Term: 1

Unit 1 Lesson 1.

All about me.

Teacher’s name:

Date:

Grade: 2

Number present:

Number absent:

Theme of the lesson:

Greetings and family words.

Learning objectives(s) that this lesson is contributing to

2.1.2.1 recognise with considerable support an increasing range of common personal questions

2.1.9.1 recognise the spoken form of familiar words and expressions

2.2.2.1 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines

2.2.6.1 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges

2.3.4.1 begin to use with support a simple picture dictionary

Lesson objectives

By the end of the lesson the students will be able to:

• use family words;

• greet people and ask questions about them.

Stages of the lesson/ Time

Teacher’s activity

Student’s activity

Assessment

Resources/ materials

Greeting.

Organisation moment.

• As children come into the class, say Hello. Encourage them to say Hello to you. Say It's a new year. Welcome back!

Begin the lesson with some greetings. Ask and answer How are you? and What's your name? with individual children.

The students greet the teacher and answer the questions. 

Warm up:

Warm up.

• Tell children that this year they will meet a new Kazakh boy and girl, Saken and Marzhan. Tell them to open their Pupil's Books to page 4, and to look at the photos of Saken and Marzhan at the top of the page. How old do they think they are?

Pupils try to guess the age of Saken and Marzhan.

Main activities:

Ex.1 p.4.

• Ask a confident boy and girl to come to the front. Help them to read the dialogue as the class listens.

• Say the dialogue again, pausing after each line for the class to repeat. Encourage children to make the words flow together, avoiding any unnecessary pauses.

• Ask children to work in pairs and say the dialogue with their partner, this time using their own names and ages. Monitor and help as necessary.

• Ask some of the pairs to say their dialogues for the class.

Ex.2 p.4. CD 01.

• Ask children to look at the pictures of the children in Exercise 2. Point to each one in turn to elicit their names. (If it is the first time the class have seen these characters, point in turn and say their names for children to repeat - Rosy, Billy, and Tim. Explain that they will see these characters throughout the course.)

• Explain that they are going to listen to the Welcome song and then sing it. Play the recording once for children to listen and follow the song in their books.

• Focus attention on the words. Read each line for children to repeat after you.

• Play the recording again for children to sing along.

A pair of pupils read the dialogue in front of the class. Then the rest of the class repeat phrases after each line. Further pupils role-play the conversation.

Pupils listen to and repeat the names of the course characters. Then listen to the Welcome song, repeat the lines and sing it.

Role-play

Student’s Book “Family and friends 2. Kazakhstan edition”. (Oxford University Press)

Worksheets

CD 01.

Physical training exercise

A break for physical activity.

Teacher plays the video with physical exercises.

Pupils watch and do physical exercises.

Main activities:

Ex.3 p.4. CD 01.

• Ask children to think of actions for the song (see suggestions below).

• Play the song again for children to sing and do their actions.

Song actions

Welcome back to all our friends - wave

Fun and learning never end! - punch the air

Welcome back, it's a happy day - wave and smile

A day for learning - mime opening a book

A day for play! -jump in the air

Ex.4 p.4. CD 02.

• Tell children they are going to hear someone describing a picture of Rosy's family. Ask children to read out the family words in the word pool. Check that they remember the meaning of all the words and revise any as necessary.

• Play the recording. Pause after the first item for children to find Rosy's mum. Point out the example 1.

• Play the recording through to the end, pausing after each item for children to write the numbers.

Pupils sing the song and do the actions.

Pupils revise the meaning of the family words. Then listen to the description of the picture to identify the family members and write the corresponding numbers.

Answers:

(clockwise from left) 8,9,1,2,6,3,7,5,4

Song-based task.

Choose the word that describes what you hear

CD 01.

CD 02.

The end of the lesson

• At the end of the lesson, wave goodbye to the class and say Bye! Goodbye! Write the words on the board and remind children of the meaning. Encourage the children to wave and say Bye! or Goodbye! to you.

Giving the homework.

SS write their homework for the next lesson.

Pupils evaluate themselves using evaluation lists. 

Term: 1

Unit 1 Lesson 2.

All about me.

Teacher’s name:

Date:

Grade: 2

Number present:

Number absent:

Theme of the lesson:

Colours, numbers, days of the week.

Learning objectives(s) that this lesson is contributing to

2.1.3.1 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.2.2.1 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines

2.2.6.1 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges

2.3.4.1 begin to use with support a simple picture dictionary

2.4.5.1 write letters and familiar high frequency words when read aloud or spelt out for learners

2.5.2.1 use cardinal numbers 1 – 50 to count

Lesson objectives

By the end of the lesson the students will be able to:

• ask and answer questions about colours.

