I have two ears.) Teacher asks students to identify the mistake and correct the sentence. V. Conclusion (5 minutes) Short Q&A (Present Simple): Teacher asks simple questions about routines: "What time do you wake up?" "What do you do after school?" Students answer using the present simple. Short Q&A ("I have..."): Teacher asks simple questions: "How many brothers do you have?" "Do you have a pet?" Students answer using "I have..." or "I don't have..." Positive Reinforcement: "Excellent work reviewing your grammar today! You remembered many important things." Lesson 30: Grammar Review and Practice (Part 2) I. Organizational Stage (5 minutes) Greeting and Review: "Hello everyone! How are you today?" (Briefly review the grammar points from the previous lesson). Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "Today, we will continue reviewing our grammar, focusing on prepositions and asking questions in English." Lesson Objectives: "By the end of this lesson, you will be able to use the prepositions 'in,' 'on,' and 'under' correctly, form simple questions using 'What is...?', 'Do you have...?', and 'How many...?', and reinforce your accuracy through group activities." II. Reviewing Core Structures (15 minutes) Basic Prepositions (in, on, under): Teacher shows examples using objects in the classroom: "The book is on the desk. The pencil is in the box. The bag is under the chair." Teacher writes the prepositions on the board and asks students to give their own examples using classroom objects. Question Forms: "What is...?": Teacher holds up an object and asks, "What is this?" (It's a book). Teacher writes the question form on the board. "Do you have...?": Teacher asks, "Do you have a sister?" (Yes, I do./No, I don't.). Teacher writes the question form on the board. "How many...?": Teacher asks, "How many pencils do you have?" (I have three pencils.). Teacher writes the question form on the board. Common Mistakes: Teacher briefly mentions common errors with prepositions (e.g., using the wrong preposition) and question forms (e.g., incorrect word order, missing auxiliary verbs - though focusing on simple forms here). III. Practice Exercises (20 minutes) Matching (Prepositions): Teacher provides pictures of objects in different locations and sentences with missing prepositions. Students match the pictures to the correct sentences. Example: Picture of a cat under a table. Sentence: The cat is _______ the table. (Answer: under) Short Q&A (Prepositions): Teacher asks questions about the location of objects in the classroom: "Where is the board?" "Where is your book?" Students answer using "in," "on," or "under." Matching (Question Forms): Teacher provides questions and possible answers. Students match the questions to the appropriate answers. Example: What is your name? \| I have one brother. Do you have a brother? \| It's a pencil. How many friends do you have? \| My name is [student's name]. Short Q&A (Question Forms): Teacher asks students questions using the reviewed question forms. Students provide short answers. What is this? (pointing to an object) Do you have a pet? How many fingers do you have? IV. Group Drills or Quiz (5 minutes) Group Drill: Teacher calls out a structure or a question, and the whole class responds in chorus. Teacher: "I wake up at..." Class: "[a time]" Teacher: "Do you have a cat?" Class: "Yes, I do." or "No, I don't." Teacher: "Where is the pen?" Class: "It's on the desk." Simple Quiz (Optional): Teacher can give a very short, simple quiz with a few fill-in-the-blank or matching questions covering all the reviewed grammar points from both lessons. This can be done orally or with a quick written activity. V. Conclusion (5 minutes) Error Correction Activity: Teacher writes a few more sentences with common errors on the board and asks students to work together to correct them. Positive Reinforcement: "Fantastic job reviewing your grammar over the last two lessons! You are all improving your English skills very well." Future Learning: Briefly mention that they will continue to build on these grammar foundations in future lessons.	Performs exercises Performs exercises Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs exercises	Using the thumb method The "wonderful, good, wonderful" method Through a traffic light The "wonderful, good, wonderful" method Through a traffic light
End of lesson 5 min		Creates feedback

Short-term plan-31-32

Teacher name:
Date:
Grade:		Number present:	absent:
Theme of the lesson	Fun Review and Group Projects
Lesson objectives	- Engage students in small group projects (posters, skits, presentations) Recap topics from previous lessons in a creative format

