People and jobs 4 сынып

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning of the lesson

Organization moment :

1.Greeting.

Warm-up

Show images: a child cleaning, sharing toys, recycling, helping an older person.

Ask:

• What are these children doing?

• Is this helping? How?

Write the topic on the board: You Can Help!

Greet the teacher and classmates.

Introduce themselves in pairs.

Learners watch the video and remember and recognize the main vocabulary.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Picture cards (helping at home, school, community)

Short text or story

A3 paper for poster

Markers, sticky notes

Middle of the lesson

Presentation part.

10 min

Ex:1 P 50

Have Ss look at the pictures. Play the recording a few times and have Ss point to the corresponding pictures and repeat.

Say the words/phrase again in random order and have Ss point and repeat.

Value link: Highlight Adal Azamat values by reminding students to be kind, patient, and supportive during the sharing activity.

Learners listen, point and say.

Descriptor:

- look at the pictures and identify the vocabulary items presented

- repeat the words or phrases clearly after the recording

Point:3

13 min

Ex: 2 P: 50

Draw Ss’ attention to the pictures

and ask what they can see (Astana,

a group of people/friends who are

putting rubbish in a bag on the beach

and a woman who is feeding a young

cow)

Ask Ss questions about the texts. For

example, ask Ss, What do people in

Clean-Up Day in Astana do? (They

collect rubbish from the streets, rivers

and lakes and they plant trees and

flowers.) What do people in ‘Clean

Up the World’ clean? (Beaches, parks

and playgrounds and towns.) What

do people in ‘Friends of Animals’ give animals? (Food and water.

Value link: Reinforce cooperation and fairness by discussing how people work together in Clean-Up Day and similar initiatives, linking this to Adal Azamat values of helping others and caring for the community.

Learners listen and read. Then answer: What do you do to

help animals / your city?

Descriptor:

- look at pictures and describe what they see

- answer questions about the texts, demonstrating understanding of environmental projects

Point:4

12 min

Ex: 3 P: 50

Explain to Ss that they have to read

the sentences 1-5, refer to activity 2

and write F for ‘Friends of Animals’,

C for ‘Clean Up the World’ or A for

‘Astana Clean-Up Day’.

Have Ss compare their answers in

pairs first, then check as a class.

Value link: When comparing answers in pairs, emphasise respect and fairness by listening attentively to each other’s ideas and discussing politely.

Differentiation

Support

• Provide sentence starters

• Give picture lists to choose from

• Pair weaker students with stronger ones

Challenge

• Write a short paragraph: “Helping in my community”

• Add reasons: because it is good for the environment

• Role-play a “helping situation”

Learners read activity 2 again and write F for ‘Friends of Animals’,

C for ‘Clean Up the World’ or A for ‘Astana Clean-Up Day’.

Key

1. A, C

2. F

3. A, C

4. F

5. A

Descriptor:

- read sentences 1–5 and understand their meaning.

- compare answers with a partner and then check

Point:3

End of the lesson

5 min

Reflection.

Ask students to draw a picture of: One way they can help in real life

Their favourite organisation from the lesson (e.g., drawing people collecting rubbish, feeding animals, etc.)

- Observe students during pair and group work.

- Check if they can greet and ask/answer about names correctly.

Poster Success