• write numbers 10-20 in digit form.

• say the days of the week.

Stages of the lesson/ Time

Teacher’s activity

Student’s activity

Assessment

Resources/ materials

Greeting.

Organisation moment.

Teacher greets pupils and asks “How are you today?” to find out their mood at the beginning of the lesson.

Childrens’ greetings. Students watch a video and sing a greeting song. Then pupils choose one of the smiles they see on the slide, saying “I am happy/sad….etc.”

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

Warm up

Warm up.

• Write the numbers 1-20 on the board in a random order. Point to the numbers for children to say the words in chorus. Leave the numbers on the board for later in the lesson.

• Ask questions to practise using numbers, e.g. How many tables are there in the room? How many pencils have you got on your desk? How many books have you got in your bag?

Pupils have practice in using numbers 1-20.

Open comprehension questions

Student’s Book “Family and friends 2. Kazakhstan edition”. (Oxford University Press)

Worksheets

Main activities

Ex.1 p.5.

• Ask children to look at the exercise and tell you what they can see (cars). Tell them they are going to listen to someone saying different numbers. They must listen and point to the cars that have the numbers they hear.

• Play the recording for children to listen and point. Repeat.

• Ask children to read the colour words aloud. Read them again, pausing after each word for children to point to a car that is that colour and say the number.

• Ask children to look at the speech bubbles. Choose a child to read the dialogue with you. He / She finishes the answer by identifying the colour of car 18 (It's orange).

• Ask the class to repeat the question and answer in chorus.

• Ask children to work in pairs. They take turns to ask and answer questions about the colour of the cars.

Transcript

ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen; nineteen, twenty

Ex.2 p.5.

• Ask children to look at the words for numbers in their books. Read through the list together.

• Focus attention on the example. Ask children to write the number 10 in the air with their fingers. Call out other numbers from the list for children to write in the air.

• Ask children to look at the rest of the numbers. Allow time for them to write the digit form next to each word.

• Go through the answers. Read out the numbers for children to write the digits in the air once more.

Optional activity

• Ask children to look at the list of numbers on the board.

• Invite individual children to come to the front of the class and write the words next to each number. Help children with any spellings that they do not know.

• When the words are all on the board, rub out the digits and choose children to write them next to the words.

Pupils should point to the cars with this or that number while listening. Then they pronounce the colour words aloud and say the number. After that, pupils have practice in asking and answering questions.

Pupils have practice in writing the digits 10-20 in the air.

Answers:

ten 10, thirteen 13, seventeen 17, twenty 20, fifteen 15, fourteen 14, eleven 11, twelve 12, sixteen 16, eighteen 18, nineteen 19

Individual pupils write on the board the words next to each number and vice versa.

Interview

Gap-filling

CD 03.

Physical training exercise

A break for physical activity.

Teacher plays the video with physical exercises.

Pupils watch and do physical exercises.

Main activities

Ex.3 p.5.

• Ask children to look at the pictures. Ask What can you see?

• Elicit the actions the children are doing (running, waving).

• Play the recording once for children to listen.

• Read each line of the song aloud for children to repeat.

• Play the recording again for children to sing along.

Ex.4 p.5.

• Ask children to look at the pictures and decide together on what the actions should be (see the suggestions below). Play the song again for children to sing and do their actions.

Song actions

Monday, Tuesday, Wednesday, jump! - jump in the air

Thursday, Friday, down with a bump!-sit down on chairs

Saturday, Sunday, let's say 'Hi!'-wave hello

Days of the week, let's say 'Goodbye!'-turn around and wave

Optional activity

• Tell children that they are going to make their own version of the song. Write the words to the song on the board with the actions missing.

• Invite different children to suggest new actions, e.g. Monday, Tuesday, Wednesday, Clap!

Thursday, Friday, Touch your head...

• Fill in the gaps on the board. Sing the new song and perform the new actions with the class.

Pupils name the childrens’ actions depicted on the picture. Then pupils listen to the song, repeat the lines and sing it.

Pupils sing the song and do the actions.

Pupils invent new actions for the song, then sing and perform it.

Song-based tasks

CD 04.

https://elt.oup.com/student/familyandfriends/level02/songs?cc=kz&selLanguage=en#tracktitle

CD 04.

The end of the lesson

Teacher asks pupils “How are you?” to find out their mood at the end of the lesson, compares it to the initial mood pupils had and makes conclusion how the lesson influenced students and why.

Giving the homework.