Lessonaction

Lessonperiod / time	Teacher's action	Studentaction	Evaluation	Resources
The beginning of the lesson 10 min	Greeting learners.	the mood will rise will be ready for the lesson. answer questions	The method of "verbal encouragement"
	Lesson 31: Collaborative Review Activities I. Organizational Stage (5 minutes) Greeting and Review: "Hello everyone! How are you today? We've learned so much English together!" Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "For our last two lessons, we are going to have some fun reviewing everything we've learned through exciting group activities and projects!" Lesson Objectives: "By the end of this lesson, you will be able to work together in groups to revisit previous topics, prepare a short activity or presentation, and play interactive review games." II. Collaborative Review and Project Preparation (25 minutes) Group Formation: Divide the students into small groups of 3-4. Topic Assignment: Assign each group 2-3 topics that have been covered in the previous lessons. You can either assign specific topics or let the groups choose from a list on the board. Examples of topics: Colors and Shapes Numbers and Counting Family and Friends Classroom Objects and Commands Days of the Week and Daily Routines Weather and Seasons Animals and Nature Food and Drinks Parts of the Body Home and Rooms Clothing and Shopping Simple Storytelling Basic Grammar (present simple "I", "I have", prepositions, questions) Project Brainstorming: Instruct each group to brainstorm how they can present or create an activity to review their assigned topics for the class. Encourage creativity! Here are some ideas: Poster: Create a colorful poster with vocabulary and pictures related to their topics. Short Skit: Write and practice a short dialogue or role-play incorporating vocabulary and phrases from their topics. Simple Presentation: Prepare a short presentation (using drawings or gestures if needed) to teach the class about their topics. Interactive Game: Design a simple game (like matching, pointing, or a simple quiz) to test the class on their topics. Initial Planning: Give the groups time to discuss their ideas, assign roles within the group, and start planning their project. Encourage them to think about the key vocabulary, grammar, and phrases they want to include. III. Interactive Review Games (15 minutes) Vocabulary Chain: Start by saying a word from one of the topics (e.g., "red"). The next student says a word related to another topic (e.g., "cat"). Continue around the class, with each student saying a word from a different topic we've learned. If someone repeats a topic or can't think of a word, they are out (optional - can just continue for fun). Grammar Charades: Write simple sentences or phrases on slips of paper focusing on the reviewed grammar structures (e.g., "I eat breakfast," "The book is on the desk," "Do you have a brother?"). Students take turns acting out the sentences for the class to guess. "Two Truths and a Lie" (Vocabulary/Phrases): Each student thinks of three sentences related to different topics – two true and one false. They say the three sentences, and the class guesses which one is a lie. IV. Preparation for the Next Lesson (5 minutes) Project Work Time: Remind students that they will have more time in the next lesson to finalize and present their projects. Encourage them to think about any materials they might need. Homework (Optional): Students can work on their group projects at home if they wish. V. Conclusion (5 minutes) Share Progress: Briefly ask each group to share one idea they have for their project. Positive Reinforcement: "Fantastic teamwork today! I can see you all have great ideas for reviewing our English." Lesson 32: Group Project Presentations and Fun Games I. Organizational Stage (5 minutes) Greeting and Review: "Hello everyone! Welcome to our final lesson of fun review!" Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "Today, we are going to see all the amazing things you have learned by watching your group projects and playing some more fun games!" Lesson Objectives: "By the end of this lesson, you will be able to present your group project, participate in interactive review games, and celebrate your progress in learning English." II. Group Project Presentations (25 minutes) Presentation Order: Decide on an order for the groups to present their projects. Group Presentations: Allow each group to present their poster, skit, presentation, or lead their game. Encourage them to speak clearly and use the English they have learned. Poster Presentations: Groups can explain their poster and point to the different elements. Short Skits: Groups perform their dialogues or role-plays. Simple Presentations: Groups share what they have prepared to teach the class. Interactive Games: Groups lead the class in playing their designed game. Positive Feedback: After each presentation, encourage the class to give positive feedback (e.g., "That was great!", "I liked your poster!", "Good job speaking English!"). Teacher can also provide specific praise. III. Interactive Review Games (15 minutes) "Pictionary" (Vocabulary Review): Divide the class into two teams. Draw words or simple phrases from different topics on slips of paper. Students from each team take turns drawing the word/phrase on the board while their team members guess. "Jeopardy" (Vocabulary, Grammar, Phrases): Create a simple Jeopardy game with categories based on the topics learned. Prepare questions of varying difficulty for each category. Teams take turns choosing a category and point value, and answering the question. "Hot Potato" (Vocabulary/Quick Questions): Play music while students pass around a "hot potato" (any small object). When the music stops, the student holding the potato has to answer a quick vocabulary question or a simple grammar question related to any of the topics learned. IV. Wrap-up and Celebration (5 minutes) Class Discussion: Briefly discuss what the students enjoyed learning the most throughout the lessons. Positive Reinforcement and Encouragement: Congratulate the students on their hard work and progress in learning English. Remind them of how much they have learned. Future Learning: Encourage them to continue practicing their English. V. Conclusion (5 minutes) Award Certificates (Optional): If possible, hand out simple certificates of completion or participation. Final Farewell: Say goodbye to the students and wish them well in their future English learning journey. "You all did an amazing job! Keep practicing your English!"	Performs exercises Performs exercises Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs exercises	Using the thumb method The "wonderful, good, wonderful" method Through a traffic light The "wonderful, good, wonderful" method Through a traffic light
End of lesson 5 min		Creates feedback

