Phonics. Letters: q,r,s,t,u

Short term plan

Term 4

Unit 7: Buildings

School: № 16 school gymnasium named after A.Sharipov

Date: 08.04.2026

Teacher: Kassym Aruzhan Yerzhankyzy

Grade: 3 Ә

Number present:13

absent:

Learning objectives(s) that this lesson is contributing to

3.1.2.1 recognise familiar words with visual support;

3.2.3.1 respond to basic questions with single words or short responses;

3.3.1.2 identify and read separate sounds (phonemes) within words, which may be represented by more than one letter;

3.4.1.1 spell accurately a few high-frequency words.

Lesson objectives

• Students will recognize and correctly pronounce the letters q, r, s, t, u.

• Students will identify the sounds these letters make in words.

• Students will practice reading and spelling simple words containing q, r, s, t, u.

• Students will improve their phonics skills through speaking and listening activities.

Language objective

Previous learning

Review grammar

Cross-Curricular Link

Making decisions

Use of ICT

Using videos and pictures, working with ICT

Intercultural awareness

Students learn that words like queen, rabbit, sofa, teddy, umbrella are used in many countries.
They understand that:

• People in different cultures have similar things

• Some things (like toys or furniture) may look different

• English helps them talk about their world and learn about others

Planned timings

Planned activities

Resources

Start

1 min

2 min

Greeting

Good afternoon children! How are you?

“What is the weather like today? Is it sunny?

Is it cold? Is it rainy? encourage learners to give full answers.

Start the lesson with checking home task with the Wordwall

https://wordwall.net/resource/110846946

The main part

2 min

2 min

2 min

2 min

2 min

1.5 min

1 min

5 min

Vocabulary

Kitchen

Living room

Dining room

Bedroom

Bathroom

Queen

Rabbit

Sofa

Teddy

Umbrella

Method : Matching. Students will match the words with their translations on paper like drops.

Main Activity:

Singing a song, page 57 ex 2

Page 57 ex 3

Kyzgaldak

Bamboozle game

Physical exercise

Training exercises

Bowling quiz

Creative Assignment: Project work

Students draw an animal of their choice and label its body parts.

Presentation and Discussion

Group presentation performance

Formative assessment

Conclusion and Homework

• Recap the lesson by asking:

  • "What body parts help a fish live in water?"

  • "Why do birds have beaks instead of mouths with teeth?"

• Encourage students to think about how body parts help animals adapt to their habitats.

• Assign homework: exercise 8, page 87 . Write a short fact file about an animal you like.

https://www.youtube.com/watch?v=APa7pn8GRaM

https://www.youtube.com/watch?v=exCEujJz1cI

Papers and magnets

audio 77

https://wordwall.net/resource/110857222

https://www.youtube.com/watch?v=KK5NhKnMHi0

https://www.baamboozle.com/game/362518

https://youtu.be/oRr5hxr_bRA?si=xTrwdqGiDcUFEYUe

https://view.genially.com/6937f9ab9cea255dea808f10/interactive-content-bowling-quiz

https://youtu.be/hdcTmpvDO0I?si=5-HSj3sXYYCSATiQ

https://wordwall.net/ru/resource/20884132/english/animal-quiz-have-got-be-parts-of-the-body-adjectives

Reflection

https://teacher.gynzy.com/en/board/9c0e3071-01d8-4ffd-9065-64e1f9ae67fb

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

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

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

More support:

• These students may work with a stronger student to support them during the vocab activities.

• These students may answer in a single word

More-able learners:

• Encourage very strong students to model answers

• Encourage these students to ask and answer using complete and correct structures

• These students could also ask the number of the birthdate, or, give their own

• Students will be assessed for their speaking skills during the survey activity and their writing skills during the writing practice.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?