SS write their homework for the next lesson.

Pupils evaluate themselves using evaluation lists. 

Term: 1

Unit 1 Lesson 3.

All about me.

Teacher’s name:

Date:

Grade: 2

Number present:

Number absent:

Theme of the lesson:

Outdoor activities.

Learning objectives(s) that this lesson is contributing to

2.1.8.1 understand short narratives spoken slowly and distinctly on routine and familiar topics

2.1.9.1 recognise the spoken form of familiar words and expressions

2.3.6.1 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics

Lesson objectives

By the end of the lesson the students will be able to:

• identify outdoor activities;

• understand a short story.

Stages of the lesson/ Time

Teacher’s activity

Student’s activity

Assessment

Resources/ materials

Greeting.

Organisation moment.

Teacher greets pupils and asks “How are you today?” to find out their mood at the beginning of the lesson.

Childrens’ greetings. Students watch a video and sing a greeting song. Then pupils choose one of the smiles they see on the slide, saying “I am happy/sad….etc.”

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

Warm up

Warm up.

• Use flashcards 1-6 to teach the vocabulary for outdoor activities. Hold up each card and ask What's this? If you wish, reinforce the meaning by miming the activities. Model any words and phrases that children do not know.

• Hold the flashcards up in a different order and repeat.

Pupils find out the meaning of the new words.

Student’s Book “Family and friends 2. Kazakhstan edition”. (Oxford University Press)

Worksheets

Main activities

Ex.1 p.6.

• Ask children to look at the different outdoor activities. Play the first part of the recording for children to listen and point to the pictures. Hold up the correct flashcard throughout.

• Play the second part for children to repeat the words.

• Play the recording all the way through for children to listen and point and then repeat the words and phrases.

• Hold up the flashcards in a random order and ask the class to say the words and phrases.

Ex.2 p.6.

• Play the recording and teach the chant.

• Play the recording a second time for children to repeat the words and phrases in the gaps in the chant.

• Children say the chant as a class, without the recording.

Optional activity

• Play Simon says... using the actions. Children mime the outdoor activities as you say them.

Pupils listen to the recording and point to the pictures, then repeat the words and phrases.

Pupils have practice in pronunciation of the new words and phrases.

Pupils mime the outdoor activities they hear.

Choose the word that describes what you hear

CD 05.

CD 06.

https://wordwall.net/resource/6607525/outdoor-activities/outdoor-activities

Physical training exercise

A break for physical activity.

Teacher plays the video with physical exercises.

Pupils watch and do physical exercises.

Main activities

Ex.3 p.6.

• Use Story poster 1 to present the story. Talk about each frame with the class. Ask children what they can see in the pictures and encourage predictions.

• Ask children to look at the story in their Pupil's Books. Play the recording for them to listen and point to the different speech bubbles as they hear the words. Explain the meaning of any unknown vocabulary, e.g. scared, brave, teach, behind, stop, still there.

• Ask comprehension questions, e.g. Can Tim swim/skate/ ride a bike? What does Grandpa teach Tim? Does Grandpa stay behind Tim?

• Ask children to look at the story again. They find and point to words from Exercise 1.

• Ask children to look at the photo of the boy at the top of the story. Ask if they can remember his name (Saken). Read out his speech bubble: I can skateboard. Ask a few children around the class (Zhandos), can you skateboard? Children answer Yes or No. If you like, you can model and teach the short answers Yes, I can./No, I can't.

Pupils have a look at the pictures and guess what we can see in them, trying to predict what the story is about. Then pupils listen to the recording. After that pupils find and point to the words from ex.1. Further pupils drill the phrase Yes, I can/No, I can’t.

Picture description

Yes/No questions

CD 07.

https://elt.oup.com/student/familyandfriends/level02/stories?cc=kz&selLanguage=en#tracktitle

https://wordwall.net/ru/resource/30149372/can-you-can-he

The end of the lesson

Teacher asks pupils “How are you?” to find out their mood at the end of the lesson, compares it to the initial mood pupils had and makes conclusion how the lesson influenced students and why.

Giving the homework.

SS write their homework for the next lesson.

Pupils evaluate themselves using evaluation lists. 

Term: 1

Unit 1 Lesson 4.

All about me.

Teacher’s name:

Date:

Grade: 2

Number present:

Number absent:

Theme of the lesson:

Can/can’t.