Short-term plan-33-34

Teacher name:
Date:
Grade:		Number present:	absent:
Theme of the lesson	Assessment and Culmination
Lesson objectives	- Conduct simple, friendly evaluations (oral Q&A, matching tasks) Summarize entire course and celebrate achievements

Lessonaction

Lessonperiod / time	Teacher's action	Studentaction	Evaluation	Resources
The beginning of the lesson 10 min	Greeting learners.	the mood will rise will be ready for the lesson. answer questions	The method of "verbal encouragement"
	Lesson 33: Friendly Evaluation I. Organizational Stage (5 minutes) Greeting and Reassurance: "Hello everyone! Today, we are going to do some fun activities to see how much English we have learned together. Don't worry, it's not a test, just a friendly way to check our progress!" Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "Today is all about celebrating what we know and seeing how far we've come in our English learning journey." Lesson Objectives: "By the end of this lesson, you will be able to participate in friendly evaluation activities that will show how much you have learned in vocabulary, grammar, and basic phrases." II. Low-Pressure Evaluation Activities (30 minutes) Oral Questions (Vocabulary): Teacher shows flashcards or real objects and asks simple "What is this?" questions covering various topics (colors, shapes, numbers, animals, food, classroom objects, body parts, clothes, rooms). Teacher asks questions like "What color is this?" "How many [object] are there?" "What animal is this?" Oral Questions (Basic Phrases): Teacher initiates simple dialogues: "Hello, how are you?" (Students respond). "What's the weather like today?" (Students respond). "Can I have...?" (Students can imagine a response). "Would you like...?" (Students can imagine a response). Short Written Task (Fill-in-the-Blanks): Teacher provides simple sentences with missing words (vocabulary or basic grammar). Students fill in the blanks. Examples: The apple is ________ (color). I have two ________ (body part). This is a ________ (classroom object). I ________ (daily routine verb) at 7 o'clock. Short Written Task (Simple Sentences): Teacher asks students to write simple sentences based on a prompt or picture. Example: (Show a picture of a cat) "Write one sentence about this." (Possible answer: It is a cat.) Example: (Prompt) "Write one sentence about what you like." (Possible answer: I like pizza.) Picture Matching: Teacher provides a worksheet with pictures on one side and words or short phrases on the other. Students draw lines to match the pictures with the correct English. Examples: Picture of a red circle matched with "a red circle." Picture of three apples matched with "three apples." III. Review and Encouragement (10 minutes) Review Answers (Oral and Written): Briefly go over some of the answers together as a class, providing positive reinforcement for correct answers and gentle guidance for areas where students might need more practice. Highlight Strengths: "You all remembered so many words and phrases! I am very impressed with how much you have learned." IV. Preparation for the Next Lesson (5 minutes) Preview: "In our next lesson, we will talk about everything we have learned in our English class and think about what we can do next to keep learning." V. Conclusion (5 minutes) Positive Feedback: "You all did a fantastic job today! Remember, learning English is a journey, and you have taken some amazing first steps." Lesson 34: Course Summary, Feedback, and Future Steps I. Organizational Stage (5 minutes) Warm Greeting: "Hello everyone! Welcome to our final English class together for this course. It's been wonderful learning with you all!" Checking Attendance: Briefly take attendance. Lesson Topic Introduction: "Today, we are going to look back at everything we've learned, celebrate our progress, and talk about how you can continue your English learning journey." Lesson Objectives: "By the end of this lesson, you will be able to recall the topics we have covered, understand the progress you have made, receive feedback, and have ideas for your next steps in learning English." II. Course Summary and Achievements (15 minutes) Topic Review: Go through a list of the main topics covered throughout the 32 lessons (Colors and Shapes, Numbers, Family, Classroom Objects, Days, Weather, Animals, Food, Body Parts, Home, Clothing, Storytelling, Basic Grammar). You can use visual aids or ask students to recall topics. Highlighting Key Achievements: Emphasize the skills students have gained, such as: Naming many common objects and people in English. Counting and talking about numbers. Describing simple routines and the weather. Expressing likes and dislikes. Asking basic questions and making polite requests. Understanding and retelling simple stories. Using basic grammar structures. Positive Anecdotes: Share some positive observations or anecdotes about the students' progress and participation throughout the course. III. Individual or Group Feedback (15 minutes) Individual Feedback (If time allows): If the class size is manageable, you can spend a few minutes giving each student a brief, positive comment on their progress. General Group Feedback: Provide overall feedback to the class, highlighting the strengths you observed and suggesting general areas where they can continue to improve (e.g., "Continue practicing speaking," "Try to watch English cartoons," "Keep learning new words"). Focus on Effort and Participation: Acknowledge the effort and participation of all students, regardless of their level. IV. Discussing Next Steps in English Learning (10 minutes) Encourage Continued Learning: Emphasize the importance of continuing to practice English. Suggest Resources: Provide suggestions for how students can continue learning English in Kazakhstan: Online Resources: Mention websites, apps, or YouTube channels for learning English. English Clubs or Groups: If available in the local community, suggest joining English language clubs or groups. Using English in Daily Life: Encourage them to try using English words and phrases in their daily routines (e.g., naming objects, counting). Watching English Cartoons or Movies (with subtitles): Suggest this as a fun way to improve listening skills. Reading Simple English Books or Comics: Encourage reading age-appropriate English materials. Set Small Goals: Encourage students to set small, achievable goals for their continued learning. V. Celebration and Farewell (5 minutes) Celebrate Progress: Applaud the students for their hard work and celebrate the progress they have made. You can have a small treat or activity to mark the end of the course (optional). Final Words of Encouragement: Offer final words of encouragement and express your hope that they will continue to enjoy learning English. Farewell: Say goodbye to the students and wish them all the best in their future endeavors. "It has been a pleasure teaching you! Keep up the great work!"	Performs exercises Performs exercises Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs text-related tasks Performs exercises	Using the thumb method The "wonderful, good, wonderful" method Through a traffic light The "wonderful, good, wonderful" method Through a traffic light
End of lesson 5 min		Creates feedback