Learning objectives(s) that this lesson is contributing to

2.1.8.1 understand short narratives spoken slowly and distinctly on routine and familiar topics

2.2.1.1 make basic statements related to personal information, people and objects on familiar topics and classroom routines

2.2.2.1 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines

2.2.6.1 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges

2.4.3.1 write short phrases to identify people, places and objects

2.5.13.1 use can to talk about ability and to make requests and offers, use can/can’t to talk about permission

Lesson objectives

By the end of the lesson the students will be able to:

• identify outdoor activities;

• understand a short story.

Stages of the lesson/ Time

Teacher’s activity

Student’s activity

Assessment

Resources/ materials

Greeting.

Organisation moment.

Teacher greets pupils and asks “How are you today?” to find out their mood at the beginning of the lesson.

Childrens’ greetings. Students watch a video and sing a greeting song. Then pupils choose one of the smiles they see on the slide, saying “I am happy/sad….etc.”

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

Warm up

Warm up.

• Ask children what happened in the story in the previous lesson. Show Story poster 1 to encourage recall.

• Cover the poster and ask children which outdoor activities were mentioned in the story.

Pupils refresh their memory and name outdoor activities from the previous lesson.

Student’s Book “Family and friends 2. Kazakhstan edition”. (Oxford University Press)

Worksheets

Main activities

Ex.1 p.7.

• Ask children to turn to the story on Pupil's Book page 6 and check how many of the outdoor activities they remembered in the lead-in activity.

• Play the recording, pausing for children to repeat.

• Focus on the different actions that the people do in the story. As a class, choose actions (see suggestions below).

• Play the recording again for children to mime the actions.

• Divide the class into pairs to be Tim and Grandpa.

• Let children practise acting out the story, then ask a few pairs to act out the story at the front.

Story actions

Picture 1: Tim points to the pictures on the wall, smiling.

Picture 2: Tim points to his bike, frowning.

Picture 3: Tim gets onto his bike. Grandpa is behind him.

Picture 4: Tim pedals his bike, looking scared. Grandpa holds the back of the bike.

Picture 5: Tim pedals away, still scared. Grandpa runs after him.

Picture 6: Tim rides his bike by himself, smiling now. Grandpa smiles and waves.

Ex.2 p.7.

• Focus on the pictures in the Let's learn! box. Ask What can you see?

• Read the sentences and questions, pausing after each one for children to point to the picture and repeat.

• Write the sentences and questions on the board. Read them again, miming the actions in the pictures to reinforce meaning. Children repeat again.

• Rub out the outdoor activities and replace with different flashcards to elicit sentences with the same pattern, e.g. I can play football. I can't ride a horse. Children repeat.

• Invite different children to change the activities words to make new sentences and questions.

Pupils listen to the recording and mime the actions, then act out the story.

Pupils listen to the pronunciation of the phrases, repeat, and then replace the patterns with other activities.

Role-play

Information transfer

CD 07

https://elt.oup.com/student/familyandfriends/level02/stories?cc=kz&selLanguage=en#tracktitle

Physical training exercise

A break for physical activity.

Teacher plays the video with physical exercises.

Pupils watch and do physical exercises.

Main activities

Ex.3 p.7.

• Ask children to look at the pictures. Point to each one for children to tell you what outdoor activity they can see.

• Ask children to look at the first picture. Ask He, She, or They? (He); then ask can or can't? (can). Point out the example.

• Let children look and complete the sentences.

Ex.4 p.7.

• Ask children to look at the speech bubbles. Choose a child to read the first question and answer with you.

• Ask children to work in pairs. In their pairs, children take turns to point to the people in Exercise 3 and ask questions about them. Their partner listens and helps as necessary.

• Ask some of the pairs to ask and answer questions aloud. Focus on the Let's learn! box with the subject pronouns. Ask two or three children to say sentences with can using different subject pronouns.

Optional activity

• Write can and can't on the board. Invite a child to come up and put one flashcard for an outdoor activity that he / she can do next to can, and a different one next to can't.

• Ask Can (Azat) skate? (Yes, she can / No, she can't.)

Pupils name the outdoor activities depicted in the pictures. Then pupils complete the sentences.

Answers:

1 He can ride a bike.

2 He can't ride a horse.

3 They can't play football.

4 She can skate.

5 They can play tennis.

6 She can't skateboard.

Pupils work in pairs ask and answer the questions with reference to ex.3.

Pupils have more practice in using can/can’t to talk about ability.

Sentence completion

Interview

Interview

https://wordwall.net/ru/resource/5514762/family-and-friends-2-unit-3-can-cant

The end of the lesson

Teacher asks pupils “How are you?” to find out their mood at the end of the lesson, compares it to the initial mood pupils had and makes conclusion how the lesson influenced students and why.

Giving the homework.

SS write their homework for the next lesson.

Pupils evaluate themselves using evaluation lists. 

Term: 1

Unit 1 Lesson 5.

All about me.

Teacher’s name:

Date:

Grade: 2

Number present:

Number absent:

Theme of the lesson:

Clothes.

Learning objectives(s) that this lesson is contributing to

2.1.6.1 understand some specific information in short, slow, carefully articulated talk on routine and familiar topics

2.1.9.1 recognise the spoken form of familiar words and expressions

2.2.1.1 make basic statements related to personal information, people and objects on familiar topics and classroom routines

2.3.4.1 begin to use with support a simple picture dictionary

2.5.1.1 use singular nouns, plural nouns – including some common irregular plural forms in giving simple descriptions

2.5.14.1 use basic prepositions of location and position: at, behind, between, in, in front of, near, next to, on, to to describe where people and things are, use prepositions of time: on, in, at to talk about days and times

Lesson objectives

By the end of the lesson the students will be able to identify clothes and common prepositions.

Stages of the lesson/ Time

Teacher’s activity

Student’s activity

Assessment

Resources/ materials

Greeting.

Organisation moment.

Teacher greets pupils and asks “How are you today?” to find out their mood at the beginning of the lesson.

Childrens’ greetings. Students watch a video and sing a greeting song. Then pupils choose one of the smiles they see on the slide, saying “I am happy/sad….etc.”

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

Warm up min.

Warm up.

• Before the children come into the classroom, hide the teddy so that just a small part of him can be seen.

• Tell the children that you are sad because you can't find your teddy bear. Ask them to help. Without leaving their seats, children should look around the classroom for the teddy bear until one of them tells you where it is.

Pupils help the teacher to find the teddy bear.

Student’s Book “Family and friends 2. Kazakhstan edition”. (Oxford University Press)

Worksheets

Main activities

Ex.1 p.8.

• Use flashcards 83-88 to introduce the new clothes vocabulary. Hold up the cards one at a time and say the words for children to repeat.

• Hold up the cards in a different order for children to repeat again.

• Ask children to look at the pictures. Play the first part of the recording for children to listen and point to the pictures.

• Play the second part for children to repeat the words.

• Play the recording all the way through for children to listen and point and then repeat the words.

• Hold up flashcards 83-88 one at a time for individual children to say the words.

Ex.2 p.8.

• Use flashcards 7-11 to revise the prepositions of place near, next to and in front of, and to present the new prepositions behind and between.

• Demonstrate the meaning of the words by putting the teddy bear behind, in front of, next to, and near an object (e.g. a bag), and then between two items (e.g. books).

• Ask children to look at the pictures and predict what the song is about (It's about a girl who's looking for something').

• Play the song once for children to listen. Then play it again as they follow the words in their books.

• Play the recording for children to sing along.

Pupils listen to the pronunciation of the new words, point to the pictures and repeat the words.

Pupils have a look at the pictures and try to predict what the song is about. Then listen to the recording, following in their books. After that, pupils sing the song.

Choose the word that describes what you hear

Picture description

CD 08

CD 09

https://elt.oup.com/student/familyandfriends/level02/songs?cc=kz&selLanguage=en#tracktitle

Physical training exercise

A break for physical activity.

Teacher plays the video with physical exercises.

Pupils watch and do physical exercises.

Main activities

Ex.3 p.8.

• Ask children to look at the pictures and decide together on what the actions should be (see suggestions below).

• Play the song again for children to sing and do their actions.

Song actions

Where is my teddybear? - look around for teddy bear

/ can't find him anywhere - shake head

Look behind the bedroom door - open door

Look in front of the sofa - stand with hands on hips, looking

Look between the bed and the chair - bend down and look from side to side

Look next to the big toy box - kneel on the floor

Yes, my teddy's hiding there - give the teddy a hug

Optional activity

• Invite five children to the front. Give four of them a preposition flashcard (for behind, in front of, next to, and between) and give the fifth child the teddy bear.

• Play the recording. Every time children hear the word on their flashcard, they hold the card up; every time the teddy is mentioned, the child holds it up. On the final line of the song, when the girl finds her teddy bear, the child throws the teddy up into the air and catches it.

Ex.4 p.8.

• Tell children that they are going to sing a new version of the song. As a class, choose whether to sing about a lost skirt, scarf or shirt.

• Write a template for the new lyrics on the board: Where is my (shirt)?

Where is it?

Where is my (shirt)?

I can't find it anywhere!

Look (behind the bedroom door).

Is it hiding there?