References

Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge University Press.
- Explores practical methodologies and activities for teaching English to children, focusing on cognitive development and language acquisition strategies.
Ellis, G., & Brewster, J. (2014). Tell It Again! The Storytelling Handbook for Primary English Language Teachers. British Council.
- Provides guidance on using storytelling to develop speaking and listening skills, with ready-to-use story-based activities.
Harmer, J. (2015). The Practice of English Language Teaching (5th ed.). Pearson Education.
- Presents comprehensive teaching strategies, lesson planning ideas, and insights into classroom management for various age groups, including young learners.
Halliwell, S. (1992). Teaching English in the Primary Classroom. Longman.
- Discusses the developmental characteristics of young learners and offers practical approaches to language teaching at the primary level.
Linse, C. T. (2005). Practical English Language Teaching: Young Learners. McGraw-Hill.
- Focuses on core teaching principles for children, offering lesson planning, classroom organization strategies, and interactive activities.
Moon, J. (2000). Children Learning English: A Guidebook for English Language Teachers. Macmillan.
- Provides an in-depth look at how children acquire language and how teachers can create supportive, engaging environments for learning.
Pinter, A. (2017). Teaching Young Language Learners (2nd ed.). Oxford University Press.
- Explores key theories of child language acquisition and offers practical methods for teaching grammar, vocabulary, speaking, listening, reading, and writing.
Shin, J. K., & Crandall, J. (2014). Teaching Young Learners English: From Theory to Practice. National Geographic Learning.
- Bridges the gap between research and classroom application, featuring a range of activities and lesson plan ideas suitable for primary classrooms.
Slattery, M., & Willis, J. (2001). English for Primary Teachers: A Handbook of Activities and Classroom Language. Oxford University Press.
- A resource filled with step-by-step lesson ideas, games, and practical language support for teachers working with young learners.
Tsagari, D., & Banerjee, J. (Eds.). (2016). Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms. Springer.