Look (behind the bedroom door).

I can't find it anywhere!

• Read the new lyrics together, and ask children which words have changed from the original. Point out that he and him have changed to it. Underline it on the board to help them remember.

Play the karaoke version of the song (track 10) for children to sing the new version.

Pupils sing the song and do the actions.

Pupils role-play the song.

Pupils invent new version of the song and sing it.

Song-based task

CD 09

CD 10

The end of the lesson

Teacher asks pupils “How are you?” to find out their mood at the end of the lesson, compares it to the initial mood pupils had and makes conclusion how the lesson influenced students and why.

Giving the homework.

SS write their homework for the next lesson.

Pupils evaluate themselves using evaluation lists. 

Term: 1

Unit 1 Lesson 7.

All about me.

Teacher’s name:

Date:

Grade: 2

Number present:

Number absent:

Theme of the lesson:

Phonics.

Learning objectives(s) that this lesson is contributing to

2.1.1.1 understand a range of short basic supported classroom instructions

2.2.5.1 begin to articulate clearly the difference between various sounds

2.3.1.1 read and spell out words for others

2.3.2.1 identify, remember and sound out high-frequency sound and letter patterns

Lesson objectives

By the end of the lesson the students will be able to:

• revise the letters of the alphabet;

• identify upper- and lower-case forms of letters;

• identify sounds the letters make at the start of words.

Stages of the lesson/ Time

Teacher’s activity

Student’s activity

Assessment

Resources/ materials

Greeting.

Organisation moment.

Teacher greets pupils and asks “How are you today?” to find out their mood at the beginning of the lesson.

Childrens’ greetings. Students watch a video and sing a greeting song. Then pupils choose one of the smiles they see on the slide, saying “I am happy/sad….etc.”

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

Student’s Book “Family and friends 2. Kazakhstan edition”. (Oxford University Press)

Warm up

Warm up.

• Ask children if they can remember the alphabet. Recite it as a class. Revise the whole alphabet with the alphabet song.

• Write up the letters in capitals as children say them.

• Invite different children to come to the board and write the lower-case forms next to each letter. Point to each letter in turn and ask the class what sound it makes at the beginning of a word.

Pupils revise the alphabet with the alphabet song, as well as upper- and lower-case forms of letters and sounds the letters make at the start of words.

https://www.youtube.com/watch?v=B5csN8gQY4E

https://wordwall.net/ru/resource/1191665/alphabet

Main activities

Ex.1 p.9.

• Ask children to look at the pictures. Point to each one and ask children what the girl or boy is doing.

• Elicit or teach the words knee, feet, and head. Children point to their knees, feet, and heads as you say the words.

• Practise the actions with the class. Say Touch your head/ feet/knee. Close your eyes. Count to ten.

• Play the recording for children to listen and follow the chant in their books.

• Read the chant line by line for children to repeat each line in turn.

• Play the recording for children to join in.

• Play the recording once more. This time children do the actions as they chant. Repeat.

Optional activity

• Play a game of Simon says... using the commands from the chant.

Ex.2 p.9.

• Ask children to look at the letters in their books. Tell them that they are going to hear a recording of the sounds that the letters make at the beginning of words.

• Play the first part of the recording for children to listen and point to the letters.

• Play the second part of the recording for children to repeat the sounds.

• Play the recording all the way through for children to point and then repeat.

Pupils find out the meaning of the new words describing pictures and then practice doing the actions.

Pupils do the actions as they chant.

Pupils play a game “Simon says”.

Pupils listen and point to the letters, then repeat the sounds.

Song-based task

CD 11

CD 12

Physical training exercise

A break for physical activity.

Teacher plays the video with physical exercises.

Pupils watch and do physical exercises.

Main activities

Ex.3 p.9.

• Ask children to look at the pictures and tell you what they can see.

• Focus attention on the first picture. Ask What is it? (a pen). Then ask What's the sound? to elicit/р/. Show them the example circle around the letter p.

• Play the recording for children to listen to the words and circle the correct sounds.

• Play the recording a second time for children to complete or check their answers.

Optional activity

Put Outdoor activities and Prepositions of place flashcards 1-11 on the board. Point to the flashcards one at a time for children to say the sound that the word (or phrase) begins with in chorus.

For more variety, point to some of the items shown in the flashcards, such as horse, bike, teddy, box, T-shirt, trousers, and repeat the activity.

Repeat, asking individual children to say the sounds.

Ex.4 p.9.

Ask children to look at the letters.

Say the letters for children to repeat.

Pupils name the animals and objects they see at the pictures. Then listen to the words and circle the correct sound.

Answers:

1 p 2 l 3 d 4 g 5 a 6 s

Pupils look at the flashcards and say the sound the word begins with.

Pupils say the letters of our country.

Multiple-choice questions

CD 13

The end of the lesson

Teacher asks pupils “How are you?” to find out their mood at the end of the lesson, compares it to the initial mood pupils had and makes conclusion how the lesson influenced students and why.

Giving the homework.

SS write their homework for the next lesson.

Pupils evaluate themselves using evaluation lists. 

Term: 1

Unit 1 Lesson 8.

All about me.

Teacher’s name:

Date:

Grade: 2

Number present:

Number absent:

Theme of the lesson:

Description of toys.

Learning objectives(s) that this lesson is contributing to

2.1.6.1 understand some specific information in short, slow, carefully articulated talk on routine and familiar topics

2.2.3.1 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.3.5.1 understand the main points of simple sentences on familiar topics by using contextual clues

Lesson objectives

By the end of the lesson the students will be able to:

• read information about playing outside;

• read and tick the correct information.

Stages of the lesson/ Time

Teacher’s activity

Student’s activity

Assessment

Resources/ materials

Greeting.

Organisation moment.

Teacher greets pupils and asks “How are you today?” to find out their mood at the beginning of the lesson.

Childrens’ greetings. Students watch a video and sing a greeting song. Then pupils choose one of the smiles they see on the slide, saying “I am happy/sad….etc.”

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

Student’s Book “Family and friends 2. Kazakhstan edition”. (Oxford University Press)

Warm up

Warm up.

• Use the outdoor activities flashcards to revise the new activities words from this unit. Ask the children to say what each of the children on the flashcards can do.

• Ask the children to make a list of three things they can do and three things they can't do, then ask and answer questions with their partner, e.g.

Can you skate?

No, I can't. Can you ride a bike?

Yes, I can.

Pupils revise outdoor activities and Yes, I can/No, I can’t through asking and answering the questions.

Interview

Main activities

Ex.1 p.10.

• Ask children to look at the pictures and name as many outdoor toys as they can. Help with any unknown words.

• Ask the children which of the items in the pictures they have got.

Ex.2 p.10.

• Play the recording for children to listen and follow the text in their books. Explain any vocabulary as necessary, e.g. wheels.

• Ask the children what kind of text they think this is (a webpage showing a set of adverts for things to play with outdoors).

• Play the recording a second time. Ask comprehension questions, e.g. How many wheels has the scooter got? What colour are the swings?

• Look at the text again and read the adverts as a class. Ask individual children to read out different sentences.

Pupils identify the objects on the pictures, saying which of them they have got.

Answers:

a bike, a scooter, some skates, a swing

Pupils have practice in listening and reading the adverts.

Comprehension questions

CD 14

Physical training exercise

A break for physical activity.

Teacher plays the video with physical exercises.

Pupils watch and do physical exercises.

Main activities

Ex.3 p.10.

• Look at the example with the children. Ask a child to read out the correct sentence (It's got two wheels).

• Tell the children to read through the text in Exercise 1 again before reading the remaining sentences in Exercise 2 and circling the correct answers. Tell them to look back at the text as necessary.

• Allow time for the children to find the rest of the information in the text and circle the correct answers.

• Check answers by asking individual children to read the correct sentence for each question.

Optional activity

• Tell the children to take out their coloured pencils. Give each child a piece of plain paper.

• The children draw a picture of their favourite toy (this can be an outdoor toy or an indoor toy).

• Invite the children to show their finished pictures to the class and describe their favourite, e.g. This is my bike. It's red and black. It's got two big wheels.

Pupils look through the text and circle the correct answer.

Answers:

1 two 2 small 3 two 4 skates 5 yellow

Pupils draw their favourite toy and describe it.

Multiple-choice questions

Drawing and describing a picture.

The end of the lesson

Teacher asks pupils “How are you?” to find out their mood at the end of the lesson, compares it to the initial mood pupils had and makes conclusion how the lesson influenced students and why.

Giving the homework.

SS write their homework for the next lesson.

Pupils evaluate themselves using evaluation lists. 

Term: 1

Unit 1 Lesson 9.

All about me.

Teacher’s name:

Date:

Grade: 2

Number present:

Number absent:

Theme of the lesson:

There is/there are. Unit assessment 1.