While focusing on CLIL, it provides insight into assessment techniques and approaches that can be adapted to primary English lessons, emphasizing integrated language and content teaching.

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Жариялаған:

Ахметова Аяжан Ахметовна

Бұл материалды қолданушы жариялаған. Ustaz Tilegi ақпаратты жеткізуші ғана болып табылады. Жарияланған материалдың мазмұны мен авторлық құқық толықтай автордың жауапкершілігінде. Егер материал авторлық құқықты бұзады немесе сайттан алынуы тиіс деп есептесеңіз,
шағым қалдыра аласыз

1. Speaking Skills

2. Listening Skills

3. Reading Skills

4. Writing Skills

5. Engagement and Behavior

Using the Criteria

Lesson 1: Greetings and Basic Introductions

Lesson 2: Greetings, Introductions, and Brief Conversations

Lesson 3: Introduction to the English Alphabet and Basic Sounds

Lesson 4: Completing the Alphabet and Expanding Phonics

Lesson 5: Introduction to Colors

Lesson 6: Introduction to Shapes and Describing Objects

Lesson 7: Introducing Numbers 1-10

Lesson 8: Numbers 11-20 and Further Counting

Lesson 9: Family Members

Lesson 10: Talking About Family and Friends

Lesson 11: Classroom Objects

Lesson 12: Classroom Commands

Lesson 13: Days of the Week and Basic Daily Actions

Lesson 14: Describing Daily Routines and Making a Schedule

Lesson 15: Weather Words

Lesson 16: Seasons and Seasonal Descriptions

Lesson 17: Animal Names

Lesson 18: Nature Words and Descriptions

Lesson 19: Common Foods and Drinks

Lesson 20: Expressing Preferences and Polite Requests

Lesson 21: Basic Body Parts

Lesson 22: More Body Parts and Simple Statements

Lesson 23: Rooms in a House

Lesson 24: Describing Home and Location Prepositions

Lesson 25: Clothing Items

Lesson 26: Shopping Dialogue and Role-Play

Lesson 27: Introducing "The Very Hungry Caterpillar"

Lesson 28: Completing and Retelling "The Very Hungry Caterpillar"

Lesson 29: Grammar Review and Practice (Part 1)

Lesson 30: Grammar Review and Practice (Part 2)

Lesson 31: Collaborative Review Activities

Lesson 32: Group Project Presentations and Fun Games

Lesson 33: Friendly Evaluation

Lesson 34: Course Summary, Feedback, and Future Steps

References

«Organizing English lessons for Primary School Students» әдістемелік құрал

«Organizing English lessons for Primary School Students» әдістемелік құрал

1. Speaking Skills

2. Listening Skills

3. Reading Skills

4. Writing Skills

5. Engagement and Behavior

Using the Criteria

Lesson 1: Greetings and Basic Introductions

Lesson 2: Greetings, Introductions, and Brief Conversations

Lesson 3: Introduction to the English Alphabet and Basic Sounds

Lesson 4: Completing the Alphabet and Expanding Phonics

Lesson 5: Introduction to Colors

Lesson 6: Introduction to Shapes and Describing Objects

Lesson 7: Introducing Numbers 1-10

Lesson 8: Numbers 11-20 and Further Counting

Lesson 9: Family Members

Lesson 10: Talking About Family and Friends

Lesson 11: Classroom Objects

Lesson 12: Classroom Commands

Lesson 13: Days of the Week and Basic Daily Actions

Lesson 14: Describing Daily Routines and Making a Schedule

Lesson 15: Weather Words

Lesson 16: Seasons and Seasonal Descriptions

Lesson 17: Animal Names

Lesson 18: Nature Words and Descriptions

Lesson 19: Common Foods and Drinks

Lesson 20: Expressing Preferences and Polite Requests

Lesson 21: Basic Body Parts

Lesson 22: More Body Parts and Simple Statements

Lesson 23: Rooms in a House

Lesson 24: Describing Home and Location Prepositions

Lesson 25: Clothing Items

Lesson 26: Shopping Dialogue and Role-Play

Lesson 27: Introducing "The Very Hungry Caterpillar"

Lesson 28: Completing and Retelling "The Very Hungry Caterpillar"

Lesson 29: Grammar Review and Practice (Part 1)

Lesson 30: Grammar Review and Practice (Part 2)

Lesson 31: Collaborative Review Activities