Learning objectives(s) that this lesson is contributing to

2.1.9.1 recognise the spoken form of familiar words and expressions

2.2.2.1 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines

2.2.6.1 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges

2.5.14.1 use basic prepositions of location and position: at, behind, between, in, in front of, near, next to, on, to to describe where people and things are, use prepositions of time: on, in, at to talk about days and times;

2.1.2.1 recognise with considerable support an increasing range of common personal questions;

2.1.3.1 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number;

2.2.1.1 make basic statements related to personal information, people and objects on familiar topics and classroom routines.

Lesson objectives

By the end of the lesson the students will be able to:

• identify outdoor toys and clothes from their descriptions.

• Describe a scene using There is … /There are.

• Ask and answer questions about where things are.

Stages of the lesson/ Time

Teacher’s activity

Student’s activity

Assessment

Resources/ materials

Greeting.

Organisation moment.

Teacher greets pupils and asks “How are you today?” to find out their mood at the beginning of the lesson.

Childrens’ greetings. Students watch a video and sing a greeting song. Then pupils choose one of the smiles they see on the slide, saying “I am happy/sad….etc.”

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

Student’s Book “Family and friends 2. Kazakhstan edition”. (Oxford University Press)

Warm up

Warm up.

• Ask a question about the location of something in the class, e.g. Where's (Dinara's) bag?

• Children answer the question using the prepositions they learnt in Lesson 5.The first child to answer correctly asks another question to the class.

• Ask children what they can remember about the webpage from the previous lesson. Ask How many bikes are there? What colour is the bike? Has it got big or little wheels?

• Point to children's clothes (or use the flashcards) to revise basic clothes words, making sure to include the words shoes and hat. Ask What's this? (A hat/dress/Т-shirt/coat.) What are these? (Socks/shoes/ trousers).

• Ask children to look at the pictures in Exercise 1 and identify what they see. Ask them to predict what they might hear.

Pupils answer the questions using the prepositions studied.

Pupils revise the information from the previous lesson as well as basic clothes words. Then looking at ex.1 pupils try to predict what they might hear.

Interview

Comprehension questions

Main activities

Ex.1 p.11.

• Tell children that they are going to hear a girl talking about toys and clothes.

• Play the recording for children to point to the objects.

• Play the recording again, pausing after the first item.

• Ask children which picture the girl is talking about (the skateboard) and show them the example.

• Play the recording again for children to number the objects. Play it once more for children to complete their answers, then check answers with the class.

Ex.2 p.11.

• Ask children to look at the picture and name the items. Teach or revise the meaning of chair and table, using the picture or furniture in the classroom.

• Write There is... and There are ... on the board and remind children how to use this language. To help them remember, draw a single ball next to There is... and two balls next to There are.... Point and say There is a ball. There are two balls.

• Write There's on the board next to There is and circle the 's. Remind children of this contraction and model it for them to repeat. Point to the pictures of the single ball and the two balls several times to elicit There's a ball and There are two balls.

• Hold up classroom items and ask individual pupils to make sentences, e.g. There's a pencil. There are two pens, etc.

• Point to the picture and read the first sentence in the speech bubble (There are two chairs). Read out the second sentence (There's...) and ask a child to complete the sentence (e.g. There's a ball/a bike/a skateboard).

• Ask children to make sentences about the picture using There's a ... or There are .... They can point to items in the picture and say the sentences quietly to themselves, or you can point to items in your book (or on the CPT) at the front of the class for children to chorus the correct sentence.

Pupils listen to the recording and number the objects.

Answers:

shoes 3,6; skateboard 1,5; hat 2,7; bike 4,8

Pupils name the object looking at the picture. Then pupils create their sentences with the structure There’s/There are.

Choose the word that describes what you hear

Picture description

CD 15

https://wordwall.net/resource/17419733/my-classroom

Physical training exercise

A break for physical activity.

Teacher plays the video with physical exercises.

Pupils watch and do physical exercises.

Main activities

Ex.3 p.11.

• Ask a child to read the words in the word pool. Make sure children remember the meaning of the prepositions of place. Use the flashcards to revise the prepositions as necessary. Then ask a pair of children to read out the example exchange.

• The children work in pairs. They take turns to ask and answer questions about where the things are.

• Monitor the activity and help children remember to use They're to talk about plural items (such as the skates) and It's for singular items.

Pupils ask and answer questions about where the things are.

Interview

https://www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_%28ESL%29/Prepositions_of_place/Where_is_the_cat$_aj462md

The end of the lesson

Teacher asks pupils “How are you?” to find out their mood at the end of the lesson, compares it to the initial mood pupils had and makes conclusion how the lesson influenced students and why.

Giving the homework.

SS write their homework for the next lesson.

Pupils evaluate themselves using evaluation lists.